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 * Arguments in Favor of Connectivism **


 * Is connectivism a learning theory?**

According to the Oxford American Dictionary, a theory is defined as “a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained” and “a set of principles on which the practice of an activity is based.” Based on this definition, connectivism would be considered a learning theory. Connectivism is founded on the beliefs that a network, enhanced by technology, is a constantly changing forum for constructing knowledge. Also, connectivism can address the five questions to distinguish leanring theory posed by Ertmer and Newby and referenced in Seimens’ response article: How does learning occur? What factors influence learning? What is the role of memory? How does transfer occur? What types of learning are best explained by this theory? (Seimans 35-36).

"Theory." __Oxford American Dictionary__. 2009. Oxford University Press. 8 July 2009.

Siemens, George. "Connectivism: Learning Theory or Pastime for the Self-Amused?" __Elearnspace__. 12 Nov. 2006. 8 July 2009 .


 * Is connectivism relevant to your teaching practice? If so, how?**

Connectivism is absolutely relevant to my teaching practice. It is impossible to ignore the ways in which modern technology has influenced student learning, and this will continue in the future. As an educator who wants to provide the best education possible for my students, I think it’s imperative to understand the concepts supporting connectivism and how they can be applied in a classroom setting. “Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially” ([|Seimens 2004]). Teachers cannot expect to teach using the same methods as they did ten (or even five) years ago and get the same results. The rapid rate at which learning has been impacted by technology is difficult to keep up with, but it’s necessary in order to maintain a classroom that is not only relevant but engaging for students.

Siemens, George. "Connectivism: Learning Theory for the Digital Age." __Elearnspace__. 12 Dec. 2004. 8 July 2009 .

**Does connectivism support your students?**

Yes, it does. Many students are already familiar with the tools behind the theory of connectivism, but they haven’t seen them applied in an educational setting. Check out the [|Networked Student] video to see all the ways connectivism supports students learning. It was created by high school students and inspired by a connectivism course offered by George Seimens and Stephen Downes. While most of the video focuses on how students can utilize Web 2.0 resources to enhance their learning network, at the end the focus returns to how the teacher plays an integral part of this process. The video actually poses the question of whether or not a teacher is still needed, since the student essentially uses Web 2.0 tools to form their network and then follows the network to learn whatever it is he wants to know. But the teacher is shown to be very necessary and gives some titles for the teacher which are helpful in coming to an understanding the teacher's role. Some of these are: Learning Architect, Learning Concierge, Modeler, Synthesizer, and Connected Learning Incubator. Notice that these titles inherently show that the teacher supports the student as he makes his learning network via connectivism.

Drexler, Wendy. "Networked Student." __YouTube__. 26 Nov. 2008. 8 July 2009 .

YouTube video citation: http://www.youtube.com/watch?v=rpbkdeyFxZw&NR=1 http://www.youtube.com/watch?v=grI_h88vs3g&feature=related

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 * External links**

** Are parts of the theory more compelling or relevant to you than others? **

The idea that students of all ages can benefit from primary sources so much more easily via web 2.0 tools was a very compelling reason for me with regard to finding myself in favor of connectivism. Our book's author, Will Richardson explains this below:

"This is a world where we can easily make connections to ideas and people and build potent learning networks in the process, one where leveraging these networks and tools can yield a powerful online portfolio of ideas and artifacts. Yet we teach in classrooms limited by physical walls, contrived relationships, and mind-numbing assessments. There are a billion primary sources out there -- scientists, journalists, politicians, and the like -- who may know more than we do about whatever it is we are teaching, and, for the first time, we can easily and flexibly bring them to our students to interact and learn. I was a journalism major in college, but when Pulitzer Prize-winning reporter Scott Higham, from the //Washington Post//, mentored one of my students by interacting with her on her blog, she learned more than I alone could have taught her. Even better, we can teach our students how to make these connections themselves, to find the sources and resources they need when they need them, instead of depending on us to provide them." (from //The New Face of Learning: The Internet Breaks School Walls Down,// by Will Richardson in the October 2008 edition of Edutopia)

[] You can read the full article by Will Richardson by clicking on this link.

** Are there parts of the theory that you find confusing? **

Reading the rationale for connectivism as a learning theory and the critiques and criticisms of its validity as a learning theory is higher level academic reading, for sure. And it does require some time for thought to process all of the offerings. Perhaps the most confusing issue that is attacked is whether or not connectivism is actually “learning” or “process”.

 Seimens said that “Learning is network creation.” Maier and Schmidt addressed this assertion when they studied e-learning as it relates to “knowledge maturing” and concluded that “ This must not be confused with contextualization of knowledge which decreases in the knowledge maturing process and refers to the degree of //implicit// linkage to the creation context, so that it cannot be used outside the original context. Contextualization and interconnectedness are inverse properties.” In other words, the context and the interconnections of technology (connectivism) can be viewed to be at odds with one another, rather than supportive.

Siemens, G. (2005). Connectivism: learning as network creation. //elearnspace//, Retrieved July 10, 2009, from []

Maier, R. and Schmidt, A. (2007). Characterizing knowledge maturing: A conceptual process model for integrating e-learning and knowledge management. //4th Conference Professional Knowledge Management – Experiences and Visions//, Retrieved July 10, 2009, from []