elearnspace. Connectivism: A Learning Theory for the Digital Age

fringe

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.

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Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”. They provide a connectivist focus in stating “the simple notion that some domains of knowledge contain vast numbers of weak interrelations that, if properly exploited, can greatly amplify learning by a process of inference”. The value of pattern recognition and connecting our own “small worlds of knowledge” are apparent in the exponential impact provided to our personal learning.

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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.

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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.

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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

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Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

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Learning is a continual process

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shrinking half-life of knowledge

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These theories, however, were developed in a time when learning was not impacted through technology

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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”

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The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.

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Do we gain knowledge through experiences?

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Do we acquire it through thinking and reasoning?

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s knowledge actually knowable?

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three epistemological traditions

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Objectivism, Pragmatism, and Interpretivism

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tenet

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Even social constructivist

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brain-based

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These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations

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paucity

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abundant

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we need to act by drawing information outside of our primary knowledge

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What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).

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raised when

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A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

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Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.

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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made. The ability to recognize and adjust to pattern shifts is a key learning task.

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Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4).

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Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.

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Self-organization

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Self-organization

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dulled

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A network can simply be defined as connections between entities

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Weak ties are links or bridges that allow short connections between information

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serendipity

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actionable

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Learning (defined as > actionable > > knowledge) can reside outside of ourselves (within an organizatio >n or a database), is focused on connecting specialized information sets, > and the connections that enable us to learn more are more important than > our current state of knowing. >

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Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Highlighted by siegenthaler

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by siegenthaler

Social network analysis is an additional element in understanding learning models in a digital era

Highlighted by siegenthaler

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.

Highlighted by siegenthaler

John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.

Highlighted by siegenthaler

This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.

Highlighted by siegenthaler

Connectivism:

Highlighted by siegenthaler

The pipe is more important than the content within the pipe

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Our ability to learn what we need for tomorrow is more important than what we know today.

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How do learning theories address moments where performance is needed in the absence of complete understanding?

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Connectivism:

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Connectivism:

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A Learning Theory for the Digital Age

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A Learning Theory for the Digital Age

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A Learning Theory for the Digital Age

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.

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constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions

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Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.

Highlighted by peneli

Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.

Highlighted by skukolja

Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments.

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“One of the most persuasive factors is the shrinking half-life of knowledge.

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The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).

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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.

Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.

Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.

Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.

The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.

Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.

Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).

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on 2008-03-04 by willrich

These all represent a huge shift in the way we think about teaching and learning.

nformal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.

Highlighted by siegenthaler

Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.

Highlighted by peneli

The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.

Highlighted by sophus

know-where (the understanding of where to find knowledge needed).

Highlighted by mkm420fritz

Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).

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Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”

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(2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”

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Driscoll

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All of these learning theories hold the notion that knowledge is an objective (or a state) that is attainable (if not already innate) through either reasoning or experiences.

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Behaviorism states

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Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.

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Cognitivism often takes a computer information processing model.

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Cognitivism

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Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376). Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the “fuzziness” of this learning will be more effective in preparing learners for life-long learning.

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Constructivism

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Constructivism suggests that learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376).

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Limitations of Behaviorism, Cognitivism, and Constructivism

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Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning.

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A central tenet of most learning theories is that learning occurs inside a person.

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A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations

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Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

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of most learning theories is that learning occurs inside a person

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The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

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When knowledge is abundant, the rapid evaluation of knowledge is important.

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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.

Highlighted by siegenthaler

The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information

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. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.

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We derive our competence from forming connections.

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‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

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Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states:

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

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derive

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Chaos is a new reality for knowledge workers.

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Chaos is a new reality for knowledge workers

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Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden.

Highlighted by peneli

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by didiermex

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

Highlighted by siegenthaler

the learner's challenge is to recognize the patterns which appear to be hidden. Meaning-making and forming connections between specialized communities are important activities.

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Chaos, as a science, recognizes the connection of everything to everything. Gleick (1987)

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Luis Mateus Rocha (1998) defines self-organization as the “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions.” (p.3). Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4).

Highlighted by didiermex

A network can simply be defined as connections between entities.

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Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106).

Highlighted by paulreid

Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106). This competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. Nodes that successfully acquire greater profile will be more successful at acquiring additional connections.

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A network can simply be defined as connections between entities.

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Our small world networks are generally populated with people whose interests and knowledge are similar to ours. Finding a new job, as an example, often occurs through weak ties.

