What is the unique idea in Connectivism? This site has been created to foster discussion on how our thinking, learning, and organizational activities are impacted through technology and societal changes. Since the original publication of Connectivism: A Learning Theory for the Digital Age, I've been approached by many people requesting additional thinking and discussion. Four tools are available to provide dialogue: Blog for my personal reflective thoughtsWiki for collaborative content creationDiscussion forums for discussion on issues impacted by a connectivist view of learningEmail list for discussions on technology, networks and learning Most resources on this site are intended for public viewing, but contributing to the wiki or discussion forums requires registration. Please create your account by clicking the "join" text on the top, right-hand corner. If you are interested in general learning and technology trends, please visit my elearnspace site.
Siemens interview on connectivism « Rick's Café Canadien Posted by: Richard Schwier | August 15, 2008 George Siemens joined me for an interview about Connectivism, a theory about learning that draws on network theory, social networking, and social constructivism among other things. This interview discusses what connectivism is and where it came from, as well as its unique features and applications to education. I was producing this for my class on Historical and Theoretical Foundations of Educational Technology, but I know it deserves a much wider audience. Don’t be distracted by the 30 seconds when I moved the video out of the screen capture space. Like this: Like Loading...
The Official ASTD Blog | The Future is Informal Most learning is informal in nature and takes place “beneath the waterline,” so it is therefore much harder to track and comprehend its impact compared to formal learning. According to the ASTD and i4cp Tapping the Potential of Informal Learning report, informal learning clearly has a strong presence in many of today’s organizations. Four in ten respondents said such learning is occurring in their organization to a high or very high extent, with another 34 percent indicating that it’s occurring to a moderate extent. Not only did participants in the ASTD/i4cp study acknowledge that informal learning plays a role in today’s workplaces, but they also recognized that informal learning is a growing force within organizations and is becoming increasingly important for companies to understand and leverage. Informal learning also appears to have the ability to boost productivity. Source: Tapping the Potential of Informal Learning (ASTD/i4cp)
Connectivism and its Critics: What Connectivism Is Not Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire These arguments, it seems to me, are circular. Yes, we know that in schools and universities students are led through a formalized and designed instructional process. But none of this proves that the current practice is *better* that what is being described and demonstrated here. Right now we are engaged in the process of defining what connectivism is. George Siemens offers a useful chart comparing Connectivism with some other theories. From this, we can see that, according to connectivism: - learning occurs as a distributed process in a network, based on recognizing and interpreting patterns - the learning process is influenced by the diversity of the network, strength of the ties We are prepared to engage in such discussions.
Mail - 4 Big Ideas That Will Change The World Of Training | Connectivism ... - suzb What Connectivism Is Posted to the Connectivism Conference forum (which hits a login window - click 'login as guest' (middle of the left-hand column) - I'm sorry, and I have already complained to the conference organizer). At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. Connectivism is, by contrast, 'connectionist'. In connectivism, a phrase like 'constructing meaning' makes no sense. Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Response to comments by Tony Forster Again, I don't think you get a coherent constructivist theory without one of these.
» Social Learning doesn’t mean what you think it does! Learning in the Social Workplace A few days ago my Internet Time Alliance colleague, Harold Jarche, shared this article, written by Deb Lavoy, with me: Social Business Doesn’t Mean What You Think It Does, Neither Does Enterprise 2.0. The first few paragraphs say it all! “Social Business” is not about technology, or about “corporate culture.” It is a socio-political historical shift that is bigger, broader and much more fascinating. A new perspective is changing how we think about society, politics, interpersonal relationships, science, government and business. New approaches are emerging. The changes we are seeing in Workplace Learning are of course just one part of the changes we are seeing in businesses as whole. “Social Learning ” is not about technology, or about “corporate culture”. In other words those who think “social learning” is just about a new training trend, or about adding social media into the ”blend”, or that it is about acquiring the latest Social Learning Management System are missing the big picture.
Connectivism: A learning theory for the digital age Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11). Connectivism
4 Big Ideas That Will Change The World Of Training Sharebar The field of training doesn’t change quickly. Even though technological innovation occurs at rapid speed and new learning theories emerge from cognitive research, large and entrenched training organizations move like slow dinosaurs. It’s up to learning experience designers and developers, as well as trainers, educators and instructors to move us toward a more enlightened path that meets the needs of learners in today’s world. I’m voting that these four big ideas can propel us forward, hopefully sooner rather than later. 1. Connectivism is a learning theory for the digital world, where information is constantly changing and updating. Connectivism stresses that learning often occurs in loosely defined environments and is found in varied digital formats. When we acknowledge how much learning occurs through connected communities, it opens the door to rethinking traditional approaches to eLearning— at least in some domains. 2.Collaborative Learning 3. 4.
Connectivism: A Learning Theory for the Digital Age Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age. George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Background An Alternative Theory Connectivism