learning_paradigms:connectivism
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learning_paradigms:connectivism [2011/05/27 12:47] jpetrovic [About connectivism] |
learning_paradigms:connectivism [2011/06/29 16:21] jpetrovic [About connectivism] |
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| ===== About connectivism ===== | ===== About connectivism ===== | ||
| - | Connectivism((Not to be confused with [[learning_theories:connectionism]].)) is a new learning paradigm and a learning theory introduced in 2004 by [[http://www.educause.edu/Community/MemDir/Profiles/GeorgeSiemens/57433|George Siemens]]. This theory attempts to approach learning and knowledge in context of technological development during the last few decades, since the impact of technological achievements on learning and knowledge cannot be ignored. | + | Connectivism((Not to be confused with [[learning_theories:connectionism]].)) is a new learning paradigm or a learning theory introduced in **2004** by [[http://www.educause.edu/Community/MemDir/Profiles/GeorgeSiemens/57433|George Siemens]](([[http://www.elearnspace.org/Articles/connectivism.htm|Siemens, G. Connectivism: a learning theory for the digital age. Elearnspace. 2004.]])). This theory attempts to approach learning and knowledge in context of technological development during the last few decades, since the impact of technological achievements on learning and knowledge cannot be ignored. |
| Motivation for introduction of connectivism comes from notion that learning theories in frames of [[learning_paradigms:behaviorism]], [[learning_paradigms:cognitivism]], [[learning_paradigms:constructivism]] and [[learning_paradigms:humanism]] promote the understanding that learning occurs only inside a person. According to Siemens, | Motivation for introduction of connectivism comes from notion that learning theories in frames of [[learning_paradigms:behaviorism]], [[learning_paradigms:cognitivism]], [[learning_paradigms:constructivism]] and [[learning_paradigms:humanism]] promote the understanding that learning occurs only inside a person. According to Siemens, | ||
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| * **Networks** - Network models were acquired because of their applicability and simplicity. Networks are sets of relations between elements which integrate those elements into a whole. | * **Networks** - Network models were acquired because of their applicability and simplicity. Networks are sets of relations between elements which integrate those elements into a whole. | ||
| - | Connectivism integrates these principles. Learning is defined as **actionable knowledge** which can reside in a person but also outside one, for example in a database or organization. The process of learning is focused not on acquiring more knowledge into or from each of such information sources, but on connecting them and maintaining those connections. | + | Connectivism integrates these principles. Learning is defined as **actionable knowledge** which can reside in a person but also outside one, for example in a database or an organization. The process of learning is focused not on acquiring more knowledge into or from each of such information sources, but on **connecting** them **and maintaining those connections**. Connection forming is important since the body of **knowledge is nowadays rapidly changing** and the common approach of a structured course in which packed knowledge is transferred to students is not efficient anymore. It serves institutions, but not students. |
| Connections are formed between nodes, but also between networks of nodes. Nodes can represent virtually anything, like a community or an individual, and the stronger the connection is, the faster information will flow between the nodes. Aggregated nodes form the network, but the network itself can only have limited influence on the nodes. According to Siemens(([[http://www.astd.org/LC/2005/1105_seimens.htm|Siemens, G. Connectivism: Learning as Network-Creation - ASTD. 2005.]])), elements and characteristics of a network include: | Connections are formed between nodes, but also between networks of nodes. Nodes can represent virtually anything, like a community or an individual, and the stronger the connection is, the faster information will flow between the nodes. Aggregated nodes form the network, but the network itself can only have limited influence on the nodes. According to Siemens(([[http://www.astd.org/LC/2005/1105_seimens.htm|Siemens, G. Connectivism: Learning as Network-Creation - ASTD. 2005.]])), elements and characteristics of a network include: | ||
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| ===== Keywords and most important names: ===== | ===== Keywords and most important names: ===== | ||
| + | * **Connectivism**, **connections**, **actionable knowledge**, **networks**, **nodes** | ||
| * [[http://www.educause.edu/Community/MemDir/Profiles/GeorgeSiemens/57433|George Siemens]], [[http://www.downes.ca/|Stephen Downes]] | * [[http://www.educause.edu/Community/MemDir/Profiles/GeorgeSiemens/57433|George Siemens]], [[http://www.downes.ca/|Stephen Downes]] | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Some authors like professor of educational design Bijdrage van Pløn Verhagen criticize connectivism for being a pedagogical approach rather than a learning theory, since it doesn't really attempt to explain processes of how people learn. | + | Connectivism is criticized for being more a pedagogical approach and a model rather than learning theory, since it doesn't really attempt to explain processes of how people learn.(([[http://www.surfspace.nl/nl/Redactieomgeving/Publicaties/Documents/Connectivism%20a%20new%20theory.pdf|van Pløn Verhagen, Bijdrage. Connectivism: a new learning theory?” University of Twente, November 11, 2006.]])) It also describes learning as //actionable knowledge// emphasizing only the result, not the process of learning. |
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| + | Lack of references to previous related works makes connectivisms contributions hard to identify. Some authors notice a number of connectivist ideas already present in earlier theories.(([[http://www.eric.ed.gov/PDFS/EJ815759.pdf|Kop, Rita, and Adrian Hill. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]])) | ||
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| + | * "//A paradigm shift, indeed, may be occurring in educational theory, and a new epistemology may be emerging, but it does not seem that connectivism’s contributions to the new paradigm warrant it being treated as a separate learning theory in and of its own right.//"(([[http://www.eric.ed.gov/PDFS/EJ815759.pdf|Kop, Rita, and Adrian Hill. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]])) | ||
| ===== Bibliography ===== | ===== Bibliography ===== | ||
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| [[http://www.connectivism.ca/|Connectivism (George Siemens' blog).]] | [[http://www.connectivism.ca/|Connectivism (George Siemens' blog).]] | ||
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| + | [[http://library.wcsu.edu/dspace/bitstream/0/487/1/Darrow,+Suzanne_+Connectivism+Learning+Theory_Instructional+Tools+for+College+Courses.pdf|Darrow, Suzanne. Connectivism Learning Theory: Instructional Tools for College Courses. A Thesis Submitted in Partial Fulfillment for a Master’s Degree in Education, Danbury, CT: Western Connecticut State University, 2009.]] | ||
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| + | [[http://www.eric.ed.gov/PDFS/EJ815759.pdf|Kop, Rita, and Adrian Hill. Connectivism: Learning Theory of the Future or Vestige of the Past? International Review of Research in Open and Distance Learning 9, no. 3: 1-13. October 2008.]] | ||
learning_paradigms/connectivism.txt · Last modified: 2023/06/19 18:03 (external edit)
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