Connectivism - My Learning Networks

What jumps out at me most when I read about Connectivism is the term ‘digital age’. The use of information and communications technology (ICT) in education speaks to the theory of connectivism. Connectivism is a theory that encourages the individual (node) to engage in learning by doing, similar to Constructivism but with more emphasis on networks and digital technologies. My way of learning can be described as having fit into this theory as I rely heavily on ICT in my daily activities. I am an ICT instructor as well as a writer of Online Courses and a student in Instructional Design. This is a far stretch from my previous learning by repetition, chalk and talk and imitation. I have embraced the use of technology in my learning and especially in my teaching experiences.

One theory that has been developed through interactive collaboration is the theory of connected learning called ‘connectivism’ put forward by George Siemens (2007). ‘George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age. ‘My personal learning network leans towards supporting this theory since my use of ICT in education that have been positively impacted through the possibilities offered by ICT. These include the use of source software (e.g.Office.org.) and other open education resources; social networking (e.g. Facebook, MySpace), collaboration (e.g. Web 2.0) and mobile technologies (BlackBerry).

The paradigm for education in the twenty-first century that is emerging is network learning. Based on global interactivity, collaborative learning, and lifelong access to educational activities and resources, it provides an approach that emphasizes international connectivities and engenders new ways of working, studying, and problem-solving. (Harasim et al., 1995, p. 278).

Technology has reorganized how we live, how we communicate, and how we learn. The WWW had moved towards becoming a read/write platform where users could engage with others, contribute and publish information in several formats including text, graphics, animation, audio and video and it is these types of digital tools that best facilitate my learning and that of my students. The WWW provide me with at means of networking with my students, class mates and colleagues through its communications, productivity and social networking platforms. Web 2.0 tools such as Google App, enable me to collaboratively write documents, construct presentations and conduct research.



I totally agree with Simen’s comment that ‘technology is altering (rewiring) our brains. The tools we use define and shape our thinking. As a ICT instructor, connectivism can be used as theoretical understandings that can be used to describe the impact of digital technologies, especially the internet, on learning in order to improve my pedagogy.

Although there has been dispute about the connectivism way of learning, I still feel that connectivism has its place within a learning environment. What I gather that the theory connectivism is really saying is that we learn based on other things we have already learned, that technology helps us learn and that we use internal and external knowledge to cement new ideas in our minds. When thinking about connectivism in that context, I really do not see how connectivism is all that shattering in the way of older theories of the way people think and learn. I can support the theory of connectivism because I have had personal experience with using technology and using prior knowledge and experience to help boost understanding of new ideas.

By combining computer conferencing with the ability to readily present and obtain information, educators have access to a powerful medium for developing educational activities. Not only are online courses able to take advantage of the vast information resources accessible through the World Wide Web, instructors are also able to create and integrate their own materials by taking advantage of the publishing capabilities of the Internet.

Online education encompasses a range of teaching and learning technologies that become accessible within an educational environment once members have the ability to connect through a computer network system. Two elements distinguish online education from pre-programmed computer-based learning: a networked system that allows for (1) the interconnectivity of educators and learners around the world; and (2) access to remote databases from which information can be downloaded and stored for immediate or later use. Harasim and his colleagues describe the interaction as “not so much with the computer, as through it, to other people or sources of information” (Harasim et al., 1995, p.202).

Resources:

Connectivism: A Learning Theory for the Digital Age
George Siemens
http://www.elearnspace.org/Articles/connectivism.htm

Connectivism: Learning Theory or Pastime for the Self-Amused?
George Siemens
http://www.elearnspace.org/Articles/connectivism_self-amused.htm

A Challenge to Connectivism
Bill Kerr
http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html

References:

Harasim, L. (1989). On-line education: A new domain. In R. Mason and A. Kaye, Mindweave: Communication, computers and distance education. p. 50-62. Oxford: Pergamon Press.

Harasim, L., Hiltz, S., Teles, L., & Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge: The MIT Press