The
concept of connectivism is borne out of and acceptance that an individual
cannot EVER know everything. Rather the important thing is to know where/how to
find the information and critically evaluate what is relevant, truthful,
accurate and important to know. I see
these as essential skills in a world with an infinitely large and chaotic
source of information (the www) which has evolved over time. This is reflected in Seiman's observation
that "Learning
is a continual process, lasting for a lifetime." and "
Informal learning is a significant aspect of our learning experience."
But hang on - what about Behaviourism, cognitivism and constructivism... Are they now redundant theories?
Consider:
Behaviourism - Tell me what to do. Train me,
and do not expect me to understand what I am doin
For example: Rote learning of Multiplication
Tables Information source: one line of the table at a
time
Cognitivism - Tell me what to do and explain so
I can think about it. I expect to
understand what has been taught, so when
I do not, I find it difficult to remember.... There is so much going on in my
brain!
For example: Understanding how a
multiplication table is built up from repeated addition, rather than
remembering every the multiplication fact. Information source: Many sequential lines from the multiplication
table
Constructivism - I observe and try to make
sense of what I see to find meaning
For example:
Comparing different multiplication tables and looking for patterns to understand how the tables are
constructed. Information source: Several different multiplication tables, with
many lines each
Connectivism
- I choose the
information I select and make connections among its elements to find
meaning. I will connect the connections.
As I make connections, my personal understanding will evolve as new information
becomes available.
For example: Looking at a huge set numbers and
looking for patterns in the numbers, seek out commonalties and make
connections. Then connect the
connections! In this way, the learner
creates order out of the chaos to establish (for example) multiples, factors,
prime numbers... and this is only a sub-set of the connections which could be made! Data source: A
large number of random numbers.
Siemens
argues that connectivism requires "
[the learner] to recognize the patterns which
appear to be hidden." He
sees " The capacity to form connections
between sources of information, and thereby create useful information patterns
is required to learn in our knowledge economy."
I would
argue that this aspiration is beyond the brain power of many individuals
without the aid of technology (see example above). Learning as connectivism is both a
product of our digital age and necessary
to learn successfully with it. - but not the only way to learn ( as described above)
A massive
amount of data is now gathered by
companies. The question is, how does this data become useful
information? There is much controversy
at present around data, who owns it and what can/cannot be done with it. I also argue that there is a large amount of
data which has been collected and is not processed to become useful knowledge
due to lack of capacity to do so.
Seimans
rightly state that: "Knowledge that
resides in a database needs to be connected with the right people in the right
context in order to be classified as learning." To do this requires the appropriate
technology to turn the
data into information to allow humans to make better decisions.
Connectivism
describes the way people may work WITH machines to make the optimal decisions and understanding how to create and use the
technology is an important human learning skill together with the wisdom to learn from the information gathered.
In his conclusion, Seimans
states that: "Learning is no longer
internal, individualistic activity" I disagree.
I think that learning begins with
the individual. The acquisition of personal knowledge is an important part of
the growing knowledge network. It is by
connecting different nodes of personal knowledge, that the knowledge network
begins to grow and personal knowledge becomes part of the shared knowledge network.
Connectivism as a theory of learning
H817 a reflection on:
Siemens (2005), Connectivism: a learning theory for the digital age.
The concept of connectivism is borne out of and acceptance that an individual cannot EVER know everything. Rather the important thing is to know where/how to find the information and critically evaluate what is relevant, truthful, accurate and important to know. I see these as essential skills in a world with an infinitely large and chaotic source of information (the www) which has evolved over time. This is reflected in Seiman's observation that "Learning is a continual process, lasting for a lifetime." and " Informal learning is a significant aspect of our learning experience."
But hang on - what about Behaviourism, cognitivism and constructivism... Are they now redundant theories?Consider:
Behaviourism - Tell me what to do. Train me, and do not expect me to understand what I am doin
For example: Rote learning of Multiplication Tables Information source: one line of the table at a time
Cognitivism - Tell me what to do and explain so I can think about it. I expect to understand what has been taught, so when I do not, I find it difficult to remember.... There is so much going on in my brain!
For example: Understanding how a multiplication table is built up from repeated addition, rather than remembering every the multiplication fact. Information source: Many sequential lines from the multiplication table
Constructivism - I observe and try to make sense of what I see to find meaning
For example: Comparing different multiplication tables and looking for patterns to understand how the tables are constructed. Information source: Several different multiplication tables, with many lines each
Connectivism - I choose the information I select and make connections among its elements to find meaning. I will connect the connections. As I make connections, my personal understanding will evolve as new information becomes available.
For example: Looking at a huge set numbers and looking for patterns in the numbers, seek out commonalties and make connections. Then connect the connections! In this way, the learner creates order out of the chaos to establish (for example) multiples, factors, prime numbers... and this is only a sub-set of the connections which could be made! Data source: A large number of random numbers.
Siemens argues that connectivism requires " [the learner] to recognize the patterns which appear to be hidden." He sees " The capacity to form connections between sources of information, and thereby create useful information patterns is required to learn in our knowledge economy."
I would argue that this aspiration is beyond the brain power of many individuals without the aid of technology (see example above). Learning as connectivism is both a product of our digital age and necessary to learn successfully with it. - but not the only way to learn ( as described above)
A massive amount of data is now gathered by companies. The question is, how does this data become useful information? There is much controversy at present around data, who owns it and what can/cannot be done with it. I also argue that there is a large amount of data which has been collected and is not processed to become useful knowledge due to lack of capacity to do so.
Seimans rightly state that: "Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning." To do this requires the appropriate technology to turn the data into information to allow humans to make better decisions.
Eg: https://medium.com/world-food-programme-insight/coronavirus-world-food-programme-harnesses-data-and-tech-to-save-lives-c57c2b9e22ea
Connectivism describes the way people may work WITH machines to make the optimal decisions and understanding how to create and use the technology is an important human learning skill together with the wisdom to learn from the information gathered.
In his conclusion, Seimans states that: "Learning is no longer internal, individualistic activity" I disagree. I think that learning begins with the individual. The acquisition of personal knowledge is an important part of the growing knowledge network. It is by connecting different nodes of personal knowledge, that the knowledge network begins to grow and personal knowledge becomes part of the shared knowledge network.