Learning Theory : Connectivism by George Siemens

Connectivism (from wiki page1, page2) is an alternative theory of learning developed by George Siemens that addresses inadequacies of current theoretical models such as behaviorism, cognitivism,  and constructivism (Alger, 2005). This theory of learning recognizes that technology has impacted society and that thoughts on teaching and learning are shifting.

 

 

It acknowledges that learning is no longer individualistic but relies on the informal learning that occurs through participation in communities of practices, personal networks and work-related tasks. Simply put, connectivism is about forming connections between people and with technology. To cope with information overload and complexity, teaching and learning in a connectivist learning environment occurs within learning ecologies, communities and networks. These facilitate connections and information sharing while encouraging life-long learning in the individual as well as the group (Siemens, 2003).

 

 

Connectivism learning theory suggests that knowledge is distributed across connections. Knowledge is gained through connecting to nodes (any element that can be connected to another element) and providing information back into a network (aggregation of strong and weak nodes), creating a cycle of knowledge development which allows for learning and the ability for individuals to stay current in their field of study. 

 

 

Connectivism states that a leaner must be able to, or learn to filter content based upon information accuracy and relevancy at that point in time. Learners must also be able to filter nodes (as these individual elements can weaken, causing the network to self-organize and adjust) based upon accuracy and relevancy within a network. This constant decision making based on filtered content can change thinking so that future decisions are based on the latest information.

 

Previous learning theories were created in a time when “information development was slow” (Siemens, 2004), with a significantly large half-life, as compared to the digital era of today where the flow of information is fast, fluid, nebulous and brief in its accuracy and relevancy.

Connectivism aims to address not only this knowledge explosion, but the way technology has changed the way that we “live, communicate and learn” (Siemens, 2005). 

 

Connectivism presents itself as a pedagogical approach that affords learners the ability to connect to each other via social networking or collaboration tools.

 

Many theories assume that learning happens inside the head of an individual. Siemens believes that learning today is too complex to be processed in this way and that “we need to rely on a network of people (and, increasingly technology) to store, access, and retrieve knowledge and motivate its use” (Siemens, 2006).

 

 

Wendy Drexler provided an argument that the “networked student” of the future will not only still need a teacher, but will require a teacher that fulfills a variety of new modern and contemporary roles as :

• - Learning Architect
• - Modeler
• - Network Sherpa
• - Change Agent
• - Synthesizer
• - Connected Learning Incubator
• - Learning Concierge

Of course, teachers should be life-long learners, or networked teachers, who need to leverage PLN (personal learning network) to grow as new type of leaders in their classrooms. What tools are appropriate and how open the networks for students should be depend on the preparation students have had. The role of teachers is so important to facilitate students' ability to become efficient connected learners.