Some+interesting+and+confusing+Information+about+connectivism.

Siemens and Downes state that their new learning theory, know as connectivism, is meant to replace some theories that have become outdated and to build on other theories to help explain some ideas that have come up. However there are many parts to connectivism that still do not make sense to many educators and theorists. In order for connectivism to be a learning theory “the theories limitations and the full range of contexts in which learning can take place must be accounted for.” 1


 * According to the connectivist model, learning communities are described as nodes, which are always part of a larger group. In my opinion this is describing a school no different than the one we are currently in today or the one that currently existed 10 years ago. It is important to realize that we connect with other people through online resources but this does not change the basic idea of connection we have always had.


 * Another idea of the connectivist model is that learning is distributed through many different means and that learning and knowledge are said to “rest in diversity of opinions” 1As an educator I worry about information being factual and relevant. I agree that With the changes that are taking place in terms of the accessibility of information, educators are forced to adapt to these new ideas without a clear idea of what students needs are. However, connectivism does not explain how to adapt to these ideas only that we need to.


 * Connectivism does not address the idea of higher order thinking, or deeper understanding. It talks about knowledge. However knowledge is not learning in terms of education but having already learned. How then as educators are we supposed to take this theory and teach our students when it assumes they already have the knowledge?


 * “Downes asserts that in connectivism, ‘deep thinking’ or ‘creating understanding’ are equivalent to the process of making connections, and that there are no mental models per se (i.e., no systematically constructed rule-based representational systems), and what there is (i.e., connectionist networks) is not built, like a model; but instead it is grown, like a plant.” 1 How then do we foster this “growth”


 * In order for Connectivism to be implanted correctly it needs to be nurtured and the connections need to be maintained in order for continual learning. This theory is not been developed in a way to help educators improve their classrooms or even as a valid theory to education yet. How then should we nurture these connections, which are still undefined?


 * According to Siemens, Decision-making itself is 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. I think that all educators would believe in this statement however there are some fundamental ideas, which never change. Although we need to address the ever changing world, we still need to make sure students are learning and understanding about the world as it was and as it will be.

Currently there are still to many questions about Connectivism for it to be considered a valid theory. As I stated originally, in order for a theory to be applicable and relevant it needs to be understood by educators, this theory is still to general. It does have some valid points, but connectivism is more a tool to learning and not necessarily a theory of learning.

Resources: 1 Kop, R, & Hill, A. (2008). Connectivism: learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13.

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2/24/2010>, from http://projects.coe.uga.edu/epltt/

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