Connectivism

Overview

Connectivism expands learning from the individual’s internal process to focus on the concept of a networked environment, where vast amounts of knowledge are dispersed across technological tools, networks of people and digital resources. In this theory, learning occurs when the individual engages with this networked environment. Learners, called nodes within the vast network, interact with information, technologies, and engage in activities or practices to learn. While knowledge is gained and combined through these connections and by growing personal networks, connectivism is not about constructing knowledge, but rather “growing or developing ourselves and our society in certain (connected) ways" (Bates).

Dates, Key Researchers, and Connections to Learning

2005 - Present George Siemens and Stephan Downes, Theorists

Connectivism is a newer learning theory by Siemens and Downes that accounts for a digital society, where knowledge is pervasive, immediately accessible, fluid and extends beyond the individual. Connectivism builds on previous learning theories and proposes that technology changes where, how, and what we learn. Siemens and Downes eventually focused on different aspects of connectivism. Siemens focuses on the social aspects of connectivism and Downes emphasizes “non-human appliances and machine-based” learning (WGU).

The Principles of Connectivism by Siemens

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting.
Learning may reside in non-human appliances.
Learning is more critical than knowing.
Nurturing and maintaining connections is needed to facilitate continual learning.
The ability to see connections between fields, ideas, and concepts is a core skill.
Accurate, up-to-date knowledge is the intent of all connectivist learning activities.

Implications for Instructional Design

Learning uses or incorporates technology.
Learning occurs through connections: Learners interact, or network, with others and benefit from the opportunity of free expression and sharing ideas, opinions, and experiences.
Global application and sharing: Values, traditions, and customs shape learning, so cultural and social environments play a part - and must also be considered.
In the digital world information is abundant and immediately available. Consequently, decision-making and knowledge can change quickly.
Open Educational Resources provide options for instructional designers to provide accessible, effective and affordable learning opportunities.

Strengths and Limitations

Strengths

Encourages collaboration and peer teaching.
Learners have more control over content, which encourages satisfaction and motivation.
Creates learning environments that value different cultural and social backgrounds.
It addresses learning in the digital age, where knowledge is exponential and fluid.
Teaches skills for digital literacy.

Limitations

There is a lack of structure for novice learners.
Learning may be replaced with “groupthink.”
It is difficult to know if the observed learning outcome is comprehensive.
Constructivism does not encourage reflection.
The instructor must engage the learner more. Preparing for this, and engaging the learner, may be too time intensive for instructors.
Access, cost and an understanding of technology are barriers for some demographics/learners.

Personal Learning Network

The Learning Guild

The Learning Guild is a member driven organization that is a very appealing. It has a free membership with numerous benefits. As a member, you have access to a job board, biweekly newsletter, research reports, webinars, and numerous other resources useful to instructional design and eLearning. It also keeps current on the latest trends and practices, so there are many opportunities to connect with others and build my PLN.

Members of the Learning Guild come from all over the world, work in a variety of roles and organizations but are all focused on some aspect of the management, design, development and delivery of learning. The Learning Guild also offers membership add-ons, like online conferences and a "Learning Leaders Alliance, through a paid subscription.

References

Bates, T. (2022). Teaching in a digital age. Tony Bates Associates Ltd (3rd ed). https://pressbooks.bccampus.ca/teachinginadigitalagev3m/

Evanick, J., (2023). From behaviorism to connectivism: A comprehensive guide to instructional design theories for online learning. eLearning Industry. Retrieved from: https://elearningindustry.com/from-behaviorism-to-connectivism-comprehensive-guide-instructional-design-theories-online-learning

Reynolds, J., (2018). Implications of learning theories on instructional design. eLearning Industry. Retrieved from: https://elearningindustry.com/learning-theories-instructional-design-implications

Mcleod, S., (2023). Jean piaget and his theory and stages on cognitive development. Simple Psychology. Retrieved from: https://www.simplypsychology.org/piaget.html

Mcleod, S., (2023). Vygotsky’s sociocultural theory of cognitive development. Simple Psychology. Retrieved from: https://www.simplypsychology.org/vygotsky.html

Pappas, C., (2015). Instructional design models and theories: Keller's ARCS model of motivation. eLearning Industry. Retrieved from: https://elearningindustry.com/arcs-model-of-motivation

Scwartz, M., (2018). The implications of 3 adult learning theories on instructional design. eLearning Industry. Retrieved from: https://elearningindustry.com/adult-learning-theories-on-instructional-design-implications-3