Connectivism: Theory and Application
A thought occurred to me on the way to the train station this morning that I’d like to explore; and that is, that one way to better understand Connectivism is to place it within its own context.
Specifically, I don’t know much about the subject but would like to learn. So what processes then, according to Connectivism, would I need to undertake (or would occur) in order to learn more about the subject?
Five Common Principles of Learning Theories
According to Siemens’ presentation this week, every learning theory features five key principles:
- We have a need to externalise;
- We have a need for frameworks or structures for sense-making;
- We have a need to socialise and negotiate around knowledge;
- Our mind is a patterning mind. We are uniquely attuned to note, recognise and draw patterns from complex environments and situations. Act of recognising a human face for example is a complex and distributed neural system;
- We have a desire to extend our humanity through technology.
In the context of my example on Connectivism itself I have no - or at most a minimal - existing understanding of Connectivism, or indeed many other learning theories. Therefore the process of making sense of the concepts first requires that I seek external sources and stimuli - in this case the course facilitators, other students, the information and readings that arise, and the discussions that take place.
This alone is insufficient however, as an awareness of existing information does not necessary translate to its understanding. Therefore the need for a framework within which to contextualise and relate the information is necessary. Once again though, the structures and frameworks are not internalised by default; it must be developed through interaction with external sources. This leads to the need to socialise and negotiate around the knowledge.
In doing this patterns and relationships between ideas and concepts start to emerge and we become better able to appreciate the implications of the subject matter. Over time our overall understanding expands and we are better equipped to make connections that were beyond our comprehension initially. Thus begins the process all over again.
Connectivism & Networked Learning
The unique aspects of Connectivism and Networked Learning, Siemens argues, revolves around the idea that knowledge is distributed or networked in nature and the act of knowing or understanding involves the extent of our connectedness with the network.
He continues that “Learning in a Connectivist or Learning Network sense is therefore a function of the depth and diversity of connections. Our ability to understand is related to how well and consistently we’re connected to ideas and concepts.”
In my example I have only minimal existing connections to the network across which the knowledge of Connectivism is distributed, as such my understanding of the subject is minimal as well. The act of learning more about Connectivism will require the development and enhancement of ties into and across the network, as well as my ongoing participation within it.
The latter is of particular significance in Connectivism, Siemens argues, because the continuously expanding and complexifying nature of contemporary information is dynamic and in a constant state of flux. This reinforces the notion that out ability to understand is related to how well and consistently we’re connected to the relevant networks.
What does “Networks” refer to?
At this stage it’s important to clarify what the notion of Networks refers to. In the Connectivist sense, there are three areas of types of networks where learning occurs:
- Neural/biological - learning is the formation of new neural connections.
- Conceptual - Relatedness and connectedness or associations between ideas or concepts. Depth of understanding related to conceptual network that learners have formed; or relationship between concepts and ideas that learners have formed in a particular discipline. Ability to learn new information related to existing conceptual network (how is this different from existing knowledge - e.g. constructivism). Connections create meaning.
- External/social - relates to social relationships; how we’re connected to other people or information itself.
In the case of the example on Connectivism itself it would seem that the first network that must be explored and nurtured is that of the external/social. Given my minimal existing connections and levels of understanding, the first two network types - neural and conceptual - do not come into play yet. It is only after beginning to establish connections that the neural and conceptual processes can begin to take place.
Networks of Learning are not new
Siemens goes on to say that the notion of networks of learning is not new; what’s changed are three key ideas.
- Climate of Abundance - through technology we’ve realised the ability to increase our participation (creation and sharing of content); barriers have been significantly reduced. Anyone and everyone can create content. As such the aggregated volume of content and information has drastically increased.
- Complexification has resulted from increased opportunities to dialogue with others. Due to the climate of abundance, virtual every viewpoint can be represented.
- Unique opportunities in technology - We can now simulate experiences that are just not possible outside technology (e.g. - documentaries, virtual worlds)
The example of the Connectivsm course is a clear illustration of the above points. There are nearly 2,000 students taking this course - both formally or informally - which translates to 2,000 unique perspectives on the subject, and as a result 2,000 potential stimuli. In this environment it is critical that adequate connections to external/social networks be developed and nurtured in order to make sense of the deluge of content and avoid what Siemens refers to as “parallysis due to an overwhelming amount of information.”
Monday, September 8th, 2008