Learning theory and classroom technologies: Connectivism



Siemens (2005) describes the connectivism theory of learning as "a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual" (Siemens, 2005, p. 5). The theory focuses on connections that enable learning rather than current knowledge. This results in information that is continuously shifting and being acquired and so the need for the ability to distinguish whether this information is valuable or not becomes crucial. 

The theory focuses on connecting external instruments such as multimedia and the internet with internal factors such as intelligences, attitude and concentration, whereas traditional theories focus solely on the latter. Application of connectivism theory connects dimensions of everyday life, specifically the use of technology, with learning to promote learning quality (Sa’adi, 2016). The theory informs the place of technology in education; as a tool for communication to support a diversity of views, as a consistently updated source of relevant information and a mechanism to shift the way in which students are taught (Siemens, 2005). 

Anderson and Dron (2010) describe connectivism as the third generation in distance education pedagogy, where the connectivism model relies on a network of connections between people and digital content as a form of distance learning, which is made possible through the World Wide Web. Therefore, technology also has a major role in informing teaching practices. 

Principles of connectivism include that knowledge comes from a diversity of views and that maintaining connections is required to facilitate learning (Siemens, 2005). Technology allows for enhanced communication and collaboration between students as a result of social media, messaging and the information sharing capabilities of the internet. Thus, technology in the classroom supports a variety of views informing individual knowledge as well as encouraging connections between students.

Connectivism acknowledges the rate at which information is changing and growing, with its emphasis on the currency of knowledge being taught and learning to see information as a "shifting reality" (Siemens, 2005, p. 6). The theory places technology in the classroom as a source of constantly updated information that is refreshed every instant of the day, as opposed to textbooks, which are static and updated far less regularly. 

The learning theory describes how technology changes the way in which we teach, shifting the control from the educate to the learner, which is supported by technology as a tool for researching, composing and sharing knowledge (Kop & Hill, 2008). In this way, the teacher becomes a facilitator of learning, ensuring students are equipped with the capabilities to effectively use technology to gain knowledge and perspective. 



References

Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), pp. 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1826

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103

Sa’adi, S. (2016). Introduction to Views of Connectivism Theory of Learning. Register Journal, 3(2), pp. 104-110. Retrieved from https://doaj.org/article/5aeea65c412e42929d6b5bf79b101b36.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3-10. Retrieved from http://itdl.org/Journal/Jan_05/article01.htm



Comments

  1. Michelle M17 September 2017 at 20:31

    I like the concept of connectivism shifting the control from the educator to the learner (I think many progressive pedagical frameworks do this). I do question though whether "technology in the classroom supports a variety of views informing individual knowledge" - I think it has the potential to, however often on social media in particular we tend to surround ourselves with like minded people. We follow or like topics we are interested in, and, importantly, that agree with us. I think sometimes this can lead to more closed than open minded thinking. I have a friend who tries to follow viewpoints which she doesn't necessarily align with (e.g. opposing political parties) - I think this is an interesting way of trying to see a big picture.

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    Replies
    1. Michelle M17 September 2017 at 20:38

      This is not a scholarly article but it shares a similar thought. I'm interested in research around this, though like all things on the internet I probably shouldn't get too distracted! https://www.insidehighered.com/blogs/call-action-marketing-and-communications-higher-education/social-media-narrowing-our

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