Connectivism: A Learning Theory for the Digital Age Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca 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). Driscoll (2000, p14-17) explores some of the complexities of defining learning. Conclusion:
Connectivism a New Learning Theory Retrieved from: Connectivism: a new learning theory? Datum Bijdrage van Pløn Verhagen (University of Twente) George Siemens may be one of the most controversial speakers on many e-learning conferences, including the SURF Onderwijsdagen in mid November. A pedagogical view, not a learning theory George Siemens claims in his 2004 article"Connectivism: A Learning Theory for theDigital Age"that the connectivism that he proposes is a learning theory. how learning takes place,and learning theories are relevant at that level. what is learned and why . Connectivism and Connective Knowledge On Jan. 17 George Siemens and I will launch the third offering of our online course called 'Connectivism and Connective Knowledge' -- or CCK11. We use the term 'connectivism' to describe a network-based pedagogy. The course itself uses connectivist principles and is therefore an instantiation of the philosophy of teaching and learning we both espouse. If you're interested, you can register here: The course is a MOOC -- a massive open online course. It also means, second, that the course is free and open. The way CCK11 is set up is that we've defined a twelve-week course of readings. What is important about a connectivist course, after all, is not the course content. Let me explain why we take this approach and what connectivism is. What we learn, what we know -- these are literally the connections we form between neurons as a result of experience. Of course, all this is the subject of the course. 1. 2. The next step is to draw connections. 3. What materials? 4.
Constructivisme, socioconstructivisme et connectivisme L’éditeur, ce n’est pas celui qui dompte la bête, c’est celui qui la socialise. (Christine Angot) Par souci d’individualisation et de métacognition des apprentissages, je résiste à la tentation d’obliger les élèves à utiliser leur blogue scolaire. Je mise plutôt sur des facteurs de motivation tels que la perception de valeur, de compétence et de contrôlabilité. Dès qu’il fréquente l’école, l’élève gagne à se saisir de certaines notions d’apprentissage. L’absence de certaines théories ne résulte que du besoin de simplification. Dans son excellent discours sur les nouvelles technologies, le philosophe Michel Serres s’interroge sur ce qu’elles apportent de nouveau. Le résultat s’apparente en quelque sorte à l’évolution d’une page Wikipédia, avec ses ajouts, ses correctifs et ses retraits sporadiques. Un changement de cette envergure modifie nécessairement les pratiques auxquelles l’école doit préparer les jeunes. (Image thématique : Connections I, par Eve Shpritser)
Learning and Connectivism in MOOCs OCC2007: a challenge to connectivism This is a longish post - sorry. If you don't have the time or patience for it, then read only the last three (very short) paragraphs. Obviously we won't resolve this particular difference of opinion by arguing who is the better chess player. I will therefore simply assert that I'm quite good and leave it at that. Chess is interesting (and unusual) in that it can be completely described in language. Chess notation is expressively complete of chess. This is all to say that what Bill says is possible , that "Calculating accurately ahead, sometimes quite a few moves, makes the difference between winning and losing. Quite right. Language is useful and its precision helps eliminate errors. The question, though, is deeper than that. First, do we play chess (solely) by constructing strings of inferences (ie., sequences of moves in chess notation)? And second, even when we construct strings of inferences, is this how we actually think , or is this how we describe how we think? But how do you know?
#CCK11 - Connectivism & Connective Knowledge in Action! Click here to read my experience participating in PLENK 2010, which was also conducted by Stephen and George. "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. Knowledge is, on this theory, literally the set of connections formed by actions and experience. Readings list for week 1 So, what does connectivism and connective knowledge mean to me? "Zaid, I read with interest the ZaidLearn blog that Stephen described in OLDaily. First, thanks Stephen for connecting me to amazing people like James L. JAMES MORRISON Interestingly, thanks to this awesome Zaid-to-Stephen-to-James connection, I got to hook up with James L. Click here to download presentation slides. Higher Education in Transition, Part I from James Morrison on Vimeo.
'Connectivism': Creating Learning Communities In the field of online sharing and learning, the “Massive Open Online Course” (“MOOC”) has received a lot of attention. Many are enthusiastic about what elite universities such as the Massachusetts Institute of Technology and the University of Harvard are piloting. The two schools have offered joint online courses that have attracted well over 100,000 students. Much is also written about the start-up ventures Udacity and Coursera, which managed to enroll over two million students in just one year. These ventures provide a forum to some of the world’s best professors to host their lectures online. The students are then encouraged to participate through online forums that help build a joint learning community. This article will, therefore, go beyond the MOOC. The relationship between work experience, communal learning, and knowledge is at the heart of connectivism – as is expressed in ‘connectivity’.
