Connectivism

Connectivism (English Connectivism ) is a relatively new learning theory, which refers to learning in the digital age. It was developed by the Canadian learning theorist George Siemens. Unlike existing learning theories of connectivism sees man not as an isolated, but as a networked individual. This creates a network, both to other people and to non-human sources. This network is crucial for learning, as the man at any time can access it.

History of connectivism

In January 2005, George Siemens published the article " Connectivism: A Learning Theory for the Digital Age" in International Journal of Instructional Technology and Distance Learning. In it he described the basic ideas of connectivism, which he developed based on his analysis of the limitations of behaviourism, cognitivism and constructivism to explain the impact technology has on how we live, how we communicate and how we learn. Donald G. Perrin, editor of the International Journal of Instructional Technology and Distance Learning says the theory " combines the relevant elements of several learning theories, social structures and technology to create a powerful theoretical construct for learning in the digital age. "

Later Stephen Downes has also significantly contributed to the development of this learning theory in addition to Siemens.

The term connectivism already appeared as a word in the book " The middle path of knowledge " ( bridging the gap between scientific theory and human experience ) by Francisco J. Varela ( et. al. ) In the original edition of 1991. Varela refers in his note that this name was suggested by Feldman and Ballard, " Connectionist models and Their properties".

Basic ideas of connectivism

One of the most important aspects of connectivism is the networking via nodes and links as a central metaphor for learning. In this metaphor, a node is all that can be connected to another node. This can be both the learning person himself, as well as other persons or regular sources such as Books, websites or graphics. Learning is then the process to create new connections to other nodes and thus build a learning network. Not all compounds in this metaphor are equally strong. Most are even relatively weak.

Thus, the learning approach is the " know how " and " know what " is replaced by an in connectivism " know where " ( the understanding of where knowledge is to be found when you need it ). The meta- learning is therefore just as important as learning itself

Principles of Connectivism by George Siemens

• Learning and knowledge based on the diversity of personal opinion.
• Learning is the process of connecting specialized nodes and information sources.
• Learning can take place in non-human bodies.
• The capacity to know more is more important than what you already know.
• Obtaining and maintaining connections is indispensable to enable continuous learning.
• The ability to recognize relationships between fields of knowledge, ideas and concepts is a prerequisite.
• Relevance of knowledge is the goal of every konnektivistischen learning.
• To make decisions is a learning process in itself. Choosing what to learn, and the importance of the recorded information must be viewed from the perspective of an ever-changing reality. While there is a right answer now, this may turn out due to changes in the information environment, which influences the decision to be wrong tomorrow.

Connectivism in the field of e-learning

Support Dr. Mohamed Ally from Athabasca University to connectivism as a learning theory that is suitable for e -learning better than older theories such as behaviorism, cognitivism and constructivism. This position is based on the idea that the world has changed and has become networked. Learning theories that have been developed from these global changes, therefore, are less relevant. Nevertheless, says Ally: " What is needed is not an independent theory for the digital age, but a model that integrates the different theories to guide the design of e -learning material. "

The possibilities that have emerged through the web 2.0 to support the connectivist e-learning, as it has become easier to network, for example on social networks with other people.

Connectivist teaching methods

2008, Siemens and Downes have a Massively Open Online Course entitled " Connectivism and Connective Knowledge " ( in German: " Connectivism and Connective Knowledge" ) performed that demonstrated connectivism both as content and as applied teaching methodology. The course was free and openly accessible to all who wanted to participate. In total, over 2000 people from all over the world have enrolled for this course. All course materials were provided ( articles, videos, audio recordings ) are available in various online formats and learners were able to bring the tools of their choice in the course: for example, through forums 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 sides. Plon Verhagen has argued that connectivism is not a learning theory, but only a " pedagogic approach to education". Verhagen argues that learning theories should deal with the instructional level ( how people learn ). In his opinion, however, connectivism dealing with the curricular level ( what and why is learned ). Bill Kerr, another critic of connectivism believes that although technology has an impact on the learning environment, the existing learning theories are sufficient.

Kersten Reich has a constructivist approach, which is similar to connectivism. In advanced by him constructivism, the interactive constructivism same learning methods are basically describes the bear interactive constructivism waived but sure to be a whole new learning theory, as is the connectivism, but looks to be only a constructivist extension.