Group+A+6-A-1

Home > Group A Workspace > Learning Activity 6-A-1​

= **__ Connectivism as a Learning Theory? __** =

==== As a learning theory, Connectivism stresses that the acquisition of knowledge and the abilities that one possesses to obtain this knowledge are actually more important than the knowledge itself. As classroom teachers and educators, we all know that learning the basics in every discipline is essential. Of course good educators teach this information in a variety of ways and address it to a variety of learning styles. Connectivism stresses process over product. Siemens (2006b) argues a new learning theory is required to react to the increased growth and complexity of networked information resources, and the new communication and participatory affordances of the Web. ====

[]
==== Constructivism cannot be applied to all learners’ at all developmental stages. According to Jean Piaget, assimilation and accommodation are ways by which people learn. They adjust their schemas based upon what they have learned from their experiences and their prior knowledge. Piaget tells when input is a contradiction of what the learner knows to be true that the learner reframes their knowledge to include this new information. This idea is contradictive to constructivism which tells us that we learn by using trial and error to adjust our schema. If something the learner knows to be true does not fit into the schema, then learning will take place. Learning from failure is not a learning theory, but a tool used to learn. [] ==== ==== Furthermore, learning theories must have the flexibility of being applied to all learners of all developmental stages. Learners at all stages are not able to network as this theory of connectivism suggests. Though the internet, blogging, and Skype exist, they are not available to everyone, nor are they developmentally appropriate for everyone. Using the internet to network is a recent development however, it is not a learning theory; rather it may be a learning style. All of the things that connectivism believes are new ways to learn are just more modern ways of learning information on a computer. This is learning as learning has been for years, just in a different context. It is therefore not a new learning theory. ====

Currency
====The process of acquiring knowledge through connectivism has emerged during the 21st century digital age. Extensive debates have addressed the issue of whether connectivism is a learning theory or a learning process (Siemen, 2004). One of the key components of connectivism lies in the premise that acquired information on all network connections is accurate and updated (currency)([]). In addition, effective communication that is acquired through these connections is based on the assumption that all material has integrity(Downes, 2006). ==== ====Stephen Downes([|http://www.downes.ca]) implies the learning process begins at the point when connections are made with nodes or informational sources on the network. He continues to describe the complex process of learning as the rapid change of core information and diversity in available sources through these entities(connections). George Siemen discusses the challenges of connecting with certain entities that can directly affect currency and accuracy(Siemen, 2004). Siemen stated, "what we consider right today may be considered wrong tomorrow". (CSiemens, 2005, para.24). In other words, information that is recovered today may be obsolete tomorrow. ==== The part that is confusing to me is the theory of currency when information and knowledge that exists on networks is constantly moving and changing. In reality, in order to stay current and updated, the participant must engage in constant acts of exploring and connecting. In addition, how are we to know that the posted information is objective, subjective, or correct? For example, mainstream media, news, and informational sources that are posted on wikis, blogs, and forums are interactive. Any Information can be added or altered and perceived as factual knowledge. It appears to me that the biggest challenge of relying on connectivism for learning purposes is trusting that the retrieved information is valid, reliable, and current in an ecology where valid information is constantly changing.

= Knowledge =

=
One of the biggest critics of Connectivism is Bill Kerr. When speaking at the Online Connectivism Conference in 2007 he responded to the question asking him how he defined a learing theory. "I look at it from the point of view that it is something that gives us insights into how people learn, in a nitty-gritty sort of way". (Kerr, 2007) Kerr's biggest argument is Seimen's theory is much too generalized. Kerr uses two of the slogans of connectivism to discuss knowledge. The first slogan argues against the importants of knowledge or content. ======

=
Seimens is arguing that it is more important to know how to find needed information rather than knowing the information. He believes that students should be involved in deciding what they need to know now and what information they can find later from other sources when they need it. Kerr believes this slogan raises some questions about knowledge and begins a dialogue, but does not provide answers. In another critical article, Bijdrage van Plon Verhagen states that, "this is not a learnon theory, but a pedagogical view on education" (Verhagen, 2006). ====== =Activity Theory= The activity theory is mainly human and technology interactions.

The activity theory is based more on a team or a group than individuals. It is more of a descriptive tool instead of a tool used for process. Community is a big part of the Activity Theory, as well as specific goals. Three levels of activity of involved in the activity theory. Level one answers the question why, level two answers the question what, and level three answers the question how. Again, all levels are based on a community theory with specific motivations.

Four **principles** are included in the activity theory.

1. Object-orientedness: people use objects to help them learn. 2. Internalization/Externalization: these need to be distinguished between. Things can be analyzed either internally or externally. 3. Mediation: in a way, human activity is mediated by the tools they use. 4. Developmental: participants are researched on their development.

[]

Power Point on Activity Theory:

Social Cognitive Theory
There are three main principles of the social cognitive theory:

1. Principles of punishment and reinforcement. When working in a classroom, students respond and learn by punishments and reinforcements. If a student is punished, they learn that this particular behavior is not appropriate, and it should be changed. On the other hand, when students are reinforced, they learn that this type of behavior is encouraged.

2. People learn by watching others. This theory can be seen easily in younger children. For example, one and two year olds pick up everything that is done and said. They learn by watching others.

3. Cognitive process mediate social learning. By being social, students learn cognitively. The social aspect of learning helps students to connect to what they are learning.

Power Point on Social Cognitive Theory:[| http://www.edst.purdue.edu/moon/EDPS235/lectures/00-01-19%20Social%20Cognitive%20Theory.htm]

More on the social cognitive theory:[| http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Health%20Communication/Social_cognitive_theory.doc/]

Resources: [] Barabasi, A.L., (2002) //Linked: The New Science of Networks//, Cambridge, MA, Perseus Publishing. Davis, C, Edmunds, E., Kelly-Bateman, Vivian.//Connectivism.// Retrieved February 15, 2011 //from// [] Downes, S. //Learning Networks and Connective Knowledge//. Retrieved February 15, 20l1 from [|http://www.downes.ca] Siemen, G. Connectivism: A Learning Theory for the Digital Age. Retrieved February 15, 2011 from [] Connectivism:[| http://en.wikipedia.org/wiki/Connectivism] Constructivism: [] Activity Theory:[| http://en.wikipedia.org/wiki/Activity_theory] Kerr, Bill //A Challenge to Connectivism// Retrieved February 19, 2011 from [] Verhagen, Bijdrage van Plon //Connectivism: a new learning theory?// Retrieved February 19, 2011 from []