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Daniel A. Craig
(Seoul National University)
I. Introduction
Societies change and so do the ways in which we think about learning. Learning theories attempt to explain how we learn and in so attempt to explain the nature of knowledge. The field of education has seen many learning theories come and go over the years, but a few have survived and still influence the design of instruction today, namely: Behaviorism, Cognitivism, and Constructivism. Recently, a new set of networked theories of learning have emerged to attempt to address social and technological realities that may influence and even change the ways that we learn. Current popular theories will be briefly described and compared and contrasted with the developing theory of Connectivism ADDIN EN.CITE ADDIN EN.CITE.DATA (Siemens, 2005).
II. Behaviorism
Behaviorism, most often associated with the work of B.F. Skinner ADDIN EN.CITE Skinner193536436436417Skinner, B. F.Types of conditioned reflex and a pseudo typeJournal of General PsychologyJournal of General Psychology66-7712Behaviorism1935http://psychclassics.yorku.ca/Skinner/Twotypes/twotypes.htmAn old paper by Skinner that can be used to point to him as a father of Behaviorism(1935) was the most prominent learning theory for much of the twentieth century. Its influence is still strong in the field of education, though it is certainly out of vogue. This theory holds that learning is the result of an event (stimulus), the reaction to that event (response), and the consequences for that response ADDIN EN.CITE ADDIN EN.CITE.DATA (Burton, Moore, & Magliaro, 2004). Through this process, participants modify their behavior to obtain a favorable outcome.
Behaviorists believe that knowledge is developed through sensory impressions ADDIN EN.CITE ADDIN EN.CITE.DATA (Ertmer & Newby, 1993). Learners, therefore, build knowledge through everyday experiences in a type of trial and error approach to knowledge-building. Each successful cycle leads to the next. Through these iterative and incremental cycles, we not only learn not to touch a steaming pot, which has an obvious stimulus, response, and consequence, but we also learn how to operate a car, act on a first date, and even speak a language.
III. Cognitivism
Cognitive Constructivism (Cognitivism) is most often associated with Piaget (1952) was popularized as a response to Behaviorism. Cognitivists faulted Behaviorism for a difficultly in accounting for higher order thinking skills and a lack of focus on the mind in learning ADDIN EN.CITE ADDIN EN.CITE.DATA (Ertmer & Newby, 1993).
Cognitivists are concerned with how learners "how information is received, organized, stored, and retrieved by the mind" ADDIN EN.CITE ADDIN EN.CITE.DATA (Ertmer & Newby, 1993, p. 53). It is often associated with schema theory, information processing theory, and the "mind as computer" metaphor of cognition. It focuses on the promotion of mental processing; how learners think through problems. It endeavors to make learning meaningful to each learner for a particular context ADDIN EN.CITE ADDIN EN.CITE.DATA (Ertmer & Newby, 1993). The focus is on how learners interact with and process the world.
For Cognitivists, the learning environment is only part of the learning process. It is the most immediate, but it does not and cannot account for individual learners' interaction with the content and the connections that they build between existing concepts and new concepts. These interactions are iterative and accumulative resulting in increasingly complex understandings ADDIN EN.CITE ADDIN EN.CITE.DATA (Boudourides, 2003). Cognitivists would likely agree that, though there is a correct answer, no two people come to it in exactly the same way.
IV. Constructivism
Social Constructivism (Constructivism) is most often associated with Vygotsky ADDIN EN.CITE ADDIN EN.CITE.DATA (1978). Constructivism has many similarities to Cognitivism. They both describe theories of learning that emphasize the construction of knowledge; however, they differ in a number of areas. The two most important are (1) the distinctions between realism in the two theories, that learning is the result of interaction with the real; and (2) that social interactions are not only the vehicle for learning, they are the vehicle for development. Growth comes through these interactions ADDIN EN.CITE ADDIN EN.CITE.DATA (Boudourides, 2003).
