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Connectivism

       Connectivism is a learning theory presented by Stephen Downes and George Siemens between 200-2005 and is called “The Theory of Digital Age” because it is concerned with explaining the complex learning and the rapidly changing social digital world.

The theory claims that learning occurs through connections between nodes within networks. Learners understand and interpret patterns by the influence of various networks and the strength of those connections and their context so transfer of knowledge happens by connecting to nodes and widening personal networks as a result learning is knowledge in action.

In a world where knowledge is rapidly growing and measured in months and years instead of decades like in older days, theories that define learning in this era are vital to help learners and facilitators cope with the speedy changes and make use of information relevance and put it in the right context within the organizations. As obvious these days, formal education is significant but not enough to prepare competitive knowledgeable people. Connectivism proposes that our current state of knowing is less important than the channels and connections we can establish to build knowledge which help a learner make distinctions of what is or isn’t relevant and where to get it. Know-where which also means where to find information is now as much important as what and how we learn which is another key concept in Connectivism.

To summarize, Connectivism offers an approach to highlight the importance of connections in the digital age learning which feeds the learner and the organization and loops back. Filtering and recognizing the relevance of knowledge, where to find it and the context of utilizing it are other aspects of focus.

“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.” (Siemens, 2005, p.7)

The “Massive Open Online Course” MOOC is a connectivist application. Enrolment is open for anyone through open systems and software on the web, it is mainly online. According to a specific curriculum and designated time, learners start learning with the guidance of facilitators. The process depends largely on learners who choose what to learn and share which helps facilitators get feedback and make more decisions and help offer more connections.

STRENGTHS

  1. It provides an open and diverse opportunities of knowledge and connections for learners to establish learning through open and free sources.

  2. It promotes the importance of distinction of information according to relevance and context as well as knowing what, how and where to find information thus encouraging self-learning skills.

  3. It stresses the idea that the capacity of continuous knowledge is more important than the current state of knowledge which makes continuous learning an essential process.

  4. Decision making in the learning process highly contributes in the learning process.

LIMITATIONS

  1. It is relatively an emerging and growing learning theory so resources and researches are still being applied to strengthen its principles among other learning theories

  2. Some researchers like Verhagen (2006)  and Giesbrecht (2007) suggest that Connectivism is not a learning theory but rather a pedagogical approach

  3. Despite the fact that Connectivism promotes new learning ways that make sense in the digital age, knowledge still does not have a clear meaning

  4. Connectivism give learners a free choice approach in learning which may on the other hand have impacts on planning and assessment of learning outcomes

IMPLICATIONS IN INSTRUCTIONAL DESIGN

     Instructional design and Connectivism meet at the crossroad of technology and digital age, thus instructional design has to consider the principles of this theory or approach. The equation of we plan, design, implement and spread, then a learner chooses and learns are key aspects. As a result, instructional designers should be cautious in the planning and designing method to propose a learning experience that enables learners find relevance and context rapidly and thus saving time and enabling them to make alternative choices and more connections that are beneficial to both the person and the organization.

REFERENCES

 

  • AlDahdouh, A.A., Osório, A.J., & Caires, S. (2015). Understanding knowledge network, learning and Connectivism. International Journal of Instructional Technology and Distance Learning, 12, 3-21.

 

 

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