2. Origins
First introduced in 2005 in two publications:
Siemens’ Connectivism: Learning as
Network Creation
Downes’ An Introduction to Connective
Knowledge
http://www.downes.ca/cgi-bin/page.cgi?post=
3. Development
In 2007 Kerr & Forster took part in a debate on
Connectivism at the Online Connectivism
Conference at the University of Manitoba
4. Development
Kerr (2007) identified the new theory should:
replace older theories that had become
inferior
build on old ones without completely
disregarding them
6. 2. Features:
Social and cultural context
Work experience – learning – knowledge
Contact
Technology as mediator
Adding ‘know-where’ to know-how and knowwhat
7. 2. Features: Network
A
network with nodes and connections:
‘that knowledge is distributed across a network of
connections, and therefore that learning consists
of the ability to construct and traverse those
networks’ (Downes)
9. 2. Features: Enhancing learning
Aggregation
Relation
Creation
Sharing
See Rita Kop, ‘The Challenges to Connectivist
Learning on Open Online Networks: Learning
Experiences during a Massive Open Online
Course’ in IRRODL, vol. 12, no. 3 (2011)
10. Criticisms of Connectivism
“The practice of analyzing, classifying,
interpreting, or evaluating literary or other
artistic works”
15. References
The Free Dictionary (2013) Criticisms. Available
at:
http://www.thefreedictionary.com/criticism
(Accessed: 30 Oct 2013).
Tschofen, C. & Mackness, J. (2012)
‘Connectivism and Dimensions of Individual
Experience’ International Review of Research in
Open & Distance Learning. Vol. 13 Issue 1, p124143. 20p.
Hinweis der Redaktion
[1] Principles:
Diversity of opinions as the basis of knowledge and learning
Learning as a process of connecting nodes
Learning as critical, as opposed to ‘knowing’
Connections are to be nurtured to facilitate continual learning
Decision-making is part of the learning process
[1] Principles:
Diversity of opinions as the basis of knowledge and learning
Learning as a process of connecting nodes
Learning as critical, as opposed to ‘knowing’
Connections are to be nurtured to facilitate continual learning
Decision-making is part of the learning process
[1] Principles:
Diversity of opinions as the basis of knowledge and learning
Learning as a process of connecting nodes
Learning as critical, as opposed to ‘knowing’
Connections are to be nurtured to facilitate continual learning
Decision-making is part of the learning process
[1] Principles:
Diversity of opinions as the basis of knowledge and learning
Learning as a process of connecting nodes
Learning as critical, as opposed to ‘knowing’
Connections are to be nurtured to facilitate continual learning
Decision-making is part of the learning process
[2]
Role of social and cultural context – the process of learning more important than its product
The relationship between work experience, learning, and knowledge – knowledge not just existent in the teacher’s head, but also existent in connections established between students, teachers, and technologies
Learning through contact – not about knowledge transfer but about distributing learning across a network
Technology as mediating learning in this digital age
And, finally, it is about adding ‘know-where’ to know-how and know-what
[3] Features: Network
A network with nodes and connections:
Defined by Dowes: ‘that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks’
[4]
The networks are defined by the interactions between nodes. These interactions produce the system as a whole. The links or connections formed between the nodes, or actors, are actually actions.
[5] Features: Enhancing learning
Aggregation – students access a wide variety of sources for their activities
Relation – students reflect on the activity
Creation – students use digital tools to record their reflections
Sharing – students share their reflections with others in the network
See Rita Kop, ‘The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course’ in IRRODL, vol. 12, no. 3 (2011)
Its important to always consider the meaning of being critical. As often it could be understood to only be the limitations when in fact it’s a combination of both strengths and limitations.
According to Siemens Conectivism has been understood to give its users a sense of freedom and Autonomy. The feeling of being connected to many networks and groups at one time. There's also the benefit of diversity and openness to knowledge. Any thing everything is accessible to share. Its also very current particularly when used regularly by its users. When used with electronic devices we have this ability to update, amend and edit anywhere.
Limitation however its that its relatively new therefore there isn't a huge amount of research undertaken in the area. This can therefore make quite challenging to be widely accepted as it can be seen as a little confusing and unclear. When considering models it could be seen that connectivism generally refers to social media which again some may find impersonal.
In this world it also seems that convenience and efficiency plays a crucial role in our lifestyles. Why wait to get to the office or classroom to share and exchange knowledge when you can do it on the go. Ultimately conectivism is this idea of knowledge exchange/interactions between nodes and thus is referred to as a system.
It would be unfair to ascertain which or which not Connectivsm. But we do understand is that its an explanation to the way we learn as well as an important aspect of the learning process.
I guess such theory could be adapted for a generation that's grown up with the use of technology but another generation may struggle with this and therefore require some time training which can be costly and time consuming. Another understanding could also be the dismissal or lack of mention of human knowledge again similar to the point mentioned about being a little impersonal.