Also, whereas both Cognitivism and Behaviorism are objectivist theories of learning, constructivism holds that there is no knowledge that exists outside of the person; there is no objective reality. We cannot assume that two people understand in the same way. Knowledge is a process of developing understanding of something in a very personal way through situated activity ADDIN EN.CITE Duffy19923633633635Duffy, Thomas M.Jonassen, David H.Duffy, Thomas M.Jonassen, David H.Constructivism: New implications for instructional technologyConstructivism and the Technology of Instruction: A Conversation222Theories and principlesTheories of learninglearning theoryconstructivismcognitivismBehaviorisminstructional design1992Hillsdale, NJLawrence Erlbaum AssociatesSees both cognitivism and behaviorism as objectivist theories of learning. The locus of knowledge exists outside of the learner and can be acquired through a process.
Sees constructivism as a theory that holds that there is no knowledge that exists outside of a person. There is no assurity that two people understand in the same way. Knowledge is a process of developing understanding of something in a very personal way through situated activity.
(Duffy & Jonassen, 1992). Learners create meaning from their experiences that are separate and different from the meanings developed by others, even those participating in the same experience. Understanding is based not just on current experiences but the aggregate of all experiences, thus each person brings with him/her a cache of experiences that are brought to bear in a particular situation ADDIN EN.CITE ADDIN EN.CITE.DATA (Ertmer & Newby, 1993).
V. Connectivism
Connectivism is an emerging theory of learning presented by Siemens ADDIN EN.CITE ADDIN EN.CITE.DATA (2005), which is representative of the growing interest in networked theories of learning ( HYPERLINK "http://en.wikipedia.org/wiki/Networked_learning" http://en.wikipedia.org/wiki/Networked_learning). Siemens establishes Connectivism as a learning theory for the digital age, since previous theories do not adequately account for learning when considering the knowledge requirements of the information age. Namely, how does learning theory change when information storage, processing, and recall are off-loaded onto devices and through networked connections?
Siemens defines Connectivism as:
Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. ADDIN EN.CITE ADDIN EN.CITE.DATA (2005, Connectivism section, 1)
In this view of learning, networks (neural, social, and technological) represent a distributed view of knowledge. In the brain, knowledge is distributed through connections between different regions of the brain and in the networks we form (social and technological) knowledge is distributed through connections between individuals, groups, and devices ADDIN EN.CITE ADDIN EN.CITE.DATA (Siemens, 2006). This means that our network connections are not just sources of information, but the very connections that we make are part of our knowledgebase. This focus on connections between learners and information sources sets Connectivism apart from other popular theories of learning.
Behaviorism and Cognitivism place learning as an internal process and knowledge as an external entity, where learning occurs through the processing of input to arrive at an established knowledge goal. Constructivism places learning as a social process and knowledge as an external entity, where learning occurs through our social interactions and knowledge is constructed through social interactions. Connectivism also places learning as social process and knowledge as an external entity. However, in a Connectivist framework, learning occurs not just through social interactions, but through interactions with and between networked nodes (people, places, devices, etc.). Hence, while a Constructivist would likely see the network solely as a social medium for interaction, a Connectivist additionally sees the network itself as an extension of the mind. Learning is a process of connecting networked nodes and information sources ADDIN EN.CITE ADDIN EN.CITE.DATA (Siemens, 2005, 2006) to inform individuals understanding and application of concepts and processes.
VI. Criticisms of Connectivism as a Learning Theory
Connectivism is a new theory of learning and is a theory still in development. There has been little, substantial criticism of the theory, though, as Siemens states, there has been significant discussion of the concepts involved ADDIN EN.CITE ADDIN EN.CITE.DATA (Siemens, 2006). Verhagen ADDIN EN.CITE ADDIN EN.CITE.DATA (2006) published a brief criticism of Connectivism. He argued that Connectivism is not a learning theory, but rather a view of 21st Century skill sets. It does nothing to describe how humans learn or what the nature of knowledge is. Another criticism was that knowledge cannot exist in appliances, which is in response to Siemens claim that Learning may reside in non-human appliances ADDIN EN.CITE ADDIN EN.CITE.DATA (2005, Connectivism section, 3).
