conectivism

5/28/2018 conectivism

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October 2008

Connectivism: Learning theory of the

future or vestige of the past?

Rita Kop

University of Wales Swansea

Adrian Hill

Open School BC, Canada

Abstract

Siemens and Downes initially received increasing attention in the blogosphere in 200 when theydisc!ssed their ideas concerning distrib!ted "nowledge# $n e%tended disco!rse has ens!ed in and

aro!nd the stat!s of &connectivism' as a learning theory for the digital age# (his has led to a n!mber of

)!estions in relation to e%isting learning theories# Do they still meet the needs of today's learners, and

anticipate the needs of learners of the f!t!re* Wo!ld a new theory that encompasses new developments

in digital technology be more appropriate, and wo!ld it be s!itable for other aspects of learning, incl!ding

in the traditional class room, in distance ed!cation and e+learning* (his paper will highlight c!rrent

theories of learning and critically analyse connectivismwithin the conte%t of its predecessors, to establish

if it has anything new to offer as a learning theory or as an approach to teaching for the 2st Cent!ry#

Keywords: e+-earning. online learning. open learning. distance ed!cation. pedagogy. learning theory.

ed!cational theory

Introduction

(o what e%tent do e%isting learning theories meet the needs of today's learners, and anticipate the needs

of learners of the f!t!re* Since Siemens' Connectivism: Learning as Network Creation/200 and

Downes'An Introduction to Connective Knowledge/200 initially garnered increasing attention in the

blogosphere in 200, an e%tended disco!rse has ens!ed in and aro!nd the stat!s of connectivismas a

learning theory for the digital age# 1err /200d identifies two p!rposes for the development of a new

theory3 it replaces older theories that have become inferior, and the new theory b!ilds on older theories

witho!t discarding them, beca!se new developments have occ!rred which the older theories no longer

e%plain#

4f older theories are to be replaced by connectivism, then what are the gro!nds for this meas!re*

4f connectivismis to b!ild on older theories, how is the integration of the old and new theories to be

cond!cted* 5orster /200 maintains that for connectivismto be a learning theory, the theory's

limitations and the f!ll range of conte%ts in which learning can ta"e place m!st be acco!nted for#

Otherwise, connectivism's implementation by teachers may be ins!fficient and misg!ided#

With the changes that have occ!rred as a res!lt of increased accessibility to information and a rapidly

evolving technological landscape, ed!cators in higher learning instit!tions have been forced to adapt

their teaching approaches witho!t a clear roadmap for attending to st!dents' vario!s needs# (he wide

range of approaches and learning paths that are available to redesign c!rric!la ca!se friction for

ed!cators and instr!ctional designers who are re)!ired to deliver co!rse materials in accordance with

learning o!tcomes prescribed and mandated by ed!cational instit!tions#

Overview of Connectivism


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Connectivismis a theoretical framewor" for !nderstanding learning# 4n connectivism, the starting point

for learning occ!rs when "nowledge is act!ated thro!gh the process of a learner connecting to and

feeding information into a learning comm!nity# Siemens /2006 states, 7$ comm!nity is the cl!stering

of similar areas of interest that allows for interaction, sharing, dialog!ing, and thin"ing together#8

4n the connectivist model, a learning comm!nity is described as a node, which is always part of a larger

networ"# 9odes arise o!t of the connection points that are fo!nd on a networ"# $ networ" is comprisedof two or more nodes lin"ed in order to share reso!rces# 9odes may be of varying si:e and strength,

depending on the concentration of information and the n!mber of individ!als who are navigating thro!gh

a partic!lar node /Downes, 200;#

$ccording to connectivism, "nowledge is distrib!ted across an information networ" and can be stored in

a variety of digital formats# -earning and "nowledge are said to 7rest in diversity of opinions8 /Siemens,

200;, para# ;# -earning transpires thro!gh the !se of both the cognitive and the affective domains.

cognition and the emotions both contrib!te to the learning process in important ways#

Since information is constantly changing, its validity and acc!racy may change over time, depending on

the discovery of new contrib!tions pertaining to a s!bredler /200 refers to fo!r constit!ent elements that m!st e%ist to )!alify a theory as well+

constr!cted3

Clear ass!mptions and beliefs abo!t the ob


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emerging theory sho!ld fall within the domain of scientific research, !se scientific methods, and be based

on previo!sly cond!cted st!dies# 4t sho!ld be logically constr!cted and verifiable thro!gh testing#

