Connectivism

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Introduction

See also Social learning theory, Social media landscape & Teaching health library users

Connectivism -- "a learning theory for the digital age" -- was developed by educationalists George Siemens and Stephen Downes based on their analysis of the limitations of three major learning theories: behaviourism, cognitivism and constructivism. However, the theory has developed because of educational technologies and their impact on how we communicate and learn in the digital age. Donald G. Perrin, Executive Editor of the International Journal of Instructional Technology and Distance Learning says the theory "combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age."

The following is an excerpt from Siemens' 2005 paper on connectivism:

...connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Pløn Verhagen from the University of Twente says that connectivism is not a learning theory but a "pedagogical view". He adds that learning theories deal with issues at the instructional level (how people learn) but connectivism deals with issues at the curriculum level (what is learned and why it is learned). Blogger Bill Kerr says that, while technology affects learning environments, our existing learning theories are sufficient; connectivism is seen by some as a kind of constructivism called social constructivism.

What is connectivism?

http://elearnspace.org/media/WhatIsConnectivism/player.html

Rhizomatic learning

Connectivism is a kind of rhizomatic learning (see digital rhizomes). Unlike the root system of a tree, which is fixed and has a definite pattern of growth, a rhizome grows by making connections from any point to any other point. Unlike traditional systems where the connections are sought only locally, rhizomatic learning expands its connections through various media to include individual, organizational, and mechanic components of the knowledge economy. The ‘rhizomatic model of learning’ lends itself to a curriculum that is no longer predefined by experts. (See Cormier, 2008)

A key element in rhizomatic learning is the establishment of an expanding network of connections to facilitate knowledge flow. This model of learning is sensitive to the flux of knowledge domains and learners are trained to deal with this constantly changing scenario of knowledge production and consumption. Social media become vital in this process since they are instruments which enable the learner to form these connections. For instance, a blog is rhizomatic because it facilitates open, outward connections. Blogs are public, they can be accessed and commented on by anyone, they can be integrated into other blogs or websites, and they themselves offer links to other websites or databanks, thus establishing multiple connections.