Connectivism Theory of Learning-1

Connectivism theory of learning
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introduction
Connectivism is an alternative theory of
learning developed by George Siemens that
addresses inadequacies of current theoretical
models such as Bevariorism, cognitivism, and
constructivism ( Alger, 2005) This theory of
learning recognizes that technology has
impacted society and that thoughts on
teaching and learning are shifting.
Principles of Connectivism
• Siemens (2004) identifies eight core principles of Connectivism:
• Learning and knowledge rests 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 is needed to 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 is itself 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.
Connectivism as a Learning Theory
Using Ertmer and Newby's (1993) 5 question framework for elaborating a learning theory,
connectivism is described as follows:
• How does learning occur?
• What are the influencing factors?
• What is the role of memory?
• How does transfer occur?
• What types of learning are best explained by this theory?
Role of the educator
In a connectivist environment, a teacher blends his educator expertise with learner

construction. Here, we take a glimpse at four types of educator roles:
• Educator as a Master Artist (Seely Brown, 2006)
• Educator as a Network Administrator (Fisher, n.d.)
• Educator as a Concierge (Bonk, 2007)
• Educator as a Curator (Siemens, 2007)
Role of the learner
• Learner is at the centre of the learning experience rather than the educator and institution
• Learner determines the content of the learning, decides the nature and levels of
communication, and who participates
• Develops ability to find relevant information and filter out secondary and extraneous
information
• Learner's capacity to know is more critical than what is actually known (Siemens, 2008)
• Learner's ability to make decisions from acquired information is integral to the learning
process
• Knowledge is a creation process and not only a knowledge consumption process
• Learner's ability to see or form connections between fields, ideas, and concepts is a core
skill
• Learning is a cyclical process
– Connects to a network to share and find new information
– Modifies beliefs on the basis of new learning
– Connects to a network to share these realizations and find new information once more
Learning ecologies
To facilitate interactions or connections within ecologies, tools are

essential. Synchronous and asynchronous tools can be used as extensions
of the online classroom environment :
• Blog
• Wikis
• Groupware
• Collaboration_tool
• Connection forming tools
• social_network
benefits of Connectivism within a learning environment for individuals
include:
• The ability to access the newest information altering

the foundations for future study (Siemens, 2006)
• Learning to connect with information, rather than rote
memorization of basic facts (Siemens, 2006)
• Learn by connecting to information that is available
within a network, then build upon this information to
form new knowledge, then share it back into the
network for others to access
• Access and use the most accurate information on a
topic, making lessons/projects more relevant
Direct Considerations for Teachers:
• Allow students to use multiple technological
devices that are able to connect to the Internet
• Continually instruct students in the critical
evaluation of web based content
• Model and provide instruction on accessing, and
sharing information within multiple networks
• Create connections with other students, classes,
or schools to facilitate the sharing of information
through networks
Networks
• A network consists of two or more nodes linked in

order to share resources.
• A node is a connection point to a larger network.
• Learning communities are nodes.
• Courses need to be redesigned to reflect networked
economy.
• A network, in the context of an ecology and
communities, is how we organize our learning
communities...resulting in a personal learning network.
(Siemens, 2003)

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Connectivism theory of learning

In a connectivist environment, a teacher blends his educator expertise with learner

To facilitate interactions or connections within ecologies, tools are

• The ability to access the newest information altering

• A network consists of two or more nodes linked in

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