Seimens combines key features of learning theories with technology and proposed a new theory of learning for the digital age. He gave the rationale that all the previous learning theories were developed before the age of technology. Today, the trajectory of learning is rapidly changing. Technology is used by the learners to organize and meet social and learning needs. Learners expand knowledge through digital interactions with people and resources. Institutions are adopting digital practices to keep abreast with new developments.
Siemens’s theory highlights the importance of building and maintaining external connections with others (human and non-human) for continual learning. It underlines the importance of recognizing new information and connecting it with other knowledge pool. Decision making and critical thinking are at the forefront of connectivism. He states that “Creating, preserving, and utilizing information flow should be a key organizational activity”. However, if/how learners utilize information appropriately?
Quaid-e-Azam the founder of Pakistan said, “The world is moving so fast that if you do not educate yourselves you will be not only completely left behind but will be finished up.” Rocha (1998) expressed that “the capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.”Today, young people have access to technology but are they making the most out of it?
Driscoll (2000) defines learning as a gradual process of improving human performance through digital interactions. But technology brings many challenges to the forefront such as the issue of the validity of resources.
The cycle of knowledge begins with the individual and shift towards the network. Brown highlights the example of Maricopa County Community project. I also did the same activity and linked senior citizens with my university students. It helped them to learn from their experiences. It further strengthened the concept of social responsibility among learners.
Rise of social networking and the availability of abundant information on the web can be shared around the world almost instantaneously. But what about the availability of unreliable data? What about growing piracy? Above all, what about the security issues on social networking in some countries, where free speech and online sharing of all sort of educational content is under the surveillance? Are learners willing to take ownership of learning in this digital age? Does this theory apply to those learners, who do not have access to technology? These and many other questions are yet to be explored.
We not only need knowledge through connectivity but also learn to seek “Actual Knowledge” and to learn to build better connections.
Activity 11: Connectivism
Seimens combines key features of learning theories with technology and proposed a new theory of learning for the digital age. He gave the rationale that all the previous learning theories were developed before the age of technology. Today, the trajectory of learning is rapidly changing. Technology is used by the learners to organize and meet social and learning needs. Learners expand knowledge through digital interactions with people and resources. Institutions are adopting digital practices to keep abreast with new developments.
Siemens’s theory highlights the importance of building and maintaining external connections with others (human and non-human) for continual learning. It underlines the importance of recognizing new information and connecting it with other knowledge pool. Decision making and critical thinking are at the forefront of connectivism. He states that “Creating, preserving, and utilizing information flow should be a key organizational activity”. However, if/how learners utilize information appropriately?
Quaid-e-Azam the founder of Pakistan said, “The world is moving so fast that if you do not educate yourselves you will be not only completely left behind but will be finished up.” Rocha (1998) expressed that “the capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.”Today, young people have access to technology but are they making the most out of it?
Driscoll (2000) defines learning as a gradual process of improving human performance through digital interactions. But technology brings many challenges to the forefront such as the issue of the validity of resources.
The cycle of knowledge begins with the individual and shift towards the network. Brown highlights the example of Maricopa County Community project. I also did the same activity and linked senior citizens with my university students. It helped them to learn from their experiences. It further strengthened the concept of social responsibility among learners.
Rise of social networking and the availability of abundant information on the web can be shared around the world almost instantaneously. But what about the availability of unreliable data? What about growing piracy? Above all, what about the security issues on social networking in some countries, where free speech and online sharing of all sort of educational content is under the surveillance? Are learners willing to take ownership of learning in this digital age? Does this theory apply to those learners, who do not have access to technology? These and many other questions are yet to be explored.
We not only need knowledge through connectivity but also learn to seek “Actual Knowledge” and to learn to build better connections.