Task 2

Connectivism as a learning theory:

Social Context and Connectivism

George Siemens, who is considered as the precursor of Connectivism defines his

theory as a learning theory for the digital age (Siemens, 2004). Therefore, readers may

consider the emergence of Connectivism in a societal context, characterized by the

creation of economical values through networking human intelligence, in order to create

knowledge based products (Floridi, 2008). Considering this new scenario, where

technology plies a significative role, the old industrial era’s structure is transforming into

a society where “The information technology revolution has transformed modes of doing

business, the nature of services and products, the meaning of time in work, and the

processes of learning”( Fenwick, 2001, p. 4).

This process of change is named Globalization and is defined by Finger (2005) in

Merrian, Caffarella & Baumgartner (2006) “as a movement of economic integration, of

cultural homogenization, and of technological uniformization” (p.11).In this context,

learning strategies and educational institutions are changing dramatically. Educational

institutions are becoming part of the market, selling knowledge as a product in a

competitive environment. Consequently, many students are coming to consider

themselves as customers rather than learners (Merriam, et al., 2006). This atmosphere

of change also involves what, how and where people are learning. As a consequence of

the global economy work practices require a different training and preparation (Merriam,

et al. 2006).The continually technological development is forcing workers to continually

update their knowledge and skills. This process is known as “long life-learning”.

During the last several decades, the offering of online programs has increased

dramatically. Online based education has contributed to expand the opportunities of

learning in formal, no formal and informal settings (Merrian et al. 2006). As a result, the

ways of learning are changing. Educational programs are using technologies as an

essential tool in a learning experience. The importance of technology is describes by

Merriam,et al., (2006) as “Technology is integral to the global economy and has

contributed to, if not caused, the shift to an information society, which is creating

dramatic changes in the workforce” (p. 26). Some people assume these changes are an

opportunity for developing their life career with more flexibility and entrepreneurship. On

the other hand, Fenwick (2001) describes the increasing of privatization, deregulation,

reduction of social supports and temporization of workers as a consequence of the

global changes in economics and technological fields.

Within this complex and often contradictory environment emerges the

Connectivism as a new learning theory. Following is offered a summary of the main

ideas elaborated by George Siemens and his supporters, and also some criticism about

Connectivism is included.

According to George Siemens his developer, Connectivism is a learning theory

which is contextualized in a digital era characterized by the influence of technology in

the field of education. Currently Siemens is the Associate Director of Research and

Development at the Learning Technologies Centre at the University of Manitoba in

Canada.

Siemens is an influential thinker on the topic of education and technology, and

most of his works are found on a variety of different web sites, such us

www.connectivism.ca, www.elearnspace.org, www.wikipedia.com among others.

According to Siemens (2004) “learning is a process that occurs within nebulous

environments of shifting core elements – not entirely under the control of individual”. In

addition, Siemens (2006) defines learning “as chaotic, continual, co-creation,

complexity, connected specialization, continual certainty”.

Connectivism defines learning as a continual process which occurs in different

settings including communities of practice, personal networks and work place task.

Siemens has defined the fallowing principles of Connectivism:

Learning and knowledge rests in diversity of opinions.

Learning is a process of connecting specialized nodes or information sources.

Learning may reside in non – human appliances.

Capacity to know more is more critical than what is currently known.

Nurturing and maintaining connections is needed to facilitate continual learning.

Ability to see connections between fields, ideas, and concepts is a core skill.

Currency (accurate,up – to - date knowledge) is the intent of all connectivist learning

activities.

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 (2004).

Siemens (2004) suggests that Connectivism is also concerned with how

corporations are facing the challenge of management of knowledge, what resides in

databases which need to be connected with the right people at the right moment. This is

a crucial difference between Connectivism and traditional learning theories.

http://proyectolenguasextranjeras.blogspot.com/2012/10/connectivism_9.html 06/08/2014 22:28

Know	Want to Know	learned
Teoria del aprendizaje	Que propone esta teoría	El conectivismo es una teoría del aprendizaje para la era digital que ha sido desarrollada por George Siemens y por Stephen Downes para explicar el efecto que la tecnología ha tenido sobre la manera en que actualmente vivimos, nos comunicamos y aprendemos.