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= Home > Group A Workspace > Learning Activity 6-A-1​= flat = What is Connectivism? =
 * Driven by his interest in technology's potential to transform teaching, learning, and society, George Siemens proposed in “//Connectivism: A Learning Theory for the Digital// **** //Age”// ([|Siemens], 2005) that current learning theories, such as behaviorism, cognitivism and constructivism, did not adequately address learning that occurs outside of the individual, learning which can be stored and manipulated by technology. Established theories did not explain how learning happens in networks and organizations, as often occurs in today's online environment. (Natalie) **


 * These are the basic principles of connectivism: (Patti) **
 * Learning and knowledge rest in diversity of opinions.
 * Learning is a process of connecting specialized nodes or information sources.
 * Learning may reside in non-human appliances.
 * Capacity to know more is more critical than what is currently known.
 * Nurturing and maintaining connections isto facilitate continual learning.
 * Ability to see connections between fields, ideas, and concepts is a core skill.
 * Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
 * Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. ([|Siemens], 2005)

As co-creator Stephen Downes wrote, the formation of connections between nodes of information (i.e., networks) constitutes knowledge – and in addition, connectivism posits that “the ability to construct and traverse those networks” comprises learning. Making the connection between theory and pedagogy, "This implies a pedagogy that (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks, both in the individual and in society (which I have characterized as modeling and demonstration (on the part of a teacher) and practice and reflection (on the part of a learner)) ([|Downes], 2007). (Natalie)

In 2008, Downes and Siemens put their theory into practice by designing and teaching a MOOC--"massive online, open course," which is considered a landmark in the open teaching movement ([|Downes], 2011).

See also: [|Connectivism Glossary]

= Click on the Link to View Connectivism Videos and a Slide Show =

Connectivism Videos and Slides (Patti)

= What is the Controversy? =


 * In response to Siemens, some argued that connectivism is a pedagogical view, not a learning theory. **

Pløn Verhagen believes connectivism to be relevant on a curricular level since it refers to **what** students learn and the skills they should develop. However, at the theoretical level, connectivism should explore the processes of **how** people learn. Objecting to Siemens’ suggestion that “learning may reside in non-human appliances,” Verhagen predicts an integrated system that “learning will soon take place in a continuous interaction with information systems and in which the learner **consciously** decides which cognitive tasks he undertakes himself and which ones he delegates to a software system (Verhagen, 2006).

According to Bill Kerr, connectivism fails to qualify as a theory based on three criteria:

(1) Connectivism does not contribute to a theory or learning reform because its language is “too generalised to guide new practice at the level of how learning actually happens." (2) Connectivism does "contribute to a general world outlook, but we already have theories and manifestos for that view” (systems theory, chaos theory, network theory). (3) Connectivism "misrepresents the current state of established alternative learning theories such as constructivism, behaviorism and cognitivism, so this basis for a new theory is also dubious" ([|Kerr], 2006).

A team of educational psychologists from the University of Georgia, implying that the controversy has run its course, suggests that theories "certainly do not become obsolete by any means, but they do need to be used in a very different way to be able to incorporate the attributes of a 21st century learning environment" ([|Davis, Edmunds, and Kelly-Bateman], 2012). (Natalie)

= Why 21st Century Learning is Different = = = **“Connectivism learning theory, properly applied, has the potential to significantly improve education through the revision of educational perspectives and generate a greater shift toward learner-centered education"** ( [|Siemens], 2005). = =  With advances in science and society increasing the capacity of people and organizations to connect with one another, knowledge becomes obsolete faster than before. Gonzalez refers to this as the "half-life" of knowledge—the time span from when knowledge is gained until it becomes obsolete ([|Gonzalez], 2004). It no longer takes days, weeks, months, or years for something to catch on with the general population. Information can now reach millions of people around the world within seconds. To stay current and informed, it is essential for students to develop metacognitive skills like searching, analyzing and evaluating available information and making relevant connections.

Student behavior in the connectivist model requires active engagement: to stay focused despite distractions, efficiently manage and navigate the flow of knowledge, extract relevant information, connect with others through network-building, stay current and informed, relate at a human level to form social spaces, ensure validity, recognize patterns and trends, and accept uncertainty. Connectivist learners should also display confidence, independence and discipline in accepting responsibility for their participation in online coursework ([|Darrow], 2009, 56).

Change in the classroom is inevitable; it is unlikely that individuals that have grown up in highly connected environments will be content to use the same type of instructional strategies that were used by their predecessors. (Natalie)

= Connectivism in the Classroom = = =
 * Connectivism is helping schools shift from a model where the teacher/publisher controls knowledge, to that of an active, student-centered/student-**
 * participation model.**

The history of online social networking provides insight into the need for a new theory of learning. Web 1.0 provided a static experience for users, allowing only browsing and downloading of content. The emergence of Web 2.0 tools such as blogs, wikis, and podcasts, provided a global medium for the discussion and presentation of varying points of view. The evolution of the Read-Write Web allowed users to become active creators of content. Wikipedia, Flickr, Friendster, Del.i.cious, LinkedIn, MySpace, Facebook, and YouTube all contributed to the rise of social networking. Educators are also implementing cloud computing, where services and applications are hosted and accessed over the Internet versus individual computers. According to Suzanne Darrow, movements towards open source, open content, and open education have strong ties to connectivism theory (Darrow, 2009, 53 ). (Natalie)

Boris-“For students to be able to create, function within, and maintain the network, they must be information literate (McKnight and Repp, 2009) Teachers are now allowing students to be the main driving force behind their education. Teachers are there to guide, help organize information, and model instead of direct teaching. Teachers help student organize and determine what information can be useful instead of direct teaching. Students are responsible for creating a stance and finding information to support that stance. Students are now learning to truly work together to gain information. Those people could be from others in the classroom or experts on the internet.

