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Friday, 12 March 2010 07:11 |
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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.
Full text: PDF (70 KB) |
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Friday, 12 March 2010 07:04 |
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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, 53–67.
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
Full text: PDF (350 KB) |
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Friday, 12 March 2010 06:59 |
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 Full text: PDF |
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Thursday, 21 January 2010 00:15 |
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
Full text: PDF
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