Connectivism
This page has been kept for reference.
It will no longer be updated by ICVET.
Connectivism started as my frustrations with existing learning theories rose. I started to see, in classrooms and online, that the theories of learning I had been taught were no longer adequate for (or representative of) how people were learning. Instead of cognitivism (and the views of cognitive schema) or pure construction of knowledge, I noticed learners were actually connecting – with each other and technology
George Siemens
An interview for the Global Summit, October 2006
Technology has had a significant impact on the way learning takes place. There are often debates relating to whether technology is ‘just an enabler’ or whether the technology is so intrinsically linked to learning that it is (or will become) part of our everyday living, working and learning.
George Siemens is a leading theorist on the implications of technology and societal trends on learning and knowledge. He is founder and President of Complexive Systems Inc., a learning lab assisting organisations develop integrated learning structures to meet the needs of global strategy execution. He has presented internationally on connectivism, changing context and characteristics of knowledge, changes required to organisations to meet changing needs of learners, technology trends, and numerous other technology and learning related topics.
He is the author of Knowing Knowledge - an exploration of societal trends and implications for the spaces and structures of schools, universities, and corporation.
See links below
Learning environments, learning styles and learning options are increasingly becoming more diverse. In the workplace, classroom, home, or on the train; at work or during leisure time; with teachers, peers, family and friends; morning, noon or night – learning is taking place. People are connecting with people or accessing the wealth of information now accessible to them in new ways, utilising a variety of new technologies. The options are vast and varied.
How knowledge and knowledge acquisition is changing can be seen in the figures presented by Charles Jennings, Global Head of Learning Reuters. He highlights that the percentage of knowledge ‘in your head’ required to do your job in 1987 was 75%. By 1997 this figure had dropped to 15% -20%. In 2006 it is expected to be 8%-10%.
Knowledge acquisition and knowledge generation are key skills for working in times of complexity, uncertainty and ambiguity with constantly changing priorities. In this environment connectivism plays an important role in acquiring knowledge and re-interpreting it into new contexts, which in turn calls for the emergence of new theories of learning.
According to George Siemens, the theories of the past were developed well before we could actually forecast the impact new technologies would have on the learning process. Siemens suggests that we are much more aware of the functions of the mind and that we don’t necessarily construct but we do constantly connect. He says: ‘Much of knowledge today is distributed across networks of individuals, not held only in the mind of one.’ He identifies five traits of learning today:
Chaotic – Diverse and messy, not necessarily neatly packed and arranged
Continual – Ongoing in development and communication. The model of ‘go to a course’ is being replaced with learning and knowledge at the point of need.
Co-creation – Instead of content consumption (or passive learners involved in knowledge acquisition), experts and amateurs are now co-creators in knowledge
Complexity – Learning is a multi-faceted, integrated process where changes to any one element alter the larger network. Knowledge is subject to the nuances of complex, adaptive systems.
Connected Specialisation – Complexity and diversity results in specialised nodes. A single entity can no longer know all the required elements. The act of knowledge growth and learning involves connected, specialised nodes.
Continual Suspended Certainty – We know in part. An attitude of tolerance for ambiguity and uncertainty is required. Certainty is for a season, not a lifetime.
‘In a connectivist approach to learning, we create networks of knowledge to assist in replacing outdated content with current content. We offload many cognitive capabilities on to the network, so that our focus as learners shifts from processing to pattern recognition. When we offload the processing elements of cognition, we are able to think, reason, and function at a higher level (or navigate more complex knowledge spaces).’
Audio
Pre-Summit Interview with George Siemens Part 1, Global Summit 2006, Sydney
An interview where Siemens presents his thoughts on why organisations are slow to change. He also explains why the social networking technologies and ICT of today are important to the way we make meaning from knowledge.
Pre-Summit Interview with George Siemens Part 2, Global Summit 2006, Sydney
Siemen’s concludes that learning is such a consistent, ongoing process (similar to breathing) that it needs to be recognised as an everyday part of life.
Websites
Connectivism Blog
This blog site is updated regularly by George Siemens. In addition to information on connectivism it also provides some great links and further thinking in relation to learning and learning theory. It enables the reader to look at a range of opinions, views and associated links to learning.
elearnspace.org
This site explores elearning, knowledge management, networks, technology, and community. Many resources exist for elearning, yet a model of how the pieces fit together is often missing. elearnspace has been organised to present a whole picture of elearning.
connectivism.ca
This site fosters discussion on how our thinking, learning, and organisational activities are impacted through technology and societal changes. It also provides access to papers and blogs around connectivism.
Knowing Knowledge
This site is a resource for Siemen’s book Knowing Knowledge. The book was constructed using a non-traditional approach and whilst it is available for purchase or download, the book is open to ongoing revision in a wiki, allowing individuals to amend, co-write, challenge, or support the work.
Publications
JENNINGS,
Charles 2006, Taking
the Training out of Organisational learning. Why we need to know less and
learn more, Global Summit, Sydney
SIEMENS,
George, 2006, Connectivism:
Learning and knowledge Today,
Global Summit: technology connected futures, Sydney
This
paper provides an excellent overview of connectivism. It defines traits
of learning for today, principles of connectivism and a learning ecology.