Learning Theory – Social Media and Digital Cultures

What sets connectivism apart?

In the maelstrom of seemingly unlimited learning theories, evaluating the defining characteristics of particular theories can help to determine the one most applicable to a given situation, or which have the broadest application to learning in general. As I considered the various readings on connectivism this week, one of the most striking assertions I saw was George Siemens’ statement that “In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.” (Siemens, 2005) In most previous learning models, increasing internally-held knowledge has typically been seen as the end goal of any learning activity. Connectivism counters that in today’s world, where people will encounter a never-ending progression of new situations and increased available knowledge, a lot of knowledge does not need to be internalized, merely accessible. The theory holds that being able to find relevant knowledge and ignore unhelpful input is likely to be a more useful skill set than memorizing new processes or facts that are likely to change frequently, or be pertinent only rarely. The theory doesn’t preclude the possibility that people can and will internalize certain learning that remains stable and germane to their life or work. It merely highlights the prevalence of tools that can store and retrieve facts that used to rely on individuals’ retaining them. Very few people remember a long list of phone numbers anymore. Instead, they usually have them programmed into phones and other devices. Simple cooking tasks like how to boil eggs, calculate measurement conversions, or substitute ingredients are quick and easy to find online, so many people look them up each time they need to do the task rather than devoting memory to the process.

In a workplace, last week’s procedures for a particular situation may have been updated as outside factors changed. In this case, remembering the older process too well may in fact interfere with using the new one correctly. Many organizations maintain an internal wiki or blog to store the most recent information. Users can check it to make sure they know the most current version. Learning then involves being able to find and correctly interpret the desired knowledge. Searchable email systems make that another viable system to disseminate information. When in doubt, a person can easily search for keywords about the topic, then use the time stamps to be sure they are using the correct version. In this case, a good subject line, and the ability to choose fruitful search keywords are far more important than memorizing new procedures. When seeking a novel solution to a problem, a good learner will pinpoint applicable information in the sea of facts and opinions available across a spectrum of fields that initially may or may not seem related to the subject at hand. With the assembled data, they can create a resolution for the current need and still remain ready to update anew when situation changes.

Resources:

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved from: https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf.

What is the capitol of Assyria? One sec…

In the 1975 film Monty Python and the Holy Grail, King Arthur and his knights must answer three questions to cross the bridge of death and continue their quest.

If only Sir Robin had had an iPhone….

This week I’ve studied the concept of connectivism, a theory holding that in the digital age, knowledge is not learned, but rather accessed and managed via networks which are external to the individual. Learning is the process of bridging “nodes” of knowledge, and having those bridges at the ready when called upon. Poor Sir Robin needed to phone a friend.

In pre-digital days, if I asked you what the capitol of Assyria was, you might have used an encyclopedia, or asked a historian. Nowadays you can easily check Wikipedia from a connected device. You don’t need to store the information in your brain the way Sir Robin did. Connectivism holds that this new circumstance, the nearly limitless on-demand nature of information, eases the pressure to store knowledge in our heads, and favors the skill of forming connections between ourselves and sources of information.

As a consequence of this shift in focus, argues the theory, we have drastically changed how we think and learn. A logical conclusion is that instructional systems should pivot their pedagogy towards harmonizing with this new way of learning.

I have questions. As we guide learners to be “network-builders” won’t we degrade their ability to perform original research? Who will be the generators of new knowledge? What is the nature and quality of the new knowledge humankind is supposedly generating at next-order rates? If learning is self-guided, how will employers or universities discern the value of diplomas?

Who will motivate and reward expertise? Many educational theorists complain that our current pedagogy is built on an industrial model, biased toward preparing workers to serve corporate priorities. I don’t believe this to be true in all current pedagogy. Public schools are still teaching Shakespeare and world history. While traditional academic subjects have both their theoretical and their applied aspects, I would hypothesize that it will require a sophisticated level of “curation” or guidance on the part of teachers to maintain a blend of theoretical and practical study. Young learners gravitate to subjects that have meaning in their immediate lives. Learners living on the low end of Malinkowski’s hierarchy of needs might need more than a little guidance on even the available lines of inquiry.

To be fair, advocates of connectivist pedagogy admit that there is still a need for guidance by experts. Flawed as they may be, current educational practices will need more than what connectivists offer if there is to be a ground-up overhaul of the system.

Learning through Connecting

Connectivism is a theoretical framework that explains learning in a digital age (Kop and Hill, 2008). One of its core propositions is that knowledge is not acquired. Existing learning theories, such as Behaviorism, focused on the idea of acquiring and internalizing knowledge. However, Connectivism suggests that “learning is actionable knowledge that can reside outside of ourselves” (Siemens, 2005). With the advent of computer technology, the internet, and learning networks online, knowledge can now be stored externally to a person and easily accessed when needed.

So if knowledge is not acquired, I propose that what a learner must acquire instead is a learning network. Siemens argued that “knowledge is distributed across networks and the act of learning is largely one of forming a diverse network of connections and recognizing attendant patterns” (Siemens, 2008). The World Wide Web facilitates creating such a network. With ample access to blogs, videos, presentations, and online documentation, learners have become more autonomous. They are no longer solely relying on the knowledge and direction of their educator.

