Read the sections on ‘connectivism’ in the publication by Downes (2019) and the book by Bates (2019) and try to get an understanding of the emerging theory of ‘connectivism’. Discuss what the effect of ‘connectivism’ would be on learning and knowledge and how it differs from social constructivism. What would this mean for adult education?

George Siemens (2005) argued that changing technology is prevalent in education, and the current learning theories (behaviorism, cognitivism, constructivism, and constructionism) were limiting. Connectivism is the first theoretical attempt to examine the implications for learning the Internet and the explosion of new communications technologies (Bates, 2019). Connectivism is a theory of learning and pedagogy tied to the pervasive use of technology. It generates information through which knowledge is created.  If one looks at knowledge, we need to know the presently known to understand the potential of wisdom, should that be our objective      

            Constructivism is the theory that says learners construct knowledge rather than just passively take in information. People experience the world and reflect upon those experiences; they build their representations and incorporate new information into their pre-existing knowledge (schemas). Connectivism can be seen as a response to constructivism which backgrounds the role of the instructor. Educators take an essential role in digital learning. (Downes, 2019). Trilling and Fadel (2009) argue that a shift is needed in pedagogy and curriculum, emphasizing critical thinking and problem solving within the connectivist paradigm. Siemens’s social constructivist paradigm articulates this.

            In adult education, connectivism can come at a cost. As educators, we may have experienced where vulnerable learner populations have limited access and understanding of technology. New learners from countries with little or no technical knowledge may be expected to learn in an online environment. Those learners may give up frustrated because they have not had a lifetime of learning or the advantage of technology basics. In all cultures, learning and knowledge are rooted deeply in social, cultural, and human connectivity. Making the shift from non-technical to technical environments asks: What knowledge is valued, and what knowledge may be lost in the move?

            Learning is the process of creating connections and developing a personal network. At the same time, it is essential to consider the value of the information and determine if it is useful or not. When learning anything, it is important to differentiate between what knowledge is and what information is?

 Laurie

 References

 Bates, T. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2^nd ed.). Tony Bates Associates Ltd.

 Downes, S. (2019). Recent Work in Connectivism. European Journal of Open, Distance and E-Learning, 22(2), 112-131. European Distance Education Network (EDEN). https://sciendo.com/article/10.2478/eurodl-2019-0014

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=118586828

Siemens, G. (2005). Connectivism: A theory for the digital age. International Journal of Instructional Technology and Distance learning, 2(1), figure 2.6.3 https://www.semanticscholar.org/paper/Connectivism%3A-A-Learning-Theory-for-the-Digital-Age-Siemens/f87c61b964e32786e06c969fd24f5a7d9426f3b4

Trilling, B. & Fadel, C. (2009). 21st-century skills: Learning for life in our times. Jossey-Bass.