4n contrast, a developmental theory may attempt to ta"e strides towards becoming an established formal

theory over time# Developmental theories are fertile testing gro!nds for ideas, which, in t!rn, may lead

to empirical research that can then validate or disprove formal hypotheses posited within the

framewor" of the scientific method# (hey attrib!te meaning to facts within the conte%t of a broadorgani:ational framewor"# (he framewor" may place partic!lar emphasis and interest on some facts

over others, which in t!rn can lead to f!rther in)!iry on the basis of a prioriti:ation of information#

Ailler /@@ identifies three main tas"s that developmental theories sho!ld f!lfil3

(o descri!echanges withinone or several areas of behavio!r

(o descri!echanges in the relationships amongseveral areas of behavio!r

(o e"plainthe co!rse of development that has been described in terms of the first two tas"s#

/Ailler, @@, pp# ,=

ow does connectivismf!lfil these tas"s* (he model frames learning in terms of learners connecting to

nodes on networ", s!ggesting that "nowledge does not reside in one location, b!t rather that it is a

confl!ence of information arising o!t of m!ltiple individ!als see"ing in)!iry related to a common interest

and providing feedbac" to one another#

Downes /@@= s!ggests that an &emergentist' theory of learning m!st treat "nowledge as #su!sm!olic$#

$ccording to Downes, "nowledge is treated as 7# # # a recognition of a pattern in a set of ne!ral events

Eif we are introspectingF or behavio!ral events Eif we are observingF8 /para# # $dditionally, "nowledge

is the e%perience of 7# # # a mental state that is at best seen as an appro"imationof what it is that is

being said in words or e%perienced in nat!re, an appro%imation that is framed and, indeed,

comprehensible only from which the rich set of world views, previo!s e%periences and frames in which it

is embedded8 /para# 6#

(he developmental implications of Downes' definitions of learning and "nowledge are far+reaching# 4f

learning transpires via connections to nodes on the networ", then it follows that the ma%imi:ation of

learning can best be achieved thro!gh identifying the properties of effective networ"s, which is precisely

what Downes sets o!t to achieve in Learning Networks and Connective Knowledge%

Connectivismis mainly concerned with cognitive development, and as s!ch does not concentrate on

e%plaining how connections to networ"s may be interpreted in relation to physical mat!ration or the

changes that occ!r over time via a person's e%pos!re to, and interaction, with the social world# (his is

partic!larly the case where e%plaining behavio!ral performance and moral development in specific

conte%ts is concerned#

Siemens /200=b highlights other factors that may inform the development of a new learning theory,

namely 7how we teach, how we design c!rric!l!m, the spaces and str!ct!res of learning, and the

manner in which we foster and direct critical and creative tho!ght in o!r redesign of ed!cation8 /p# =# $

m!ltit!de of elements co!ld change with the introd!ction of a new theory#

With the advent of new considerations in instr!ctional design and implementation, !niversities are ta"ing

the tas" of adapting their instr!ctional approaches serio!sly# (he !tili:ation of information technology in

the classroom has become a feat!re of instr!ction# What remains to be established is

whether connectivismholds its own as a new theoretical model to s!pport this endeavo!r#

Ailler /@; maintains3

When a person develops or adopts a partic!lar theory, she ta"es on a whole set of beliefs concerning

what )!estions abo!t development are worth as"ing, what methods for st!dying these )!estions are


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legitimate, and what the nat!re of development is# # # (here are !nwritten r!les of the game that are

very m!ch part of the theory as it is practiced# /p#

Gerhaps with Downes' &theory of distrib!ted "nowledge' the r!les of the game have not yet f!lly e%tended

from the philosophical domain into that of applied ed!cational research, tho!gh Siemens' connectivist

model is a ripe training gro!nd for f!rther st!dies#

Epistemological Framewors for Learning

Siemens /200;b, p# @ draws on the wor" of Driscoll in categori:ing learning 7into three broad

epistemological framewor"s8 namely ob


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the relationship between what is "nown by the learner in )!estion, and that "nowledge to which the

learner is being e%posed#

Gapert /@@ form!lated the theory of constr!ctionism# Constr!ctionism contends that learning occ!rs

thro!gh learners' engaging in creative e%perimentation and activity# Gapert disting!ishes between

learning and teaching, with teaching treated as secondary to the hands+on creative process for

instance, a gro!p of children playing with -ego bloc"s or creating clay sc!lpt!res are &ob