=media type="youtube" key="YrIXMELzb-o" height="315" width="420" align="right" Tools Connecting our Classrooms =

Social Networking

 * ==== Edmodo - http://edmodo.com ====
 * ==== Moodle http://moodle.com ====
 * ==== Blogs http://scenglishseidel.wordpress.com ====

Social Bookmarking

 * ==== Diigo for research [|http://diigo.com] ====

**Collaborative Projects**

 * ==== Google Docs ====
 * ==== Wikispaces http://f11novelidea1.wikispaces.com/====
 * ==== Wikipedia ====

(Patti)

= How Connectivism Supports Today's Students =

**Connectiv** **ism helps to ensure that students become lifelong learners by facilitating the building of active connections, utilizing intelligent social networking, and encouraging student-generated curricula.**

Marc Prensky coined the term “Digital Natives‟ to refer to today’s students as natural inhabitants of the digital world, while those who were not born into a high-tech world can be considered “Digital Immigrants.” Prensky points out that students “only have short attention spans for the old ways of learning. They don’t have short attention spans for their games, movies, or Internet surfing‟ ([|Prensky], 2005). (Natalie)

Boris “This environment should include the following attributes (Siemens, 2007): (a) flexibility to allow the student to create a personalized learning network, (b) availability of a myriad of tools allowing for network creation, (c) promote decentralized learning, (d) provide safety measures to allow students (especially younger students) to work within a protected environment deterring access to deleterious information, (d) promote simplicity and continued use of the learning network, and (e) be tolerant of trial and error.” (McKnight, Repp, 2009). By fostering these ideas students are walking away from high school with more than just book smarts. Students are learning about ways to find, use, and present information. Students are learning about new strategies to help problem solve in their adult lives and be successful members of companies and society. Students are now in charge of their own learning.

= Questions About Connectivism = = = = =
 * As an emerging theory, Darrow observed, connectivism lacks a substantial body of empirical research literature that would lend it greater credibility. **** The following questions require clarification and research that must occur before a shift in today’s educational framework can take place: **
 * In connectivism learning theory, what is the clear, defined role of the educator? What teaching methods and strategies are best employed? Is there an optimal size for a learning network?
 * In connectivism learning theory, what is the clear, defined role of the learner? How do we assess students as individuals in a connectivist environment?
 * Do the existing classroom models make sense? Should the one-instructor classroom make way for more diverse approaches?
 * What is the best way to bridge the divide between “Digital Natives” and “Digital Immigrants” in a classroom setting? What is the best way to bridge the global educational divide?
 * Considering the “half-life of knowledge,” what is the best way to keep educators and educational practices current? How do we deal with information overload?
 * If the future of educational materials is open source, how will revenue be generated? What is the future of the textbook? How are issues of online privacy and ownership going to be handled?
 * How can systemic change be accomplished? How can political/governmental support be obtained in order to enact connectivism practices?
 * How can we best humanize and communicate our emotions in a virtual, multi-cultural environment? ([|Darrow], 2009, 26-27) (Natalie)

= = = Resources = = = "Connectivism." (2011, August 2). //Wikipedia: The Free Encyclopedia.// Wikimedia. Retrieved February 24, 2012, from [].

"Connectivism Glossary." (2011, May 5). //Wikiversity.// Wikimedia. Retrieved February 24, 2012, from [].

Darrow, Suzanne. (2009). //Connectivism Learning Theory: Instructional Tools for College Courses.// Western Connecticut State University. Retrieved February 24, 2012, from [].

Davis, Clarissa, Edmunds, Earl, and Kelly-Bateman, Vivian. (2012, January 26). “Connectivism.” In Michael Orey (Ed.), //Emerging Perspectives on Learning,Teaching, and Technology.// Retrieved February 24, 2012, from [].

Downes, Stephen. (2007, February 3). "What Connectivism Is." //Half An Hour.// Blogger. Retrieved February 23, 2012, from
[].

Downes, Stephen. (2011). //The MOOC Guide.// Google.com. Retrieved February 23, 2012, from [].

Gonzalez, Cathy. (2004). "The Role of Blended Learning in the World of Technology." //Benchmarks Online.// Retrieved February 23, 2012, from [].

Keesee, Gayla S. (2011). “Connectivism.” //Teaching and Learning Resources.// PB Works. Retrieved February 23, 2012 from [].

Kerr, Bill. (2006, December 26). “A Challenge to Connectivism.” //Bill Kerr.// Blogspot. Retrieved February 24, 2012, from [].

McKnight, Liz, and Repp, Rita. (April 2009). Connecting to Connectivisim. //Ed Tech Opportunity Realized Boise State//. Retrieved February 25, 2012 from [].

Prensky, Marc. (2001, October). “Digital Natives, Digital Immigrants.” //On the Horizon.// MCB University Press. Retrieved February 24, 2012, from /[].

Siemens, George. (2011) “About: Description of Connectivism.” //Connectivism//. WordPress. Retrieved February 24, 2012, from [].

Siemens, George. (2005, January). "Connectivism: A Learning Theory for the Digital Age." //International Journal of Instructional Technology & Distance Learning.// Retrieved February 24, 2012, from [].

Verhagen, Bijdrage van Plon. (2006, November 11). //Connectivism: A New Learning Theory?// Retrieved February 24, 2012 from pls.rsmart.com.

(All)