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his competition is largely dulled within a personal learning network, but the placing of value on certain nodes over others is a reality. Nodes that successfully acquire greater profile will be more successful at acquiring additional connections. In a learning sense, the likelihood that a concept of learning will be linked depends on how well it is currently linked. Nodes (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.

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Nodes that successfully acquire greater profile will be more successful at acquiring additional connections.

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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.

Highlighted by poellhub

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.

Highlighted by skukolja

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Highlighted by didiermex

Connectivism:

Highlighted by jimfolk

Connectivism:

Highlighted by jimfolk

earning and knowledge rests in diversity of opinions.

Learning is a process of connecting specialized nodes or information sources.

Learning may reside in non-human appliances.

Capacity to know more is more critical than what is currently known

Nurturing and maintaining connections is needed to facilitate continual learning.

Ability to see connections between fields, ideas, and concepts is a core skill.

Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by mkm420fritz

Learning is a process of connecting specialized nodes or information sources.

Highlighted by poellhub

may reside in non-human appliances.

Highlighted by poellhub

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by mattbmcn

Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.

Highlighted by poellhub

Principles of connectivism:

Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Highlighted by barbsedg620

Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.

Highlighted by siegenthaler

Social network analysis is an additional element in understanding learning models in a digital era. Art Kleiner (2002) explores Karen Stephenson’s “quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”. Within social networks, hubs are well-connected people who are able to foster and maintain knowledge flow

Highlighted by poellhub

e internet leverages the small efforts of many with the large efforts of few.

Highlighted by poellhub

The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual.

Highlighted by jjfbbennett

Landauer and Dumais (1997) explore the phenomenon that “people have much more knowledge than appears to be present in the information to which they have been exposed”. They provide a connectivist focus in stating “the simple notion that some domains of knowledge contain vast numbers of weak interrelations that, if properly exploited, can greatly amplify learning by a process of inference”.

Highlighted by siegenthaler

The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today

Highlighted by jimfolk

Our ability to learn what we need for tomorrow is more important than what we know today

Highlighted by mkm420fritz

The pipe is more important than the content within the pipe.

Highlighted by poellhub

As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Highlighted by jimfolk

Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Highlighted by jimfolk

Design of learning environments

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References

Barabási, A. L., (2002) Linked: The New Science of Networks, Cambridge, MA, Perseus Publishing.

Buell, C. (undated). Cognitivism. Retrieved December 10, 2004 from http://web.cocc.edu/cbuell/theories/cognitivism.htm.

Brown, J. S., (2002). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. United States Distance Learning Association. Retrieved on December 10, 2004, from http://www.usdla.org/html/journal/FEB02_Issue/article01.html

Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.

Gleick, J., (1987). Chaos: The Making of a New Science. New York, NY, Penguin Books.

Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved December 10, 2004 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.

Gredler, M. E., (2005) Learning and Instruction: Theory into Practice – 5th Edition, Upper Saddle River, NJ, Pearson Education.

Kleiner, A. (2002). Karen Stephenson’s Quantum Theory of Trust. Retrieved December 10, 2004 from http://www.netform.com/html/s+b%20article.pdf.

Landauer, T. K., Dumais, S. T. (1997). A Solution to Plato’s Problem: The Latent Semantic Analysis Theory of Acquisition, Induction and Representation of Knowledge. Retrieved December 10, 2004 from http://lsa.colorado.edu/papers/plato/plato.annote.html.

Rocha, L. M. (1998). Selected Self-Organization and the Semiotics of Evolutionary Systems. Retrieved December 10, 2004 from http://informatics.indiana.edu/rocha/ises.html.

ScienceWeek (2004) Mathematics: Catastrophe Theory, Strange Attractors, Chaos. Retrieved December 10, 2004 from http://scienceweek.com/2003/sc031226-2.htm.

Stephenson, K., (Internal Communication, no. 36) What Knowledge Tears Apart, Networks Make Whole. Retrieved December 10, 2004 from http://www.netform.com/html/icf.pdf.

Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.

Wiley, D. A and Edwards, E. K. (2002). Online self-organizing social systems: The decentralized future of online learning. Retrieved December 10, 2004 from http://wiley.ed.usu.edu/docs/ososs.pdf.

Highlighted by jimfolk

Our ability to learn what we need for tomorrow is more important than what we know today.

Highlighted by skukolja

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.

Highlighted by siegenthaler

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing

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