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=**Connectivism as a learning theory.**=


 * A learning theory that takes emerging technology and the exponential growth of information into account (Kop & Hill, 2008).
 * If a learning theory is the way to describe how learning happens, then connectivism proposes that students learn through their connections to networks. Connectivism is a learning theory to be used for the digital age. It takes into account how learning and emotion are both used in making meaning to the learner. "Connectivism attempts to provide an understanding of how both learners and organizations learn." (Siemens)
 * Connectivism allows for learning outside of the learner. Learning can occur through technology that can perform the manipulations of information that learners previously had to perform for themselves.
 * Great slide show about learning through connectivism: []

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=**Connectivism and its relevance to different teaching practices.**= 
 * Learning doesn't just stop when you graduate, it continues through your lifetime (Siemens).
 * Teachers need to constantly stay up-to-date in their field and subject matter; connectivism wants you to remain current in your field and continue the cycle of learning. (Siemens)
 * The technologies we use in our classroom help define and shape our students thinking. (Siemens)
 * We need to teach students that it’s ok to change careers and fields throughout their lifetime. It’s not like years ago where you went to school and studied one thing and did that the rest of your life. (Siemens)
 * Tutors may not play an important role as learners become more responsible for their own learning and reaching out to individuals within their network (Kop & Hill, 2008).
 * Technology and social media has altered the way students interact with curriculum and teachers.

=**Connectivism and how it supports student learning.**= = = =**Are parts of the theory more compelling or relevant to you than others?**=
 * Learners are at the center of the learning process. They are able to determine the content of learning and who takes part in that learning.
 * Learners are not bound to an institution, but are able to pursue their own interests, find their own information, and take part in networks away from the formal setting (Kop & Hill, 2008).
 * Learners benefit from a local tutor or teacher to help guide, engage, and verify information (Kop & Hill, 2008).
 * Online networks are only one part of Connectivism. Good educators have always encouraged the use of a variety of sources in which to build our learning (Kop & Hill, 2008).
 * According to Siemens (2006), the currency and accuracy of information is the intent of all connectivist learning activities. This showcases the importance of lifelong learning.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Connectivism reinforces 21st Century Skills, especially digital and information literacies.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Students learn how to take responsibility for their learning and use literacy skills to evaluate information and to form their own opinions. Students are also encouraged to use the network to learn as well as to contribute to their network and create knowledge (Siemens, 2006).
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">It is as important that a student know where to find information as it is to know information.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Learning is non-linear and recognizes patterns.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">In order for students to be successful in today's job market, they must be able to successfully form networks and build connections with individuals and groups.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Connectivism promotes learning accross the curriculum.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Learning is a cycle. The learner joins a network to create and consume information. As new information is created the learners knowledge increases and they have new information to share and new questions to answer. This cycle keeps the knowledge growing and changing.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">The variety of opinions in a network improve learning and knowledge.

=**Are there parts of the theory which you find confusing?**=
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">How can we help avoid 'group think'? If learners create their own networks and are often prone to create connections with like-minded individuals, how can we encourage them to include networks with challenging viewpoints?

=**References**= <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Kop, R. & Hill, A. (2008, October). Connectivism: learning theory of the future or vestige of the past. //International Review of Research in Open and Distance Learning, 9//(3). Retrieved April 12, 2011, from **[]**

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Siements, G. (2006). Connectivism: Learning and knowledge today. Retrieved April 14, 2011, from []

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">George Siemens []. Retrieved April 12, 2011 [] Retrieved April 15, 2011

Video: []. Retrieved April 15,2011

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Siemens, George. //Connectivism: A Learning Theory for a Digital Age.// //<span style="font-family: 'Verdana','sans-serif'; font-style: normal;">International Journal of Instructional Technology and Distant Learning ////.// 05 January 2011. Web. 14 Apr 2011.

<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Strong, K.E. & Hutchins, H.M. (2009). Connectivism: a theory for learning in a world of growing complexity. //Impact: Journal of Applied Research in Workplace E-learning, 1//(1), 53-67.