GROUP PROJECT 1: TALKING-

PAPER
CONNECTIVISM
Umer Farooq, Sanad Shah, Sayed Nazari
IST-520
Overview
 Principles Related to Theory
 Integration of Principles
 Social Conditions
 Positive Contribution
 Criticism & Source
 Major Contributors and Their Contributions
 Collective Team Position on Situations of Application
Principle Elements Related to the Theory

 Integration of Principles

 Interactive Networks

 Connectivity

 Sharing & Distributing

Social Conditions
 Connectivism basically questions the notion that
learning is an individual phenomenon, that many of
the exiting learning theories believe to be one of
their foundational principles- that learning takes
place inside an individual’s head.

 Connectivists believe that learning is too complex a

phenomenon for an individual to deal with alone,
rather it takes place when it is distributed through a
social and technologically enhanced network.
Positive Contribution
 Provided a platform for learner’s autonomy

 Opened venues to access information, in terms of course

content, activities etc.

 Promoted inclusion of varied content and opportunities

for networking learners to share knowledge and initiate
dialogues and discussions

 Provided Interactivity
Criticisms
 Lack of control on the content

 Lack of contribution from participants

 Primitive and unreliable peer evaluation/ assessment

 Lack of acquisition of academic knowledge

 Lack of structure and high volume of content (generated by learners)

 Lack of clear explanation that how learning happens (metacognition)

 g. According to the textbook, Stephen Downes and some other scholars criticized
some of the elements of Connectivism.
Major Contributors/their contributions
 This theory has been around and discussed for more than two
decades, but the major contributions were added in 2008 by
George Siemens and Stephen Downes, who constructed the first
Massive Open Online Course (MOOC).

 The purpose behind their significant contributions was to model a

connectivist approach to learning.

 In the digital age, information flow at an immense level is an

essential element of organizational readiness and effectiveness.

 Looking at Connectivism in the 21st century and from the millennials’

perspectives, the theory is still young and its major impact or
theorists’ contributions have yet to be seen.
Collective Team Position on Situations of Application

 Sharing personal knowledge, information and opinions for

our own benefits, the benefits of others and the community
as a whole, is what we need in our current education
system.

 Instead of seeing knowledge and learning from a

personal point of view, we can see knowledge from an
integrated standpoint to expand our understanding to its
finest level by contributing our ideas, opinions, and views
in an inclusive learning pool.
Collective Team Position on Situations of Application

 The idea of connectedness plays a key role in the 21st

century education system where learners deal with
individuals from different walks of life with various
academic and social backgrounds.

 Connectedness provides a platform for individuals to

create and share their personal learning material,
information and identity with others to expand the
spectrum of our learning capacity. We as individuals,
can create things, but they serve only our personal
interests.
Reference

Harasim, Linda. Learning Theory and Online

Technologies, 2nd Edition. Routledge, 2017. [Chegg].
Retreived from
https://ereader.chegg.com/#/books/9781317508
175/cfi/6/24[;vnd.vst.idref=ch06]!
IST 520 ON SP18 Group Project 1
Talking Paper – Connectivism

PURPOSE: To provide colleagues with information on Connectivism

1. Principal Elements and Ideas Related to the Theory

a. “Connectivism is the integration of principles explored by chaos, network, and complexity and
self-organization theories” (Harasim, 2017, p.87). According to (Stephenson, n.d.), it is focused on
forming and creating interactive networks to ensure and acknowledge learning that occurs in having
conversation, dialogue, and group work, or debate with others (as cited in Harasim, 2017). Thus, the
notion of Connectivism is to promote connectivity in order to link to knowledge sources, rather than
explaining its formation in our own brains, which is the concept of connectionism (Harasim, 2017).

b. Connectivism is related to the digital age. It focuses on sharing and distributing our knowledge
and cognition with others via multiple means using technology. It encourages learners to connect to
others to expand their knowledge and enhance their learning ability. The theory claims that technology
plays a key role in sharing knowledge with others, with the notion to replace instructors with
technology (Harasim, 2017).

(1) The concept of Connectivism is driven by the understanding of dealing with an

immense amount of information while learning. Such a notion provides a need for a platform
where decision comes to play and makes a difference in the constant process of acquiring new
information and knowledge. Hence, it is essential to have the ability to identify what is
important/relevant and unimportant/irrelevant information (Harasim, 2017).