The first argument concerns me a great deal. What is the value of a learning theory that does not adequately describe how people learn (not just conditions for learning to occur)? Siemens addresses these concerns in his response to Verhagen ADDIN EN.CITE ADDIN EN.CITE.DATA (Siemens, 2006) including a very useful table ADDIN EN.CITE ADDIN EN.CITE.DATA (p. 36) (http://www.elearnspace.org/Articles/connectivism_self-amused.htm) that both clarifies his view of Connectivism as well as contrasts Behaviorism, Cognitivism, Constructivism, and Connectivism.
These distinctions and his further discussion on the differences certainly help to clarify how Connectivism can be considered a learning theory. However, the distinction between Constructivism and Connectivism is still difficult to see and raises questions that will have to be worked out in future interaction/iterations of the theory, including:
What is the difference between social interactions and networked interactions? Social interactions certainly happen across multiple networks, through the use of many different tools. What differentiates these? ; and
Do social engagement and participation correspond with diversifying a network? If so, how is Constructivism different than Connectivism, and if not, how are these practically different?
Verhagens second argument against Connectivism regarded the potential for knowledge to be stored in appliances. In my initial readings of Siemens discussion of Connectivism led me to this conclusion as well. Further readings, however, led me to understand that Learning may reside in non-human appliances ADDIN EN.CITE ADDIN EN.CITE.DATA (2005, Connectivism section, 3) referred to the learning process and not knowledge itself. Siemens ADDIN EN.CITE Siemens200838438438426Siemens, GeorgeInstructional Technology ForumRe: What about cncpet mappng and Cmaptools in service of Learning and Knowing in Networks: Changing roles for Educators and DesignersFebruary 9, 2008IT Forum discussion of Siemens paper on Networked LearningknowledgeknowinglearningconnectivismconnectednessInformal learningLED Quals2008February 4, 2008978-1-4303-0230-8Listservhttp://www.listserv.uga.edu/archives/itforum.htmlGeorge responds to criticism of knowledge in an appliance.
"In essence, information is a node, knowledge is a connection, and understanding is an emergent property of the network itself."February 8, 2008(2008) seemed to have confirmed my understanding in a recent discussion on the IT Forum listserv, In essence, information is a node, knowledge is a connection, and understanding is an emergent property of the network itself.
VII. Conclusion
Given the incredible changes in how we find, process, and store information, in addition to the incredible demands put on us by the influx of information that we are responsible for in daily, not to mention professional, decision-making, looking at alternative learning theories is a worthwhile venture. Connectivism may or may not be able to answer how we do (or will) learn in the 21st Century. It is, however, a good starting point for this discussion as well as a guidepost in our discussion of how language learning and teaching are undergoing great changes.
References
ADDIN EN.REFLIST Boudourides, M. A. (2003). Constructivism, education, science, and technology [Electronic Version]. Canadian Journal of Learning and Technology, 29, from http://www.cjlt.ca/content/vol29.3/cjlt29-3_art1.html
Burton, J. K., Moore, D. M., & Magliaro, S. G. (2004). Behaviorism and instructional technology. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 222). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ertmer, P., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.
Siemens, G. (2005). Connectivism: A learning theory for the digital age [Electronic Version]. International Journal of Instructional Technology and Distance Learning, 2. Retrieved January 7, 2007, from http://www.itdl.org/Journal/Jan_05/article01.htm
Siemens, G. (2006). Connectivism: Learning theory or pastime for the self-amused? [Electronic Version]. elearnspace, 1-43. Retrieved September 9, 2007, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm
Siemens, G. (2008). Re: What about cncpet mappng and Cmaptools in service of Learning and Knowing in Networks: Changing roles for Educators and Designers. In I. T. Forum (Ed.) (IT Forum discussion of Siemens paper on Networked Learning ed.).