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Jerhagen /200= criticises connectivismas a new theory, primarily beca!se he can distil no new

principles fromconnectivismthat are not already present in other e%isting learning theories# Aoreover,

he is not convinced that learning can reside in non+h!man appliances#

Siemens /200=b responded that a new learning theory, in fact, is re)!ired, d!e to the e%ponential

growth and comple%ity of information available on the 4nternet, new possibilities for people to

comm!nicate on global networ"s, and for the ability to aggregate different information streams# Siemensarg!es that 7"nowledge does not only reside in the mind of an individ!al, "nowledge resides in a

distrib!ted manner across a networ" # # # learning is the act of recogni:ing patterns shaped by comple%

networ"s#' (hese networ"s are internal, as ne!ral networ"s, and e%ternal, as networ"s in which we

adapt to the world aro!nd !s /Siemens 200=b, p# 0#

4n Ailler's /@@ e%tended analysis of theoretical framewor"s in developmental psychology, she

describes conte%t!al theories as arising o!t of 7the intertwining of an ob


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Pattern Recognition

Downes /200= contends that the ass!mption that we thin" in a lang!age is misg!ided# e s!ggests

that thin"ing is act!ally the arrangement of &pieces' which are then matched to desirable /or !ndesirable

o!tcomes# What are these pieces* What gives them shape*

Whether these )!estions can be definitely answered, the reason for Downes' drawing the distinction

between pattern matching compared with 7long predictive chains of tho!ght8 is worthy of consideration#

4f it is the case that reasoning is a f!nction of pattern matching, as opposed to the r!le+governed

principles of physical symbol systems that define ling!istic str!ct!res, then the characteri:ation

of connectivismis dramatically different from that of constr!ctivism#

1errKs /200a assertion is that 7the mind is a constr!ct which is distrib!ted from the brain to the

environment#8 e stresses that how we answer the )!estions &What is the mind*' &Where is the mind*'

and &ow does it wor"*' are at the heart of the development of learning theories, and that the answers

have profo!nd practical implications#

!mans may be predisposed to identifying certain patterns on the basis of their ne!rological ma"e!p.

these patterns, in fact, may be intrinsic )!alities of mind# 1err /200a refers to 1ay's non+!niversals, a

series of !nderstandings /identified on the basis of research by anthropologists that are not learned

spontaneo!sly, and which are common to all "nown h!man societies for instance, 7ded!ctive abstract

mathematics, model+based science, democracy EandF slow deep thin"ing#8 1err s!ggests that if learning

these non+!niversals is considered important, then methods o!ght to be identified to teach them# (he

s!ggestion is not to propo!nd the e%istence of &f!ndamental "nowledge,' b!t to )!estion and challenge

the connectivist slogan, #the half&life of knowledge is declining$by pointing o!t the importance of

identifying strategies to ens!re that at least some forms of learning persist#

Br!ner /@@@ describes a sit!ated view of mind, where it is both represented by and !nderstood in

terms of h!man c!lt!ral conte%ts# (his mode is shared by a comm!nity, and is also passed on from

generation to generation to maintain the c!lt!re's way of life and identity# 7$ltho!gh meanings are in

the mind, they find their origin and significance in the comm!nity in which they were created# # # 4t is

c!lt!re that provides the tools for organi:ing and !nderstanding o!r worlds in comm!nicable ways8

/Br!ner @@@, p# 6@#

The Compatibility of Connectivismand FormalEducation

(hree predominant press!res are infl!encing and instigating change in the dissemination and retrieval of

information, each of which is f!ndamentally altering the formal ed!cational landscape3 millennial

learners' needs are not s!fficiently being met by traditional training models of instr!ction, information

growth has necessitated new means by which to navigate and filter the information that is available, and

advancing technologies are increasingly enabling learners to connect to one another and to "nowledge

networ"s of their own ma"ing /Siemens, 200;b, p# #

Jerhagen /200= sees that connectivismfits e%actly at this level of pedagogy and c!rric!l!m rather than

at the level of theory, since, in effect, people still learn in the same way, tho!gh they contin!e to adapt

to the changing technological landscape# -earners might move away from classroom gro!ps and a t!tor

to online networ"s and important nodes on these networ"s, b!t in effect the same activity ta"es place on

a different scale altho!gh learners might miss o!t on a layer of critical engagement as their choice of

mentor co!ld confirm rather than challenge views and opinions#

Teaching in a Connected Environment

Developers of e+learning /Siemens, 200; propose that the increasing infl!ence of the 4nternet andonline connectedness of people will have implications for ed!cational practice# (he rapid development of

technology and e%ponential growth in the !se of the 4nternet, along with Web 2#0 and mobile


