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**CONNECTIVISM- FACT OR FICTION?**

**__(FACT) Connectivism: A Learning Theory__ **
[|Learning] is defined as acquiring new knowledge, behaviors, skills, values, or preferences. There are many different types of learning that require processing information. Through different processes we are able to gain knowledge. Connectivism has been debated whether or not it is considered one of those processes, or a learning theory (1).

Connectivism is referred to as the learning theory for the digital age. It has been developed by George Siemens and Stephen Downes. This theory deals with learning through connecting constantly with information corresponding to other sources of information. It is learning through concepts, ideas, and information that link and create associations. The more the information changes and resources of how to receive it change, the more constant the updates are evolving [|(eHow)] (2).

__(FACT) Connectivism: The Teacher's Role__
According to George Siemens, the role that teachers play in the networked learning environment is divided into several categories ( 3). Listed below is a short summary of these roles.


 * Amplifying - when teacher puts emphasis on information shared in the network, a student will focus more on their teacher's ideas because they are considered more important to the student.
 * Curating - when a teacher provides useful information to his/her students without making it a requirement to remember. Instead, the information that has been provided will be recalled by a student when it's needed.
 * Wayfinding and socially-driven sensemaking (based on Darken's concept of Wayfinding) - when a teacher supports his/her students through exploration of the social network on the web. Through their explorations, students learn to filter information and to decide what to do next through the trial and error process.
 * Aggregating - when a teacher allows information to unfold over time, and does not define everything upfront. This allows the learning/course structure to develop as new intelligence is formed.
 * Filtering - when a teacher uses wayfinding, socially-driven sensemaking and aggregating as tools to help aid the student locate important information and make important connections. It is important to note that now the teacher is not the necessarily the most information provider to his/her students, but shares this role with other methods and people.
 * Modelling - <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">when a teacher finds that what cannot be communicated and understood by lecture and learning activities alone can be addressed through modelling.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Persistent presence - w<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">hen a teacher uses social networks such as Twitter or blogs to further his/her own identity.

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<span style="background-color: #00ff00; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">__(FACT) Connectivism: The Learner's Role__
The student also plays an important role within the connectivism theory. [|George Siemens] reveals a heirachy of steps demonstrating how learners develop skills to reach networking independence (6). These steps include:
 * Awareness and receptivity
 * Connection-forming
 * Contribution and involvement
 * Pattern recognition
 * Meaning-making
 * Praxis

The [|e-learner] is one who develops their own network creation over time by integrating tools provided within Web 2.0 technologies. Connectivism in theory, describes the cognitive process in which the e-learner engages in to attain new knowledge. That knowledge is then applied to the development of a product of known information. The networked student can then identify and continually build upon their established knowledge through this continual learning process.

<span style="background-color: #00ff00; font-family: Tahoma,Geneva,sans-serif;">__(FACT) Networked Learning and Connectivism__
George Siemens presented networked learning is a subset of connectivism (5). There are eight attributes:


 * Principle 1: Learning and knowledge rests in diversity of opinions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 2: Learning is a process of connecting specialized nodes or information sources.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 3: Learning may reside in non-human appliances.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 4: Capacity to know more is more critical than what is currently known
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 5: Nurturing and maintaining connections is needed to facilitate continual learning.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 6: Ability to see connections between fields, ideas, and concepts is a core skill.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 7: Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Principle 8: 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.

**<span style="background-color: #00ff00; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">__FACT - Connectivism IS a Learning Theory!__ **
George Siemens' connectivism theory of learning is more evident in today's digital society than when he first presented it in 2004. The integration of Web 2.0 technology not only supports his theory, but adds definition to the cognitive process of learning and acquiring knowledge. It is concluded that the teacher and the e-learner implement relational practices that contribute to the behaviors that validate connectivism. The teacher monitors and guides the student to independence by allowing the student to build and identify with network creations. Within these networks learning occurs and cognition develops. As technology continues to change and grow, connective knowledge will also continue to be identified within it.



<span style="color: #800080; font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">George Siemens (4)

<span style="background-color: #00a2ff; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: center;">**Sources**

<span style="color: #262626; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">1) [] 2) [] 3) [|Teaching in Social and Technological Networks] by George Siemens, February 16th, 2010 4) [] 5) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[] 6) [] 7) __http://farm4.static.flickr.com/3303/3500044331_95ca73187e.jpg__ 8) []

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