Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning - Frances Bell - International Review of Research in Open and Distance Learning, Vol. 12.3, March, 2011
Abstract: The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.
Keywords: Theory; learning; implementation; research; evaluation; connectivism; actor-network theory; social shaping of technology; activity theory; zone of proximal development; change management
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Connectivism: a theory for learning in a world of growing complexity - Kay Strong and Holly Hutchins - Impact: Journal of Applied Research in Workplace E-learning, 1(1), 2009
Abstract: Connectivism is an emergent theory that attempts to capture and reflect the complexity of learning in a world of proliferating information. The authors review the origins and underpinnings of connectivism, situating it within more established and accepted traditional learning theory and demonstrating how it both challenges and expands our understanding of how, why and when learning occurs. They also explore what organisations should do differently, how learning design should change and how organisational performance potential can be improved using the principles of connectivism. The authors offer practical examples of how these principles are applied in workplace learning and e-learning, and suggest specific instructional design strategies and activities in line with the principles. Finally, the authors conclude with brief suggestions for future research.
Keywords: connectivism; instructional design; workplace e-learning; learning theories
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Connectivism: Learning as Network-Creation - George Siemens - August 10, 2005
Abstract: Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process.
Table of Contents:
Abstract 3
Introduction 4
What is a Network? 5
Types of Nodes 6
Forming Connections 8
Creating Meaning 13
Characteristics of Learning Networks 17
Use of Learning Networks 21
Corrections within Networks 22
Networked Learning and Connectivism 23
Ecology 24
Implications for Higher Education 25
and Corporate Training
Conclusion 26
References 28
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