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developments, ma"e new and different ed!cational str!ct!res, organisations, and settings a possibility#

(he online and face+to face networ"s that people b!ild+!p thro!gho!t their lives will provide e%pertise

and "nowledge, in addition to the g!idance that local or online t!tors can provide# -earners will be at the

centre of the learning e%perience, rather than the t!tor and the instit!tion# -earners will be instr!mental

in determining the content of the learning, in addition to deciding the nat!re and levels of

comm!nication, and who can participate#

(he role of the t!tor will not only change, b!t may disappear altogether# Geople can move from a

learning environment controlled by the t!tor and the instit!tion, to an environment where they direct

their own learning, find their own information, and create "nowledge by engaging in networ"s away from

the formal setting# (hey still comm!nicate with others, b!t their personal interests and preferences

rather than instit!tional re)!irements and choices are the main drivers for their engagement with more

"nowledgeable others in their learning#

(he networ"s in which people comm!nicate can be small or vast, b!t the main characteristics for

networ"s to s!pport "nowledge development will be that they are diverse, open, a!tonomo!s, and

connected /Downes, 200c# (here are parallels with 4llich's /@ ed!cational vision of the @0s,

partic!larly his idea of &comm!nity webs#' Online networ"s also come together as interest gro!ps of

a!tonomo!s participants, b!t 4llich envisaged his webs in comm!nity settings and aimed at bringing local

people together with learners and &people with "nowledge#' Online networ"s might be open and mayfacilitate connections, b!t local c!lt!re and val!es cannot be incorporated all that easily as the online

networ"s are global, with diverse participants, each bringing his or her own ideas and bac"gro!nd to the

fore# (his might stim!late debate, b!t the local comm!nity and its development wo!ld be of less

importance than the dominant c!lt!re on the networ"#

(here have been concerns abo!t the lac" of critical engagement online /9orris 200, beca!se of the

temptation to connect with li"e+minded people, rather than in more challenging transactions, with

e%perts s!ch as the teacher in a classroom, whose role is to ma"e people aware of alternative points of

view# Critical ed!cators, s!ch as 5reire and Aacedo /@@@, tho!ght it essential that teachers have a

directive role# 4n this capacity, teachers wo!ld enter into a dialog!e 7as a process of &learning and

"nowing' with learners, rather than the dialog!e being a &conversation' that wo!ld remain at the level of

&the individ!al's lived e%perience# ' 4 engage in dialog!e beca!se 4 recognise the social and not merely

the individ!alistic character of "nowing8 /5reire M Aacedo,@@@, p# 6;# e felt that this capacity forcritical engagement wo!ld not be present if ed!cators are red!ced to facilitators, which is the role of the

t!tor that has been widely accepted in e+learning /Salmon, 2006# Aoreover, in a connectivist online

environment, with an emphasis on informal learning and the individ!al's choice to engage with e%perts

o!tside the classroom, this critical and locali:ed infl!ence co!ld be lost completely# (he lac" of critical

engagement by a t!tor on top of the diminishing level of control by the instit!tion implicates a high

level of learner a!tonomy#

C!rrent research in ad!lt ed!cation shows that the levels of confidence and learner a!tonomy, in

addition to discipline, are of cr!cial importance to the level of engagement by the learner in a

personali:ed learning environment, as lac" of these in the ma

&internal' and &e%ternal' physical environments# $s Siemens s!ggests, the learning is the network#

(ho!gh an increase in the ability to converse and collaborate has occ!rred with the advent of new

information and comm!nication technologies, 1err /200a reminds !s that 7good ed!cators have always

recogni:ed the importance of these things#8 What has changed is the scalability of comm!nication,

tho!gh it does not follow that at the level of learning theory, a new innovation or idea has been

discovered3 7(he scaling is not act!ally innovation#8


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Conclusion% 'adical discontinuity

1err /200a asserts that 7we are entering some sort of period of radical discontin!ity,8 and f!rther

raises the )!estion3 7What is the nat!re of that radical discontin!ity*8 4n the ed!cational domain, a

m!ltit!de of Web applications are being !sed to enhance the learner e%perience, partic!larly in terms of

collaboration and comm!nication# 9ew learning environments are informing present and f!t!re trendsfrom which both ed!cators and st!dents stand to benefit# Aoreover, the way in which global networ"s

and comm!nities of interest are c!rrently being formed thro!gh emerging technologies is enco!raging

yo!ng people, in partic!lar, to develop new, creative, and different forms of comm!nication and