(2) The Theory of Connectivism also suggests to use and share knowledge with the
right individuals and in the right context for better and concrete learning. It suggests the
importance of knowing and having the knowledge about tomorrow’s learning, which reflects
on learners’ access to new information, rather than what they possess. Connectivism was
developed with the notion to elevate and assist learners to succeed in their academic endeavors
in today’s digital era (Harasim, 2017).

2. Social Conditions/Economic/ Technological Context

Connectivism basically questions the notion that learning is an individual phenomenon, that many of
the exiting learning theories believe to be one of their foundational principles- that learning takes place
inside an individual’s head. Connectivists believe that learning is too complex a phenomenon for an
individual to deal with alone, rather it takes place when it is distributed through a social and
technologically enhanced network. Siemens argues that human beings need to rely on a network of
people and increasingly technology to store, access, and retrieve knowledge and encourages its use
(Siemens, 2006). Since connectivists believe that today’s right answer can no longer be a right answer
for tomorrow with the alterations in the information; therefore, its validity and accuracy changes over
time through new contributions. Hence, it is very important for learners to able to evolve and improve
on their understanding of the subject as the information changes with these alterations.
3. Positive Contributions

a. Provided a platform for learner’s autonomy

b. Opened venues to access information, in terms of course content, activities etc.

c. Promoted inclusion of varied content and opportunities for networking learners to share
knowledge and initiate dialogues and discussions

d. Provided Interactivity

4. Criticisms and who made them (Source)

a. Lack of control on the content

b. Lack of contribution from participants

c. Primitive and unreliable peer evaluation/ assessment

d. Lack of acquisition of academic knowledge

e. Lack of structure and high volume of content (generated by learners)

f. Lack of clear explanation that how learning happens (metacognition)

g. According to the textbook, Stephen Downes and some other scholars criticized some of the
elements of Connectivism.

5. Major Contributors/their contributions/years of major contributions

a. This theory has been around and discussed for more than two decades, but the major
contributions were added in 2008 by George Siemens and Stephen Downes, who constructed the first
Massive Open Online Course (MOOC). The purpose behind their significant contributions was to
create an interactive learning system in which learners share information (Harasim, 2017).

b. In the digital age, information flow at an immense level is an essential element of

organizational readiness and effectiveness. Describing the learning organization is another important
contribution that connectivism has blessed us with. Successful organizations are great examples of
such invaluable contributions demonstrating how they can fully take the advantage of their skilled and
experienced members through connectedness (Haraism, 2017).

c. Looking at Connectivism in the 21st century and from the millennials’ perspectives, it is still
new and its contributions will have impact in the future. It is worth mentioning that its significant
advancements and implementation have already shaped schooling system, training, and learning
(Harasim, 2017).

6. Collective Team Position on Situations of Application

a. Sharing personal knowledge, information and opinions for our own benefits, the benefits of
others and the community as a whole, is what we need in our current education system. Instead of
seeing knowledge and learning from a personal point of view, we can see knowledge from an
integrated standpoint to expand our understanding to its finest level by contributing our ideas,
opinions, and views in an inclusive learning pool.

b. The idea of connectedness plays a key role in the 21st century education system where
learners deal with individuals from different walks of life with various academic and social
backgrounds. Connectedness provides a platform for individuals to create and share their personal
learning material, information and identity with others to expand the spectrum of our learning capacity.
We as individuals can create things, but they serve only our personal interests.

7. Attached 5P analysis Rubric.

a. This rubric helps you address the question of whether the theory provides for the 5Ps-
Presentation, Practice, Production, Posting, Participation/Collaboration. An item may be non-
applicable to the situation. Or, an item that is not provided for may involve a mixed theory
approach.

b. Example: Constructivism does not seem to provide for practice. Or, if the opposite is your
position, support that with a comment as to how a Constructivist approach supports practice. In
applying the analysis to a Constructivist learning approach, the task readiness (Zone of Proximal
Development) of each member of the group would have to be assessed and risk or remediation
would have to be provided for.

c. Attach the rubric to the Talking Paper. Address each entry on the rubric.

Draft Rubric

Mapping Cognitive Science Against Learning Theories

The rubric below is an attempt at evaluation of something as complex as a learning theory. If we

believe that the activities listed below are what the cognitive scientists are saying is valid, then we as
teachers and designers and theorists should be informed by those findings. This draft is worked from
the brain-based motivation considerations and from Gredler, Schumann and the material on how the
neurons and glia operate. Please comment and add or modify as you see fit. In Gredler’s book, the
sections on Principles of Learning and Educational Applications should be reviewed using this rubric.

