CONNECTIVISM

CONNECTIVISM

  MAPPING YOUR LEARNING NETWORK 

"I store my knowledge in my friends"

Karen Stephenson 

(Click the Concept Map to expand)

A network is defined by Siemens (2005) as the connection between entities. Individuals, groups, systems, nodes, and other entities can be linked to form a cohesive whole. Changes in the network can impact the entire system. My personal learning network is a rich tapestry of online classrooms, social networks, education technology tools, personal and professional development resources, and human resources (colleagues, professors, and mentors).

Learning is no longer viewed as an internal, independent activity in today's culture. Connectivism acknowledges the shift in how people work and function when new tools are introduced. Siemens (2005). My learning network comprises many technology tools and resources: the Internet, Walden Instructure, Microsoft Learn Educator Center, Microsoft 365, YouTube, webinars, etc. All of these technologies have changed the way I learn from face-to-face and synchronously to mostly virtual, asynchronous, and self-directed. I can learn almost anything on the Internet; therefore, I do not need to attend physical classes to learn new skills. Because the Internet is always open and available, I can decide when, where, and how I learn. The accessibility of the Internet also supports life-long learning.

According to Kropf (2013), the Internet is a large collaborative learning environment. The digital tools that best facilitate my learning include journal articles, blogs, book excerpts, webinars, instructional videos, and learning platforms such as Walden's Instructure. These tools and others allow me to interact with the content in ways that are well-suited to my learning style. They also provide access to communities of persons with similar interests.

Where I seek the answers to life's questions depends on the subject of the question. Generally, my go-to place for answers is the Internet. Whether in blogs, on YouTube, or in scholarly articles, I can usually find the answers I need on the Internet. If the question is related to my job or workplace, I know the persons within my organization who can provide the answers. If the question relates to my graduate studies, I can ask my professor, my student success coach, or the Librarian.

My personal learning network supports the following principles of connectivism:

·         Learning and knowledge rest in diversity of opinions – The diversity of my learning network exposes me to a variety of viewpoints, perspectives, and ideas and gives me a more comprehensive understanding of a subject or concept.

·         Learning may reside in non-human appliances – Technology tools, including AI, are rapidly changing the way we learn. The largest university in the world is the University of YouTube. I utilize a variety of technology tools for the purpose of learning.

·         The capacity to know more is more critical than what is currently known – This principle underscores the importance of being committed to continuous learning to remain relevant and informed. As an educator and instructional designer, I am a life-long learner.

·         Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities – Information is increasing at an unprecedented pace; therefore, in order to provide my learners with the most accurate and current information, I first need to stay up-to-date. (Orey, 2010)

Connectivist learning is making connections between different nodes of information, people, and resources. Technology forces twenty-first century learners to process and apply information at a faster pace than ever before. The time between learning something new, using it, and realizing it is out-of-date and useless keeps getting shorter. This phenomenon is known as the "half-life" of knowledge. This 'chaos' forces us to approach our own learning and that of the persons for whom we design instruction in new and innovative ways. Learning networks and connections can help to achieve that goal.

References

Kropf, D. C. (2013). Connectivism: 21^st Century’s New Learning Theory. European Journal of Open, Distance and e-Learning, 16(2). https://files.eric.ed.gov/fulltext/EJ1017519.pdf

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 10, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=14c2555b1d4ec91df6ea0b0ad2a3c48b2697f104Links to an external site.

Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm