Behaviorism, got it. Cognitivism, got it. Constructivism, got it. Connectivism? The more I read about connectivism, and ponder whether or not it’s a distinct learning theory, the more I feel like it’s a log roll (you know, when you balance on a log in the water?). Kop & Hill define connectivism as follows:
“Connectivism is a theoretical framework for understanding learning. In connnectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community…..In the connectivist model, a learning community is described as a node, which is always part of a larger network” (2008, p. 2).
Continuing, Kop & Hill stress the two important skills associated with connectivism, which are the abilities to seek information, and filter unnecessary information (2008, p. 2). They further define learning as a cyclical process – both creating and consuming. Wow – if that doesn’t sound like a log roll I give up!
It seems to me, whether we agree connectivism is a new learning theory, or just an example of operationalization of constructivism, that it’s here to stay. Connectivism is possible due to the affordances of the Web 2.0, and the internet isn’t going anywhere. I don’t think the ability to learn in a connectivist world is inherently obvious. Therefore, I think the true challenge for educators today is to help learners learn HOW to find the information they need (the gold), and how to effectively leave the irrelevant behind (the dross). Or, more succinctly, how to log roll!
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.
“Connectivism is a theoretical framework for understanding learning. In connnectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community…..In the connectivist model, a learning community is described as a node, which is always part of a larger network” (2008, p. 2).
Continuing, Kop & Hill stress the two important skills associated with connectivism, which are the abilities to seek information, and filter unnecessary information (2008, p. 2). They further define learning as a cyclical process – both creating and consuming. Wow – if that doesn’t sound like a log roll I give up!
It seems to me, whether we agree connectivism is a new learning theory, or just an example of operationalization of constructivism, that it’s here to stay. Connectivism is possible due to the affordances of the Web 2.0, and the internet isn’t going anywhere. I don’t think the ability to learn in a connectivist world is inherently obvious. Therefore, I think the true challenge for educators today is to help learners learn HOW to find the information they need (the gold), and how to effectively leave the irrelevant behind (the dross). Or, more succinctly, how to log roll!
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.
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