Connectivism

Overview

Connectivism is a learning theory for the digital age that has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of Behaviorism, Cognitivism, and Constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn. Connectivism asserts that learning is primarily a network-forming process, not merely a process of acquiring, encoding, and storing information.

Theoretical Background

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.

Principles of Connectivism

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. According to Siemens (2005), Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. The following principles of connectivism, as outlined by Siemens, reflect the ongoing dialog and evolution of learning theories:

1. Learning and knowledge rests in diversity of opinions. 2. Learning is a process of connecting specialized nodes or information sources. 3. Learning may reside in non-human appliances. 4. Capacity to know more is more critical than what is currently known. 5. Nurturing and maintaining connections is needed to facilitate continual learning. 6. Ability to see connections between fields, ideas, and concepts is a core skill. 7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. 8. 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.

A group of people connected by lines, representing a network of learners.

Criticisms of Connectivism

Despite its growing popularity, connectivism has been critiqued on several fronts. Critics argue that connectivism is a repackaging of existing theories rather than a new theory in its own right. Others question the lack of empirical evidence supporting the theory, and the overemphasis on the role of technology in learning. Despite these criticisms, connectivism continues to gain support, particularly in online and distance education contexts.

Connectivism in Practice

Connectivism has significant implications for education and teaching. It suggests that learning is not a process that only takes place inside a person's mind, nor is it a passive development of behaviors that are shaped by external forces and that meaningful learning occurs when individuals are engaged in social activities. Connectivism also suggests that learning experiences are diverse, rich and complex. Courses are no longer defined by grades, but by the rich tapestry of resources and interactions that occur within a learning community.