Connectivism

ConnectivismConnectivism is the idea that humans acquire knowledge through networks of social interactions. Rather than focusing on the internal processes of learning, Connectivism almost exclusively focuses on the external processes of learning. In Connectivism, acquiring knowledge is not as important as knowing how to acquire it. In the Connectivist view, discourse with others is what drives learning.

As defined by one of the idea's greatest proponents, "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" (Downes, 2012). The term Connectivism was coined by George Siemens in 2004 (ibid).

visualization of a social network

image via wikimedia.org

Connectivism has become a popular idea in online learning and distance education, specifically in MOOCs (Massive Open Online Courses). The first true MOOC was created by Downes and Siemens (The MOOC Guide).

There is debate about whether Connectivism is a learning theory or an instructional theory.

Critiques of Connectivism

Some critiques of Connectivism declare it nothing more than a pedagogical stance because it refuses to acknowledge the internal processes of learning. This argument states that Connectivism is simply one method of learning, but not a comprehensive theory of learning.

It is certainly possible for learning to take place without engaging in discourse with diverse networks of people at great distances, so Connectivism in this view is an incomplete theory that cannot easily account for learning that takes place in more socially isolated environments.

In his article "Non-Web Connectivism," Downes raises the counter-argument that all learning is the assimilation of communicated information from others.

Connectivism and Active Learning

Due to its development in online learning communities, it is unclear whether Connectivism always results in Active Learning communities. Connectivism's proponents like Stephen Downes would probably argue that because of it's social focus, Connectivism is by its very nature a type of active learning. Yet whenever technology is used in courses like distance education, barriers can arise between the instructor and students that might otherwise not be present in a physical classroom. Such barriers make it difficult for the instructor to engage students. However, if students are given more agency, they will be more engaged and more active. This is part of Downes' philosophy that open, decentralized networks created active Connectivist learning communities.

Connectivism and Instructional Technology

The theory of Connectivism is rooted in instructional technology. Siemens and Downes continue to develop their ideas through MOOCs entitled Connectivism and Connective Knowledge. Social networks like Twitter can be used by anyone to cultivate a PLC (Professional Learning Community), a network of people who can support a learner in professional growth. As more courses are offered by educational institutions online, Connectivist ideas will be used.

Example of how Connectivism might be used in a learning experience

The following video is an excellent example of a student leveraging the expertise of his network to learn how to shoot, edit, and post a video online. Other examples of Connectivism used in a learning experience could involve students seeking out "experts" in certain topics within their own classroom. As they leverage their social networks, like in the example below, students learn from one another. That is the essence of Connectivism.