Connectivism

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Connectivism (Engl. Connectivism ) is a relatively new theory of learning , focusing on the learning applies in the digital age. It was developed by the Canadian learning theorist George Siemens . In contrast to existing learning theories, connectivism does not see people as an isolated, but as a networked individual. This creates a network, both to other people and to non-human sources. This network is essential for learning because people can access it at any time.

History of Connectivism

In January 2005, George Siemens published the article "Connectivism: A Learning Theory for the Digital Age" in the International Journal of Instructional Technology and Distance Learning . In it, he outlined the basic ideas behind connectivism, which he developed based on his analysis of the limitations of behaviorism , cognitivism, and constructivism to explain the impact technology has on how we live, how we communicate, and how we learn.

Donald G. Perrin, Editor-in-Chief of the International Journal of Instructional Technology and Distance Learning says this theory "combines the relevant elements from multiple learning theories, social structures and technology to create a powerful theoretical construct for learning in the digital age."

In addition to Siemens, Stephen Downes later played a key role in the further development of this learning theory.

The term connectivism appears as a word in the original 1991 edition of the book "The Middle Path of Knowledge" (bridging the gap between scientific theory and human experience) by Francisco J. Varela (et al.). Varela points out in his note that this name was suggested by Feldmann and Ballard in: "Connectionist models and their properties".

Basic ideas of connectivism

One of the most important aspects of connectivism is networking via nodes and connections as a central metaphor for learning. In this metaphor, a knot is anything that can be connected to another knot. This can be the learner himself as well as other people or regular sources such as B. books, websites or graphics. Learning is then the process of creating new connections to other nodes and thus building a learning network. Not all connections in this metaphor are equally strong. Most of them are even relatively weak.

As a result, in connectivism, the learning approach of "knowing how" and "knowing what" is replaced by "knowing where" (the understanding of where knowledge can be found when it is needed). Meta-learning becomes just as important as learning itself.

Principles of connectivism according to George Siemens

  • Learning and knowledge are based on the diversity of personal perception.
  • Learning is the process of connecting specialized nodes and information sources.
  • Learning can take place in non-human institutions.
  • The capacity to know more is more important than what you already know.
  • Maintaining and maintaining connections is essential to enable continuous learning.
  • The ability to recognize connections between fields of knowledge, ideas and concepts is a basic requirement.
  • Up-to-date knowledge is the goal of all connectivist learning.
  • Making decisions is a learning process in itself. The choice of what to learn and the meaning of the information ingested must be seen from the perspective of an ever-changing reality. While there is one correct answer today, it may turn out to be wrong tomorrow due to changes in the information climate that influences the decision.

Stephen Downes' principles of connectivism

  • Learning is making and breaking connections between entities or adjusting the strength of those connections.
  • The most important function of a person in a community is not conformity, but creativity.
  • Communities have four semantic conditions: autonomy, diversity, openness and connectivity.
  • Knowledge can only be found in connections between people. Learning is developing these connections.
  • A language has no representational function.
  • Learning is not a process of representation, but a process of becoming.
  • The teacher's job is no longer to find the best learning method, but to create an open environment that supports the process of participation and connection between learners.
  • Learning should not be viewed as an intentional, subjective activity. Learning is a property of the system that happens all the time.

Connectivism in the field of e-learning

Mohamed Ally from Athabasca University supports connectivism as a learning theory that is better suited to e-learning than older theories such as behaviorism, cognitivism or constructivism. This position is based on the idea that the world has changed and become more connected. Learning theories that were developed before these global changes are therefore less relevant. Still, Ally says, "What is needed is not an independent theory for the digital age, but a model that integrates the various theories to guide the design of e-learning material."

The possibilities that have emerged from Web 2.0 support connectivist e-learning, as it has become easier to e.g. B. to network with other people via social networks .

