Connectivism Learning Theory and Technologies in Education by Christina Baysinger Final Synthesis Paper EDTECH 504: Theoretical Foundations

of Educational Technology Boise State University Spring, 2013

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Abstract

This paper will explore the history of learning theories over time and review how they have evolved and contributed to the foundation for understanding how learning occurs in a digital era. The findings are based on literary reviews which synthesize the development and framework for connectivism as a learning theory. In this paper I will examine the frameworks as well as the practical application of the Connectivism Learning Theory in the educational setting. Technology is quickly becoming a primary tool in the education process and shaping the environment for how students learn and share within a network. Educational technology coincides with the development of Connectivism theory and how individual students construct knowledge based on experiences and networking in a digital era.

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Learning Theories History For centuries, people have been trying to understand how the human mind works and study the learning processes which occur. Since the great philosophers Socrates and Plato to the ideas of John Locke and Jean-Jacques Rousseau, a variety of viewpoints about learning and a great debate about the purpose of education have arose (Hammond, Austin, Orcutt, & Rosso, 2001, p. 2-5). In an attempt to develop a framework for understanding the processes in which learning occurs, several theories have emerged over time. As the our culture developes, so must the framework to which we understand learning; to a great extent, the most effective strategies for learning depends on what kind of learning is desired and toward what ends. Starting in the 19th century, psychology-based theories began to emerge as a scientific study of learning. The first focus of this great discussion began with Behaviorist and Cognitive Learning Theories. Behaviorism is a view that operates on a principle of stimilus-response. According to behaviorist, all behavior is caused by external stimuli and can be explained without consideration to the mental state or consciousness (Learning-Theories.Com). Behaviorism is based in solely observable behaviors and does not account for what is going on in the mind. Cognitivism on the other hand is a theory which bases its framework on the idea of cognition, or the way people think. Cognitivists believe that knowledge is generated through a sequence of information processing which occurs within mental activities. In a rejection of behaviorism theory, cognitivists believe that observable changes in behavior are not programmed responses, but indicate what is occurring in the mind of the learner (Smith, 2011).

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Constructivism The Cognitive Information Processing Theory became the dominate framework for understanding how people conceive knowledge during the 20th century. Psychologists John Dewey and Jean Piaget, the founders of constructivism, assert that humans are not empty vessels which can be filled with knowledge, but rather each person constructs knowledge and meaning from their experiences (Hein, 1991). Piaget's Theory of Cognitive Development proposes that humans cannot be given information, in which they immediately understand and use. Instead, learners must construct their own knowledge. Piaget believed that children have logic and models of thinking that are different the thinking structures adults use. Using this model, Dewey called for education to be grounded in real experience and that inquiry is a key aspect in constructivist learning. In the decades which followed, psychologists Lev Vygotsky and Jerome Bruner would build upon this theory and contribute a new perspective to understanding how people learn as well as how instruction should be designed. Bruner understood that learning is an active process and involves the transformation of information, deriving meaning from experience, and forming hypotheses (Overbauch, 2004). Lev Vygotsky introduced the social aspect of learning into constructivism. He produced the Zone of Proximal Development or the ZPD. According to Vygotsky, students learn and progress beyond their actual developmental level, but within their level of potential development. With instruction and teacher guidance, students progress to become more capable until they can complete tasks on their own. (Knestrick, 2012). Vygotsky suggested that instruction should be

