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Overview
Connectivists believe that the collective connections between people in a network create new forms of knowledge. Knowledge is created based on the group's collective knowledge, which is constantly shifting and changing. Knowledge in networks is not controlled or created by any formal organization. Knowledge in connectivism also flows across networks that are inter-connected with other networks.
Key Researchers
In connectivism, the Internet changes the essential nature of knowledge. "The pipe is more important than the content within the pipe," according to connectivist, George Siemens.
George Siemens and Stephen Downes are key researchers into the connectivist theory of learning. Siemens (2005), believes that connections and the way information flows results in knowledge that is formed beyond the individual. Connectivist learning is the ability to tap into flows of information, and follow those flows.
Siemens (2005) identifies the principles of connectivism as follows:
Learning and knowledge rests in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Downes (2007) believes that in connectivism, knowledge is distributed across a network of connections. Learning is the ability to construct and navigate those networks. A connectivism approach to learning:
(a) seeks to describe ‘successful’ networks (as identified by diversity, autonomy, openness, and connectivity) and
(b) seeks to describe the practices that lead to such networks, both in the individual and in society. These practices include modeling/demonstration on the part of a teacher, and practice/reflection on the part of a learner.
Connections to Teaching and Learning
The role of teachers or instructors is minimal because the focus of connectivism is on individual participants, networks, the flow of information, and the new knowledge that results. The teacher provides the initial learning environment and context to bring learners together. The teacher is more of a facilitator who invites learners into the environment rather than providing diret teaching of any concept. A teacher might also help learners construct their own personal learning environments that enable them to connect to ‘successful’ networks. There is an assumption that learning will automatically occur through exposure to the flow of information and the individual’s autonomous reflection.
Implications for Instructional Design
Complete knowledge cannot exist in the mind of one person and so instructional design requires a different approach. Diverse teams of varying viewpoints must be readily available for exploring ideas and forming new knowledge.
Mainstream media is often challenged in real-time by the two-way information flow of blogging, commenting, and discussion threads.
Designers should provide learning environments that facilitate and offer opportunities to get involved in and grow personal learning networks.
Strengths and Limitations of Connectivism
We are smarter as a group than we are as individuals. When learners are connected to others who may have more or different knowledge, their own perceptions and knowledge will expand. Learners are also faced with the challenge of whether or not to accept a new idea or concept at face value or whether to further research or challenge that new idea. In an age of technology and information that moves very fast, learners have no shortage of potential resources to gather information. When I was a child and I wanted to know something, I would have to rely on an encyclopedia or do research at a library. The process was time consuming and laborious. Now, if I want to know something, I can simply as Siri or Alexa or Google, I can type in key words for a quick Google search, or I can ask on Social Media. All of those resources have varying levels of reliable information. As a consumer of that information, I am constantly pressed to determine the accuracy of the information.
This is where I see the greatest limitation of Connectivism. When groups form around a centeral idea or premise or idealogoly, extremism and conspiracy theories can occur. When people are connected around ideas and they do not take the time or if they do not know how to discern true and false information, then false facts and alternate realities can become the basis of the group. When that happens, it is difficult to "un-do" those false facts and realities. There are also example of times when untethered connectivism has led to tragic consequences for society. The question then has to be asked, who is the gate keeper of information in order to keep learning tethered and productive? How does a teacher ensure that happens? By definition, connectivism is chaotic and free flowing. The lack of control over the information, whether true or false, can hinder productive learning but controlling information may not allow for the free flow of information sharing. It's a tough dichotomy.
My Own PLN
I am really interested in Clark Aldrich who is a pioneer in short learning simulations as a way to impact learning. This is an area I know very little about but I find it interesting and would like to better understand it because it seems like it would have a profound impact on learning and fit with my long time constructivist idealogies to teaching and learning. I hope to be able to merge my thinking on helping students construct knowledge through learning simulations that will cater to a learner's ZPD.
I have started following Aldrich and his company, Short Sims, on LinkedIn.
From Aldrich's company, Short Sims, LinkedIn Profile:
Clark Aldrich Designs designs and builds Short Sims and other custom educational simulations. His clients range across industries, from Visa and Sony to the Department of State, Bill & Melinda Gates Foundation and Center for Army Leadership, and in topics including business skills, leadership, stewardship, innovation, goal setting, and problem solving.
Clark Aldrich LinkedIn Profile
https://www.linkedin.com/in/clarkaldrich/recent-activity/all/
Short Sims LinkedIn Company Profile
https://www.linkedin.com/company/shortsims/about/
Link to Aldrich's 2020 book
Benefits of the PLN
I have very little experience with short sims and would like to understand more about them and why they are useful to instructional design and digital learning. By connecting with Aldrich, I hope to benefit from his expertise but also benefit from others who follow him and comment or post similar content, questions, or ideas on LinkedIn. I feel like there is an untapped potential here for me to learn tips, tricks, and best practices for short sims. His book teases that short sims can help education get out linear thinking and design which I find intruiging but also confusing and overwhelming. By connecting with Aldrich, I may be able to send messages to him or to other like-minded individuals when I have questions.
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