Connectivism glossary About this glossary This is a glossary of terms used in connectivism to help define how they they differ from the dictionary definitions and other learning theories. This glossary is currently under development as part of the CCK09 and CCK11 course. Please help to improve. Alphabetical index of terms agent amplification A central concept of connectivism. capacity to know This is the potential that exists in a learner and their connections. centrality A measure of the importance of a node in a network. Connected specialization In complex systems, individual agents/nodes become increasingly specialized. connections "A connection is a link between two entities [in a network] such that a change of state in one entity may result in a change of state in the second entity." connections, making "Connections form naturally, through a process of association, and are not 'constructed' through some sort of intentional action." connective knowledge
E-Learning: Générations (English version) Ces dernières années, j'ai travaillé sur deux grands concepts: d'abord, la théorie de l'apprentissage en ligne connectivist, qui considère l'apprentissage comme un processus de réseau et, deuxièmement, le massif cours ouverts en ligne, ou MOOC, qui est une instanciation de ce processus. Ceux-ci, cependant, ne représentent que la plus récente de ce qui peut être vu comme une série de «générations» de e-learning. Merci de m'accueillir á votre conférence. Le thème que je voudrais explorer au jour d’hui concerne la croissance et le développement de notre idée de l'apprentissage en ligne, ou comme on l'appelle parfois, e-learning. Ces générations s'étendent sur plus d'une période de 20 ans. Pour moi, la «génération première» se compose de l'idée du réseau lui-même. Alors que la génération première développait, la génération zéro a mûri. Une autre idée clé a été la conception de l'espace de jeu lui-même. Pendant ce temps, le monde des réseaux a commencé à se commercialiser.
Constructivism and Eliminative Materialism A few months ago Fred M Beshears and I discussed Constructivism and Materialism. He compiled the conversation and posted it here. -------------------------------------------- Stephen Downes We don't reason over perceptions or construct meaning, etc- there's no mechanism to do that - rather, we gradually become better recognizer The basic constructivist premise (and I mean constructivists generally, not just those working in education) is that learning and discovery proceeds by the creation or models or representations off reality, and then carrying out operations in these representations. Usually these representations are created using a symbol system - language, mathematics, universal grammar, etc - composed of signs and rules for manipulation. ------------------------------------------------ Fred M Beshears It depends on which level of description works best for the problem at hand. Similarly with humans, you can pick from the following: an individual neuron, a group of neurons (e.g.
What Is Web 2.0 by Tim O'Reilly 09/30/2005 Oct. 2009: Tim O'Reilly and John Battelle answer the question of "What's next for Web 2.0?" in Web Squared: Web 2.0 Five Years On. The bursting of the dot-com bubble in the fall of 2001 marked a turning point for the web. The concept of "Web 2.0" began with a conference brainstorming session between O'Reilly and MediaLive International. In the year and a half since, the term "Web 2.0" has clearly taken hold, with more than 9.5 million citations in Google. This article is an attempt to clarify just what we mean by Web 2.0. In our initial brainstorming, we formulated our sense of Web 2.0 by example: The list went on and on. 1. Like many important concepts, Web 2.0 doesn't have a hard boundary, but rather, a gravitational core. Figure 1 shows a "meme map" of Web 2.0 that was developed at a brainstorming session during FOO Camp, a conference at O'Reilly Media. Netscape vs. At bottom, Google requires a competency that Netscape never needed: database management.
Le connectivisme, ou le lien comme principe de base d’apprentissage (CCK11/1) | Le blog de Christine Vaufrey Voici deux semaines maintenant, je me suis inscrite à un MOOC. Qu’est-ce que c’est que ce nouveau truc ? C’est un « Massive Open Online Course« , c’est à dire un cours en ligne ouvert et massivement distribué. Concrètement, il est possible à qui le souhaite de s’inscrire gratuitement (ce n’est pas systématique, mais c’est une réalité dans le MOOC auquel je me suis inscrite) à un cours distribué par Internet, d’utiliser les ressources qui sont fournies et de réaliser les activités proposées. Ce MOOC ne débouche pas sur une certification. Mais son instigateur précise qu’il est tout à fait possible de l’utiliser en préparation d’une certification délivrée par un établissement d’enseignement supérieur, séparant là l’enseignement de la certification, dans une logique de plus en plus présente sur la toile (j’y reviendrai). Le connectivisme mérite t-il de prendre place dans le panthéon des théories de l’apprentissage, aux côtés du behaviorisme et du constructivisme par exemple ?
Connectivism: Informing Distance Education Theory, Pedagogy and Research | Technology for Teaching & Learning (Critical Review) George Siemens’ (2005) article “Connectivism: A Learning Theory for the Digital Age” has sparked both innovation and controversy (Anderson, 2009; Kop & Hill, 2008; Bell, 2001). In stark contrast to Clark’s (1983) analogy that the truck delivering our groceries does not impact our nutrition, “only the content of the vehicle can influence achievement” (Clark, 1983, p. 445), Siemens suggests in the current knowledge economy “the pipe is more important than the content in the pipe” (Siemens, 2005, p.6). As the article unfolds, however, a more apt rendering may be that connectivism repositions media as a type of content, in that media, as tools of cognitive engagement, have the potential to transform the content of learning (Cobb, 1997). The editor’s note accompanying Siemens’ (2005) publication describes it as a “milestone article” (Siemens, 2005, p. 1). Siemens is careful to establish theoretical links between connectivism and these earlier learning theories. References