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targeted in the ZPD, just beyond what the student can comprehend in order to establish both challenging and attainable learning goals. As an extension of this concept for what the student can achieve with assistance, Jeremy Bruner used the term scaffolding to refer to instructionally supportive activities and social interaction which guide effective learning in the ZPD. Scaffolding is the teaching strategy, which provides the learner with the necessary support during the learning process to reach a new level of understanding. As a student becomes more proficient, the scaffolding is gradually removed until the child is capable on their own (Lui, 2012). Connectivism Technology has reorganized how we live, how we communicate, and how we learn. Learning in the world today is now largely contextualized in a technological landscape. In recent years, educators have been attempting to apply pre-digital era learning theories to modern classroom practices. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments (Siemens, 2004). Traditional learning theories of cognition and constructivism fall short in a technology-based setting within a highly networked and digital information age we live in. Connectivism learning theory was founded by George Seimens (2004), and Stephen Downes (2006), it emphasizes the role of the social and cultural context based on recent advances in the informational technology age. Connectivism is often associated with and proposes a perspective similar to Vygotsky's 'zone of proximal development' as well as constructivist social learning theory in which learning is active and involves the interactions with others.
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In 2005, George Siemens published the article Connectivism: A Learning Theory for the Digital Age which outlined the fundamental principles for learning in which the starting point is always the individual learner. Siemens argues that the explosion of information available on the Internet, the pace of technological, organizational, and professional change, and the vast number of online connections that can be made between individuals and groups via social media, have fundamentally altered the nature of how we should think about knowledge (Siemens, 2005). According to Siemens (2004), there are 8 principles of Connectivist Learning Theory: 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. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision

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According to the Connectivist Theory, learning occurs through connections within networks. The model uses the concept of a network with nodes and connections to define learning. Learners recognize and interpret patterns and are influenced by the diversity of networks, strength of ties and their context. Transfer occurs by connecting to and adding nodes and growing personal networks. According to Siemens, learning is no longer an individualistic activity. Knowledge is distributed across networks and is constantly ongoing. In our digital society, the connections and connectiveness within networks lead to learning (Universitat Oberta de Catalunya, 2010). Applications According to Siemens (2005), Connectivism is unique among major learning theories for addressing how learning can happen outside of the minds of individuals and within communities or organizations. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical (2004). Connectivism is characterized by self-paced, autonomous learing that provides opportunities for peer learning networks and flexible learning activites. The teacher would need to act more as a facilitator as students would be acquiring knowledge and determining significance through their interactions with one another as opposed to knowledge being dictated to them.
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Connectivist learning typically comes from a network of information which the learner has located or been given access to. A network can be comprised of websites, blogs, books, videos, communities or groups, classes, or family and friends. The transfer occurs when the learner has made connections between what they want to learn, where to learn how to do it, and if its a reliable source. Self-directed learners often have successful networks for learning (Dahl, 2012). Connectivism in Educational Technology By blending traditional models of cognitivism and constructivism with the possibilities of educational technology a new movement of MOOCs (massively open online courses) are emerging. Through the integration of educational technology, virtual learning becomes selfdirected and flexible while encouraging peer collaboration and interaction between instructors and students (Gredler, 2005). The use of technology in education to create an environment of learning in which students can explore material as part of the leaning process is what Connectivist Theory describes as learning in a digital aged classroom. One significant contribution of connectivism is the concept that declarative knowledge is now supplemented or even supplanted by knowing where knowledge can be found (Downes, 2011). This changes the perspective of how our education has been established for all past generations, knowledge is not meaningful unless it is applicable and put into practice. Siemens (2008) defines connectivism as knowledge networked or distributed experiences of and forming new neural conceptual and external networks, the complex, chaotic, and shifting spaces occur, and the increase of technology aided. The learner must be able to or learn to filter
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content based upon information accuracy (Gonzalez, 2004). Therefore, learning is a process that occurs within nebulous environments of shifting core elements not entirely under the control of the individual. Technology greatly influences and encourages connectivist learning. As public school teachers, we offer every student a free and appropriate education based upon a traditional model which has seen little change in the past centuries. In this traditional model, the teacher is the guide and provides students access to content and information formed around set learning objectives and outcomes. It may seem difficult to imagine the shift where students are the facilitators in shaping a learning network and creating connections. As teachers become more proficient at integrating educational technology a new learning environment is being created where teachers are one of many nodes to a learners network. In an interview with Stephen Downs, he defines the role of educational technology as a key component in opening up information and the context to a massive audience, making learning available at all times and places for each individual (Dahl, 2012). Criticism of Connectivism As a new learning theory that is continuing to develop and expand, connectivism is receiving criticism by traditional institutions to its validity. Some of these criticisms claim connectivism as a theory is unwarranted and unsupported by evidence, it lacks new or original contributionas to learning or pedagogy, and connectivism claims have never been published by a refereed journal. Many people are also skeptical of the fact that Stephen Downes does not have a PhD, and that much of his and George Siemens work is published in blog articles or by not-forprofit journals.
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It is still difficult to tell where Connectivism will find its place in learning theory in a technology-enabled educational setting. When analyzing and critiquing connectivism one must look at the factors influencing the theory as well as what comprises the constructs of a learning theory. Conclusion Connectivism through the utilization of technology in the classroom advocates the sharing and networking of students to promote learning and the exchange of information beyond the realm of traditional resources. The integration of educational technology into classroom content is the first step in providing our students with the technology skills to become competent at accessing information from online resources and become fluent in expressing ideas through a digital medium. Educational technology creates opportunities for students to become familiar with accessing content and learning to distungish valuable learning experiences. As we develop the curriculum for our classroom using online content, web 2.0 tools, and classroom blogs, we are helping to establish a learning network where students can access content at their own rate anytime and anyplace. As technology continues to revolutionize the world we live in, the format for education is progressing too. Connectivism theory creates a new framework for understanding how learning takes place in a digital era where new ideas and information are shared and people from all across the globe can be connected.