Criticism of representationalism

Stephen Downes is a critic of the theories of learning that address learning as a process of representation. He was heavily influenced by Wittgenstein's theory of language and Francisco Varela's theory of perception. According to Downes, learning as a process of acquiring truths is an obsolete idea. He also criticizes the constructivist approach to learning as a construction of meaning. Learning cannot be viewed as the acquisition of facts, but as immersion in an environment. According to him, learning geography does not mean understanding geographic content, but rather becoming a geographer. This has two implications, one theoretical and one practical. Theoretical implication: learning is no longer to be confused with understanding, i.e. H. a person's ability to build mental representations of the world. A geographer is not someone who knows geographic facts. He is someone who can act as a geographer, who can be identified as a geographer in a community of geographers. The practical implication of this thinking is the ability to look at new learning environments. A good learning environment in this sense is an exercise machine ( exercise machine ) that allows learners learning through an immersion process in a community. Stephen Downes doesn't see learning as a mental, logical, intentional activity. He likes to compare learning to muscle growth. This does not mean that the connectivist theory puts the physical over the mental. According to Stephen Downes, and here you can see the influences of the aphorism The mind is not in the head ( la mente no está en la cabeza ) by Francisco Varela, there is no separation of nature between mind and body.

Connectivist teaching methods

In 2008 Siemens and Downes conducted a Massive Open Online Course entitled "Connectivism and Connective Knowledge", which demonstrated connectivism as both content and applied teaching methodology. The course was free and open to everyone who wanted to take part. In total, over 2000 people from all over the world have registered for this course. All course materials were made available in various online formats (articles, videos, audio recordings), and learners were able to participate in the course using the tools of their choice: e. B. via forum discussions in the provided Moodle platform, blog entries, Second Life or regular online meetings in the virtual classroom .

Criticism of connectivism

Connectivism has been criticized from several quarters. Pløn Verhagen has objected that connectivism is not a learning theory, but merely a "pedagogical view of education". Verhagen argues that learning theories should deal with the instructive level (how people learn). In his opinion, however, connectivism deals with the curricular level (what and why is learned). Bill Kerr, another critic of connectivism, believes that while technology has an impact on learning environments, existing learning theories are sufficient.

Kersten Reich offers a constructivist approach that is similar to connectivism. In constructivism, which he expanded, interactionist constructivism , basically the same learning methods are described; However, interactionist constructivism (in contrast to connectivism) does not claim to be a completely new learning theory, but sees itself merely as a constructivist extension.

Individual evidence

  1. ↑ a b Connectivism: A Learning Theory for the Digital Age ( Memento of the original from September 8, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. , International Journal of Instructional Technology and Distance Learning, Vol. 2 No. Jan 1, 2005. @1@ 2Template: Webachiv / IABot / www.itdl.org
  2. ↑ Connectivism: Learning as Network-Creation ( Memento from September 22, 2010 in the Internet Archive ), Learning Circuits, November 2005.
  3. ↑ Seminar article on connectivism ( memento of the original from February 1, 2010 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.elearnspace.org
  4. ↑ Stephen Downes: Connectivism and Connective Knowledge . 2012, p. 9 .
  5. ↑ Stephen Downes: Connectivism and Connective Knowledge . 2012, p. 9 .
  6. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 9.
  7. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 27.
  8. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 105
  9. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 105
  10. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 109.
  11. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 109.
  12. ↑ Page no longer available , search in web archives: Foundations of Educational Theory for Online Learning , Mohamed Ally. In The Theory and Practice of Online Learning , Terry Anderson, Ed., May 2008.@1@ 2Template: dead link / www.aupress.ca
  13. ↑ Stephen Downes: Connectivism and Connective Knowledge . 2012, p. 256 .
  14. ↑ Stephen Downes: Connectivism and connective knowledge . 2012, p. 148 .
  15. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 105.
  16. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 108.
  17. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 106.
  18. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 106.
  19. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 106.
  20. ↑ Francisco Varela: Fenómeno de la vida . Santiago 2016, p. 220 .
  21. ↑ Stephen Downes: Connectivism and Connective Knowledge. 2012, p. 16.
  22. ^ George Siemens, Stephen Downes: Connectivism and Connective Knowledge. ( Memento from July 3, 2008 in the Internet Archive )
  23. ↑ Pløn Verhagen: Connectivism: a new learning theory? ( Memento of February 7, 2011 in the Internet Archive ) (University of Twente), November 2006.
  24. ^ Bill Kerr: which radical discontinuity? February 2007.

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