However, educators still play an important role. Siemens describes this role as curator. “A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map” (Seimens, 2008). We are experiencing this new role firsthand in our current online class. Our instructor has been introducing us to resources and learning networks that I didn’t even know existed. Take, for example, Twitter chats. They provide a great way to connect with others in your field to learn from each other and bounce ideas off one another. And here I thought Twitter was just for tweeting and getting a few likes or retweets.

There are some arguments that Connectivism is not an actual learning theory, but that doesn’t change the fact that technology is altering the way we learn. And in a world where what we know is rapidly changing and knowledge is quickly amassing, it is more important than ever for learners to acquire learning networks instead of just stagnant knowledge. Without such networks, they may be left behind in their industry or job more quickly than they realize.

Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved September 24, 2019, from: https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

Siemens, G. (2008) Learning and Knowing in Networks: Changing Roles for Educators and Designers. Accessible from: https://www.academia.edu/2857165/Learning_and_knowing_in_networks_Changing_roles_for_educators_and_designers

Kop, R. and Hill, A. (2008) Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning. Retrieved September 24 2019, from: http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Connecting with Knowledge

Connectivism has a core proposition — knowledge is not acquired. What does that mean? If knowledge is not acquired, then what instead?

One of the most important propositions and that have shaped the basis of Connectivism, is that technology and, especially the internet, has changed the way people learn. Connectivism, according to its creators, Siemens and Downes, is a learning theory for the digital age. This theory states that knowledge and learning occur as we interconnect and interact with information and with each other.

Knowledge is not acquired, in the words of Downes (2007):

In connectivism, a phrase like ‘constructing meaning’ makes no sense. Connections form naturally, through a process of association, and are not ‘constructed’ through some sort of intentional action. […] In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.

According to this modern theory, knowledge is dynamic. New information emerges and is shared every second through networks, thanks to technological advances. Knowledge, then, is not acquired; rather, people consume and create their knowledge through their connection to networks in a “Personal Learning Network” (PLN).

For example, a network is no longer made up of just one teacher and textbooks, but students can connect directly with a subject matter expert, they can have access to research, blogs, reviews, articles, documentaries, etc. that have been published about a specific topic, in addition, they can contribute with their research, opinions, and conclusions on that topic.

This process happens motivated by the learner’s curiosity, creativity, and freedom, and now, facilitated by technology. Networks allow students to learn anything, whenever and wherever. That is why knowledge and learning will be lifelong experiences.

According to Siemens (2004), “Our ability to learn what we need for tomorrow is more important than what we know today.” This statement is interesting, as it has a direct effect on the current education system and transcends into a reconstruction of what it is to be “a learner”.

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. (Downes, 2007)

This means that learning is not about being mere repeaters of information, but about having the ability to find, evaluate, share information at the time it is required. Students develop highly refined skills to discern between facts and opinions, to evaluate the relevance and reliability of the information they find and consume, and to interconnect this information across disciplines.

The ultimate goal of this practice is that education serves students to become successful, innovative, creative, responsible and participatory citizens in the service of their communities. In the words of Siemens (2010), “education has one vital task: to prepare individuals to be part of society, to contribute, to create, to share, to interact”.

References

Downes, S. (2007, February 03). What Connectivism is. Half an Hour. Retrieved from https://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from www.itdl.org/journal/jan_05/article01.htm

Ted Talks. (2010, April 13). TEDxNYED – George Siemens. Retrieved from https://www.youtube.com/watch?v=4BH-uLO6ovI&t=113s

Connecting with Connectivism

Connectivism has a core proposition — knowledge is not acquired.

As you know from our readings/viewings this week, connectivism is a learning theory advocated by George Siemens (and others) that emphasizes the importance and role of networks and connections; and learning, therefore, involves the ability to construct and navigate those connections and networks, and apply the results of forming networks and making connections to enhancing understanding, addressing problems of practice, and pursuing unrealized opportunities. So for a quick recap, recall that the principles of connectivism are:

Learning is a network phenomenon, influenced and assisted by socialization and technology.
Connectivism externalizes knowledge, with knowledge residing in a distributed manner across a network.
Learning is a process of connecting information sources, and nurturing and maintaining connections is needed to facilitate continual learning.
Capacity to know more is more important than what is currently known. (Or, as George Siemens articulates so well: “The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.”)
The ability to see connections and patterns between fields, ideas, and concepts is a core skill.
The networked act of learning exists on two levels:
- Internally as neural networks, and
- Externally as the networks we actively form.
We externalize ourselves in order to know and be known. As we externalize, we distribute our knowledge across a network.

As a new blog post or page here on our WordPress site, please share your views on one of the following four questions related to the readings from the first few weeks of the course. I’m asking you to select one of the following prompts to expound on, contributing to our shared understanding of connectivism and how it applies to our work in this course and beyond:

Prompt A. Connectivism has a core proposition — knowledge is not acquired. What does that mean? If knowledge is not acquired, then what instead?

Prompt B. What is your response to the following quote from George Siemens? “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.” In what ways do you agree with this quote, and in what ways do you not agree with it? How does social media and social networking play into this?

Prompt C. What do you want to share about connectivism? Create your own prompt.

Note: We will be taking what we contribute here regarding connectivism and accomplish two additional tasks: (a) I will be inviting you to turn this conversation into a blog post for your base camp, and (b) I will be inviting you to use your new understanding of connectivism to correct and enhance the Connectivism page in Wikiversity.