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References Dahl, B. (2012, July). MOOC and the Future of Higher Education Chatting with Stephen Downes [Video file]. Retrieved from http://desire4community.com/mooc-and-the-futureof-higher-education-chatting-with-stephen-downes/ Downes, S. (2010). Stephen Downes: 'Connectivism' and Connective Knowledge. Retrieved from http://www.huffingtonpost.com/stephen-downes/connectivism-andconnecti_b_804653.html Gredler, M. E., (2005) Learning and Instruction: Theory into Practice 5th Edition, Upper Saddle River, NJ, Pearson Education. Hammond, L., Austin, K., Orcutt, S., & Rosso, J. (2001). How People Learn: Introduction to Learning Theories. In The Learning Classroom: Theory into Practice. Stanford, CA: Stanford University. Hein, G. (1991, October). Constructivist Learning Theory | Exploratorium. Retrieved from http://www.exploratorium.edu/ifi/resources/constructivistlearning.html Knestrick, J. (2012). The Zone of Proximal Development (ZPD) and Why It Matters for Early Childhood learning. Educational Assessment | Student Centered Learning | Common Core Assessments - Northwest Evaluation Association (NWEA). Retrieved February 2, 2013, from http://www.nwea.org/blog/2012/the-zone-of-proximal-development-zpdand-why-it-matters-for-early-childhood-learning/McLeod, S. (2012). Learning-Theories.Com (n.d.). Constructivism | Learning Theories. Retrieved April 2013, from http://www.learning-theories.com/constructivism.html (Learning-Theories.Com)

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Lui, A. (2012). Teaching in the Zone. Elementary Literacy & Math Test Diagnostic Adaptive Assessment Tool Childrens Progress. Retrieved February 3, 2013, from

http://www.childrensprogress.com/wp-content/uploads/2012/05/free-white-papervygotskyzone-of-proximal-development-zpd-early-childhood.pdf

Overbauch, R. (2004). An Overview of Jerome Bruner and His Theory of Constructivism (761). Retrieved from Old Dominion University website: http://ww2.odu.edu/educ/roverbau/Class_Websites/761_Spring_04/Assets/course_docs/I D_Theory_Reps_Sp04/Bruner-Cherry.pdf Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning 2 (1). Retrieved from: http://www.itdl.org/Journal/Jan_05/article01.htm informal education.". the encyclopedia of informal education. Retrieved April 2011. Siemens, G. & Conole, G. (2011). Editorial. The International Review Of Research In Open And Distance Learning, 12(3), 19-38. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/994/1820 Universitat Oberta de Catalunya (2010, June 15). George Siemens - Connectivism: Socializing Open Learning [Video file]. Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=rqL_lsogeNU#!

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