Group+B+For+Rusty,+Steve,+Hollie

[[image:connect_1.jpg width="286" height="213" align="right"]]
(Rusty, Steve, and Hollie)


 * //**Is connectivism a theory?**//

THEORY defined: - a supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained. "theory." __AskOxford: Free online dictionary resources from Oxford University Press__. 13 July 2009 

 - a plausible or scientifically acceptable general principle or body of principles offered to explain phenomena "theory." __Merriam-Webster Online Dictionary__. 2009.Merriam-Webster Online. 13 July 2009 

- a proposed explanation whose status is still conjectural, in contrast to well-established propositions that are regarded as reporting matters of actual fact. "theory." //The Free On-line Dictionary of Computing//. Denis Howe. 13 Jul. 2009. .

Siemens' work proposes an explanation for what learning is and offers a system of ideas aimed at supporting that explanation. It is plausible and conjectural and clearly a theory according to any definition of the word.


 * //**Is connectivism a learning theory?**//

George Siemens, in an early blog post, explains why Connectivism is a new kind of learning theory: "Connectivism’s relevance increases when we consider a new method (or metaphor) of learning. **The achilles heel of existing theories rests in the pace of knowledge growth.** All existing theories place processing (or interpretation) of information squarely on the individual doing the learning. This model works well if the knowledge flow is moderate. A constructivist, for example, can process, interpret, and derive personal meaning from different information formats…as long as the flow doesn’t overwhelm the learner. What happens, however, when information is more of a deluge than a trickle? What happens when information flows too fast for processing or interpreting? Once knowledge/information flow becomes too rapid and complex, we need to conceptualize a learning model that allows individuals to learn and function in spite of the pace and flow. A network model of learning (an attribute of connectivism) offloads some of the processing and interpreting functions of knowledge flow to nodes within a learning network. Instead of the learning having to evaluate and process every piece of information, she/he creates a personal network of trusted nodes (people and content). The learner aggregates relevant nodes…and relies on each individual node to provide needed knowledge. //The act of learning is offloaded onto the network itself// - i.e. the network is the learning. This view of learning scales well with continued complexity and pace of knowledge development." Siemens, George . "What’s wrong with established theories of learning? « Connectivism." __Connectivism__. 15 Sep. 2005. 13 July 2009 .

Connectivism as a theory, then, begins with the premise that established theories of learning fail to account for a new factor: the accelerated rate of knowledge creation. It attempts to explain learning as happening dynamically and incrementally with the aid of network elements, some of which are non-human. The argument that connectivism is simply a form or extension of another learning theory is valid, because all theories are exactly that. No theory of learning is exclusive, created entirely from principles never before proposed. Connectivism adds new suppositions about the process of learning and is therefore a new learning theory.

This blog talks about the transformation of the web from read only to the read/write web, which allows us to connect with people online. It discusses the ease of making these connections to share thoughts and ideas and the development of learning networks in the process. []


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

The next blog talks about how even teachers are using collaborative web 2.0 tools to learn from colleagues in order to be able to deliver more to the students. []


 * //**Does connectivism support your students?**//

From Vicky Davis - [|Moodle conversation from a Connectivism Conference] - Good insights into classroom implications.


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

"Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant." "The Collaboration Age is about learning with a decidedly different group of "others," people whom we may not know and may never meet, but who share our passions and interests and are willing to invest in exploring them together." []


 * //**Are there parts of the theory which you find confusing?**//

Just like most things that are invented, the web and its uses are much different from when it was originally created. []



Related Podcasts
Will Richardson, always classroom centered, presenting on Connectivism - [|Listen online or download the mp3]



Related Videos

 * ===Seimens on Connectivism - Part I=== || media type="youtube" key="oS9_GuhVE1Y" height="364" width="445" ||
 * ===Seimens on Connectivism - Part II=== || media type="youtube" key="TUrAIUcMniE" height="364" width="445" ||
 * ==Wendy Drexler's "Networked Student"==

Excellent description of 21st century student connecting while learning || media type="youtube" key="XwM4ieFOotA" height="364" width="445" ||