"nowledge creation o!tside formal ed!cation# Of co!rse the n!mber of learners who have been

immersed in these technologies all their lives will grow, as the yo!ng are more predisposed to !se the

latest technologies /9ational Statistics, 200 and will displace the learners who have grown !p with

boo"s and pen and paper as reso!rces for learning# (his will !ndo!btedly ca!se friction in instit!tions

and class rooms, partic!larly as /ad!lt ed!cators themselves do not always feel comfortable with the

new developments beca!se they have not been shown ade)!ately, or e%plored for themselves, how the

new and emerging technologies co!ld enhance their wor"ing practice# 5!rthermore, school systems have

not developed a connectivist model within which to deliver c!rric!la, partly beca!se ed!cational staff and

instit!tions have not ca!ght on to the possibilities that digital technology have to offer, and partly

beca!se not all people are a!tonomo!s learners# $dditionally, school systems tend to val!e ed!cationthat is gro!nded in traditions of the past, steeped in val!es that have developed over cent!ries# 4f,

however, learners' worlds inside and o!tside ed!cation become too disparate, new learners who are

familiar with the opport!nities for learning on the 4nternet will be able to find their e%perts elsewhere#

(here is a need for /ad!lt ed!cators to closely follow and infl!ence the developments and the debates,

and serio!sly research how their instit!tions can evolve !sing the emerging technologies to their and

their learners' advantage# 4n doing so, they wo!ld ens!re that /ad!lt ed!cation can sec!re its role of

critical engager, and at the same time ma"e the best !se of technology that is in ma"ing connections

with information and "nowledgeable others all over the world to enrich learners lives and the

comm!nities in which they live#

$ paradigm shift, indeed, may be occ!rring in ed!cational theory, and a new epistemology may be

emerging, b!t it does not seem that connectivism's contrib!tions to the new paradigm warrant it being

treated as a separate learning theory in and of its own right# Connectivism, however, contin!es to playan important role in the development and emergence of new pedagogies, where control is shifting from

the t!tor to an increasingly more a!tonomo!s learner#

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Siemens# ># /200=a# Knowing knowledge# 1nowing1nowledge#com Ilectronic

boo"# www#"nowing"nowledge#com
http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12http://ltc.umanitoba.ca/wiki/index.php?title=Kerr_Presentationhttp://ltc.umanitoba.ca/wiki/index.php?title=Kerr_Presentationhttp://ltc.umanitoba.ca/%20moodle/mod/forum/discuss.php?d=12http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12http://www.educause.edu/educatingthenetgen/http://www.educause.edu/educatingthenetgen/http://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.htmlhttp://www.connectivism.ca/about.htmlhttp://it.coe.uga.edu/itforum/Paper105/Siemens.pdfhttp://it.coe.uga.edu/itforum/Paper105/Siemens.pdfhttp://ltc.umanitoba.ca/wiki/index.php?title=Situating_Connectivismhttp://www.knowingknowledge.com/http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12http://ltc.umanitoba.ca/wiki/index.php?title=Kerr_Presentationhttp://ltc.umanitoba.ca/wiki/index.php?title=Kerr_Presentationhttp://ltc.umanitoba.ca/%20moodle/mod/forum/discuss.php?d=12http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12http://www.educause.edu/educatingthenetgen/http://www.connectivism.ca/about.htmlhttp://it.coe.uga.edu/itforum/Paper105/Siemens.pdfhttp://ltc.umanitoba.ca/wiki/index.php?title=Situating_Connectivismhttp://www.knowingknowledge.com/


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Siemens, ># /200=b, 9ovember 2# Connectivism: Learning theor or pastime of the self&amused*

Ilearnspace blog#http3NNwww#elearnspace#orgN$rticlesNconnectivismPself+am!sed#htm

Siemens, ># /200, $!g!st 0# Connectivism3 -earning as 9etwor" Creation# e&Learning -pace%org

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Jerhagen, G# /200=# Connectivism3 $ new learning theory* -urf e&learningthemasite,http3NNelearning#s!rf#nlNe+learningNenglishN@

Wenger, I# /@@;# Communities of practice: Learning( meaning and identit# 9ew Qor"3 Cambridge

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http://www.elearnspace.org/Articles/connectivism_self-amused.htmhttp://www.elearnspace.org/Articles/networks.htmhttp://elearning.surf.nl/e-learning/english/3793http://elearning.surf.nl/e-learning/english/3793http://www.elearnspace.org/Articles/connectivism_self-amused.htmhttp://www.elearnspace.org/Articles/networks.htmhttp://elearning.surf.nl/e-learning/english/3793

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