Connectivism
IDT100x
Connectivism seeks to explain 21st century learning dynamics in a socially networked Digital Age. To its developers, George Siemens and Stephen Downes, learning is no longer an individual internalized process of knowledge. Knowledge is instead shared and distributed across a network of technologies. Learning involves active and continuous deciphering and refining of knowledge flow down to what’s essential. This requires active connection and participation within a networked environment. Learners become "nodes" in network of interaction, information, and technological platforms.
Image by Dids on Pexels,
Background photo by Scott Webb
The mind as a node in a digital network
Stephen Downes
(1959-present)
Pioneer of Distributed Learning Technology
Downes with Siemens designed and taught the first MOOC (massive open online course). A researcher in online learning, he works for the National Research Council of Canda. Downes believes in making education accessible for all, beyond institutional, geographic, and time barriers.
Distributed Learning Technology
With DLT, he hopes to decentralize learning with blockchain technology so that education is something people can create and share freely without needing a provider.
George Siemens
(1970-present)
Pioneer of Connectivism
Director of the Learning Innovation and Network Knowledge lab at U Texas, Siemens introduced the learning theory in a blog post in 2004. He posits that learning in a digital age is a network forming process. One takes a concept from another source, incorporates it into one's learning and puts one's perspective on it, which the next person takes and alters, etc. He, with Downes, created the first MOOC.
Networked Learning
Learning through the nodes metaphor takes place at three levels: neural (biological), external (social media), and internal (conceptual)
Stephen Downes
& Distributed Learning Technology
“
DLT allows us to work toward a system of society and learning where each person (can) reach his or her fullest potential without social or financial encumbrance.
– Downes
”
As an alumn of two Canadian public research institutions, University of Calgary and University of Alberta, Downes experienced first hand the struggles of students to afford their education and of international students' to improve their live and work conditions.
Implications for teaching & learning
I am profoundly moved by Stephen Downes concept of education and learning as a goods owned by the public, freely shared, created, and distributed. He states about Distributed Learning Technology: "(it) allows us to work toward a system of society and learning where each person (can) reach his or her fullest potential without social or financial encumbrance." (Downes)
His goal is to live in a society of shared access and for everyone to have the tools to create the education they want outside of privatized learning and the profit motive.
He does seek to keep the formats of modules, tests, and instructors but have the course accessible to the public and sharing its creation.
Check out his video on Falling Walls, an international platform recognizing pioneers in science, business, politics and the arts.
In this sense, his method is Social Constructivism writ large. Everyone has something teachable to someone else. In the process of creating the material and distributing it, they can gain knowledge expertise and provide access to someone else abou their research.
Connectivism is further underscored by DLT, in that one has to have a certain level of digital literacy in order to filter through more content and figure out what's essential for one's own learning or knowledge. This can be time consuming. I feel we will still need institutions that are accountable for the content and is able to filter out extraneous or false leads, to prevent the time drain of such free flowing content available on such platforms as TikTok, for example.
George Siemens
& Networked Learning
“
Learning is a network forming process. . .Forming conceptual connections rounds out our perspective and deepens knowledge
– Siemens
”
3 Levels of Networked Learning
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Biological – Neurons are connecting as we learn.
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Internal – We're forming conceptual connections and broadens our perspectives, when we connect to learn
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External – Our networks are in social spaces like Twitter, Facebook, other social media platforms
The combination of these social systems and networked systems form our human knowledge.
Implications for teaching & learning
Siemens himself remarked how blogging broadened his access and diversified his sources. He found himself not only exchanging ideas with those in Canadian and American academic circles but beyond to other countries outside. Similarly, this edX Instructional Design online course broadens the exchange of ideas.
Nodes network metaphor updates other learning theories
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Cognitivist model: Brain processing is perceived as neurons connecting in a neural network. Learning is making connections inside the mind biologically.
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Constructivist model: Rather than building from a single source, Connectivism synthesizes from a network of concepts. One internalizes from the stream what's essential and gives back adding one's own perspective to alter collective understanding. Teaching and learning is a two way street.
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Social Constructivist model: the personal learning network enables one to tap into social networks and provides media formats for sharing in multi-mode or media ways to reach more audiences and approach different learning styles that the learner can choose from.
Teaching and learning thus become a form of sharing and expansion of perspectives and ever evolving through various "hands." It happens outside a traditional classroom, but continuously through various networking platforms.
The instructor plays the role of bringing the learning community together and hosts the learning environment through which learners create their own personal learning networks. Less is thought about how learning occurs but where and which flow or network to follow.
Strength and limitations of Connectivism in Higher Education>
Implications of Connectivism
for instructional (learning) design:
Connectivism encourages collaborative learning where members of the class/group form a network to exchange ideas and share knowledge.
Problem solving real world problems, whether it's job scenarios or environmental issues, can provide a relevant context for learning and brainstorming strategies.
Works cited
Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/
Brau, Bekki, and Royce Kimmons. Education Research Across Multiple Paradigms. EdTech Books, 2022, https://doi.org/10.59668/133.
Downes, Stephen. "Breaking the Wall to Open Online Learning." Falling Walls, 1 Nov. 2020, falling-walls.com/discover/videos/breaking-the-wall-to-open-online-learning/. Accessed 7 Sept. 2023.
Hanssen-Passeri, Catherine. "Instructional Design and Technology: Learning Theories." EdX.Org, 7 Aug. 2023, learning.edx.org/course/course-v1:USMx+LDT100x+2T2023. Accessed 20 Aug. 2023.