Connectivist


 * Connectivist Learning Theory**

George Siemens Kinsley Ndenge Khanyisile Ngodwana Julius Mbulankende
 * Team members:**


 * 1. Definition of Connectivist Learning Theory**

Connectivism refers to the capacityto form connections betwenn sources of information and by creating useful information patterns; this is vital skill for learning in a knowledge economy (Siemens, 2004a). Connectivism is premised on the view that "learning is connection -forming / network-creation process," and "knowledge exists in the world and not in the world" (Siemens, 2005). The theory originated from an increasing dissatisfaction with the applicability of existing learning theories in an age in which digital media are ubiquitous and shelf-life of information is short. Siemens believed a new learning theory is required to react to the increased growth and complexity of networked information resources and the new communication and participatory affordances of the web.

//Metaphors of learning and knowledge: Siemens//
 * Learning is a messy, nebulous, informal, and chaotic process.
 * Learning is a process of actively connecting, creating and shaping networks.
 * Knowledge acquisition does not equate with learning.
 * We are social beings... We externalise ourselves in order to know and be known.
 * Knowledge resides within a networks.

[|Glossary of key terms]


 * 2. Key principles of Connectivist Learning Theory**
 * 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 (Siemens, 2004a)


 * 3. Key theorists in Connectivist Learning Theory**

George Siemens George Siemens first presented Connectivism in 2004. He is a prominent writer, speaker, and researcher on learning, networks, technology and organizational effectiveness in digital environments. He is the author of Knowing Knowledge, an exploration of how the context and characteristics of knowledge have changed and what it means to organizations today, and the recently released Handbook of Emerging Technologies for Learning.

Ravenscroft Andrew is a Chartered Psychologist and LearningTechnologist who is Professor of Education in the CASS School at UEL. His focus within this field is on designing and implementing next generation smart, social and media-rich technologies for learning in the digital age, in ways that are strongly informed by theory. This work is best described as Deep Learning Design (or DLD), that is a Design-Based Research approach to Technology Enhanced Learning (TEL) that operates within a socio-cultural frame. This emphasises collaborative and performance-based approaches to interaction, dialogue and meaning making that support informal or formal learning in digitally augmented contexts (such as the net).


 * 4. Analysis of the learning theory of Siemens**

Connectivism response to the limitation of traditional theories which are;
 * the intrapersonal view of learning
 * the lack of contribution to the value judgement that need to be made in knowledge rich environments
 * failure to address the learning that is located within technology and organisation (Bell, 2011: 102)

Siemens asserts that the starting piont of connectivism is the individual. Creating networks has an exponential impact on our own personal learning,which creates networks which interact with each other.The more this networks interact,the more choatic it becomes.In this sense,chaos is not confusion but simply a rapid change taking place in the network. Through the cycle of knowledge development(personal to network to organisation),this network allows learners to remain current in their field throgh the connections they have formed. Networks amplify learning,knowledge and understanding. Connectivism however is not a stand alone theory,it is simply bringing forth an idea relating the change in learning environment to how learning takes place.


 * 5.** **Key critiques** of this theory
 * Verhagen (2006): Connectivism uses web-based activity as an example of learning.
 * The main challenge with it as a theory, is its inapplicability to other contexts in which learning can take place.
 * He argues that it would work better as a support pedagogy and curriculum instead of a theory as most of its principles already exist in established learning theories.
 * According to Kop and Hill (2008), Connectivism does not attempt to explain the socialisation processes inherent in the networked world.
 * A common criticism of connectivism is the lack of supportive empirical research.
 * Kerr (2007) questions the emphasis Siemens places on knowledge currency, suggesting it obscures the durability of knowledge, and the fact that, at any given time, some knowledge is always more important than another, regardless of how old it is


 * 6. Relation of Siemens' learning theory to the use of ICTs in Education**

The link below gives a comprehensive list of the Applicationsr elating Connectivist Theory to the use if ICTs in Education. [|Application Relating to ICTs in Education]

Effective application of ICTs premised on Connectivism
 * A good example is a teacher using facebook to interact with his/her learners.the teacher learns to use facebook through watching youtube videos and even post a blog on the use of facebook for learning.Other teachers interact on the blog,the students interact with the teacher on facebook an knowledge is instantly generated.

Some challenges of using ICTs and Connectivism
 * Sometime it is important for learners to tap into the right network inorder for learning to occur. The newly evolving world of easily accessible multi-media and social resources carries with it a corresponding challenge for learners. If knowledge is to be freely constructed by the individual rather than by an external authority such as an instructor or a managed learning system, then the individual must develop the capacity to attribute value to various competing subjective realities, while cautiously remaining wary of inaccuracy and manipulation.(Bourchard,2011)


 * 7. Recommendations of where this theory may provide a useful explanation for how learning occurs when using particular ICT tools in specific ways**

When new knowledge is updated,you automaticlly get notifications of the updated content,as such new knowledge is automatically added to the network thus strengthening the network.You can also subscribe to podcast and get the latest information in your field of interest.
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Bell, F(2011) Connectivism: It's place in theory-informed research and innovation in technology -enabled learning, //IRRODL (//March 2011), Vol 12.3 [accessed at http://www.irrodl.org/index.php/irrodl/article/view/902/1664 Bouchard, Paul (2011). "Network Promises and Their Implications". In: "The Impact of Social Networks on Teaching and Learning" [online monograph]. //Revista de Universidad y Sociedad del Conocimiento (RUSC) //. Vol. 8, No 1, pp. 288-302. UOC.Accessed: 28/07/2011 from [] ISSN 1698-580X Downes, S. (2005). An Introduction to Connective Knowledge. http://www.downes.ca/cgi-bin/page.cgi?post=33034 Downes, S. (2006). Learning Networks and Connective Knowledge. http://it.coe.uga.edu/itforum/paper92/paper92.html Downes, S. (2007). An Introduction to Connective Knowledge. In Hug, T. (Ed.) Media, Knowledge & Education - Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies. Proceedings of the International Conference held on June 25-26, 2007. Kerr, B. (2007). A Challenge to Connectivism. Online Connectivism Conference. University of Manitoba. [|http://ltc.umanitoba.ca/wiki/index.php?title=Kerr_Presentation] Siemens, G. (2004). Connectivism: a learning theory for the digital age. Elearnspace Coverdale A (2008). Critique of Connectivism - PhD Wiki http://sites.google.com/site/andycoverdale/texts/critique-of-connectivism [assessed on 27 June 2011].
 * 8. References**