Accounte
d For?
Y = Yes
Element of Motivation N= No Comments
NA = Not
Applicable
? = Cannot
Determine

Presentation
The theory considers whether material
is relevant to needs and goals of the
learner
The theory includes consideration as to
whether material and/or
presentation/stimulus is novel, is
something new and interesting to the
learner
The theory concerns itself with the
presentation approach being
intrinsically
pleasant/interesting/stimulating/
thought provoking
The theory informs with respect to
areas such as wording, visuals, audio,
language being manageable and
useable to the receiving group or
individual
Practice
The theory supports opportunities
being provided to develop proficiency
in application of the skill, knowledge,
ability or concept
N Unlike other learning approaches,
there is no teacher or mentor to analyze
learner’s needs upfront. This theory
focuses more on the capacity of the
learner to know more rather than
paying attention to what is currently
known or his or her background
knowledge.
Y Though there is no direct involvement
of any teacher or mentor to prepare and
present information to the learner yet
we know that there is someone
(invisible) keeping an eye on our likes
and dislikes. These invisible
manipulators feed us with the
information based on what we like and
what we are interested in. That is how
our biases are reinforced and we only
learn what we want to learn.
Y Connectivism also addresses the
challenges that how the knowledge that
resides in a database can be connected
with the right people in the right
context in order to be classified as
learning. So it has to involve how to
present knowledge to the right people
Y The manipulators study the target
audience and based on their study they
create content that is well received by
the target group. Propaganda can be a
good example.
Y It is focused to provide support for
group-learning that increases students’
confidence and their level of
satisfaction, encourages them to
practice and collaborate when
participating in doing a task, expand
their understanding through sharing
knowledge globally.
The theory supports practice activities,
to include repetition and spiraling,
designed to develop automaticity in
responses and execution if appropriate
The theory requires that practice is
relevant to needs and goals of the
learner
The theory covers self-assessment or
assessment by other means that
evidences that the Learner can see that
skill/competency acquisition is taking
place
The theory requires practice activities
that are within or slightly above the
learner’s competency level
The theory requires that practice be
designed to lead to correct response.
Production and Posting
The theory encourages application of
the skill, knowledge/ability or concept
being learned
The theory encourages publication of
whatever is produced by the learner to
group for peer view and learning
Participation/Collaboration
Y The example of automation of
education is the concept introduced by
MOOC which is to automate the
transmission of content + quiz (auto
graded)
Yes Though there is no need assessment
done by teacher in advance, it is leaners
who decide what they need to learn.
Learners create a “structure” for her/his
learning.
Cannot It doesn’t say anything about self-
Determine assessment. However, MOOCs are a
great example of how students are
assessed through auto-graded quiz. The
students either provide correct answer
or they are just wrong.
N The only thing it deems vital for
learning, is to nurture and maintain
connections to facilitate continual
learning.
Y Yes, if we go by MOOCs auto graded
system. The students are either right or
wrong. There is no grey area.
Yes Learning is a process of active
construction on part of the learner.
Learning occurs as the learners
“attempt to make sense of their
learning.”
Yes The core principle of constructivism is
learning and knowledge rests in
diversity of opinions. Students publish
and review each other’s work.
 Theory supports synchronous or
asynchronous review of posted
products
Yes It encourages students to engage in
collaborative activities to openly
discuss their learning needs through
asynchronous and synchronous
communications.

Theory promotes a Community of Yes This theory encourages students to

Practice/Wisdom/Knowledge actively participate in forums and
discussion groups.

Theory supports some form of
accountability with respect to who is
contributing and how they are
contributing to knowledge sharing
Theory accounts for variation in task
readiness and ability to contribute to
group effort to meet goals
In terms of theory, does the theory
provide for collaboration?
Yes Artificial Intelligence (AI) knows that
who is contributing and who is not.
Y The Theory has promoted inclusion of
varied content and opportunities for
networking learners to share
knowledge and initiate dialogues and
discussions to meet goals. The idea of
connectedness plays a key role in the
21st century education system where
learners deal with individuals from
different walks of life with various
academic and social backgrounds.
Yes In terms of theory, the theory provides
a platform for collaboration through
social interaction mediated by
technology. It is a form of networked
learning that promotes learning among
all involved parties on a social
interaction platform, integrates
technology, and promotes autonomous
learning.

References

Harasim, Linda. Learning Theory and Online Technologies, 2nd Edition. Routledge, 2017. [Chegg].

Retrieved from https://ereader.chegg.com/#/books/9781317508175/cfi/6/24!/4/2/118/2@0:0

Siemens, G. (2006). Connectivism: Learning theory or pastime of the self-amused.