Skinner, B. F. (1935). Types of conditioned reflex and a pseudo type. Journal of General Psychology, 12, 66-77.
Verhagen, P. W. (2006). Connectivism: A new learning theory? [Electronic Version]. E-learning Themasite. Retrieved September 9, 2007, from http://elearning.surf.nl/e-learning/english/3793
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Author
Dan Craig has taught English as a Second Language and language education students for over 10 years. He enjoys the challenge of working with language learners, as well as with pre-service and in-service teachers. Dan is currently an English instructor at Seoul National University and a Ph.D. candidate at Indiana University. His research interests include instructional technology, distance education, computer-assisted language learning, and teacher education/professional development. Dan can be contacted at dan@danielcraig.com and through his CALL for Korea blog at http://iucall.blogspot.com.
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Behaviorism was the most prominant learning theory for much of the twentieth century. Its influence is still strong in the field of education, though it is certainly out of vogue. This theory holds that learning is the result of an event (stimulus), the reaction to that event (response), and the consequences for that response (Burton, et al., 2004). Through this process, participants modify their behavior to obtain a favorable outcome. Behaviorists believe that knowledge is developed through sensory impressions (Empiricism) (Ertmer & Newby, 1993). Learners build knowledge through everyday experiences in a type of trial and error approach to knowledge-building. Each successful cycle leads to the next. Through these iterative and incremental cycles, we not only learn not to touch a steaming pot, which has an obvious stimulas, response, and consequence, but we also learn how to operate a car, act on a first date, and even speak a language.
D Ertmer199336236236217Ertmer, PeggyNewby, Timothy J.Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspectivePerformance Improvement QuarterlyPerformance Improvement Quarterly50-7164learning theoryTheories and principlesTheories of learningtheoryBehaviorismCognitivismConstructivisminstructional designLED Quals1993 D Ertmer199336236236217Ertmer, PeggyNewby, Timothy J.Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspectivePerformance Improvement QuarterlyPerformance Improvement Quarterly50-7164learning theoryTheories and principlesTheories of learningtheoryBehaviorismCognitivismConstructivisminstructional designLED Quals1993. D Ertmer19933625336236217Ertmer, PeggyNewby, Timothy J.Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspectivePerformance Improvement QuarterlyPerformance Improvement Quarterly50-7164learning theoryTheories and principlesTheories of learningtheoryBehaviorismCognitivismConstructivisminstructional designLED Quals1993 D Ertmer199336236236217Ertmer, PeggyNewby, Timothy J.Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspectivePerformance Improvement QuarterlyPerformance Improvement Quarterly50-7164learning theoryTheories and principlesTheories of learningtheoryBehaviorismCognitivismConstructivisminstructional designLED Quals1993f D Boudourides200336536536543Boudourides, Moses AConstructivism, education, science, and technologyCanadian Journal of Learning and TechnologyCanadian Journal of Learning and Technology293Constructivismcognitivismsocial cognitive theorysocial constructivismcognitive constructivismPiagetVygotskyTheories and principlestheory2003http://www.cjlt.ca/content/vol29.3/cjlt29-3_art1.html ~
D Vygotsky19783673673676Vygotsky, Lev S.Mind in society: The development of higher psychological processesConstructivismVygotskyCognitive psychologyTheories and principlestheoryLED Quals1978Cambridge, MAHarvard University Press
p. 26 "children solve practical tasks with the help of their speech, as well as their eyes and hands." In other words, learning is more than just contact with the real world (interaction with things), but is also an interaction with others in it (social learning).
p. 33 "These observations suggest that all human perception consists of categorized rather than isolated perceptions." In other words, we don't just storage input. We process it.
p. 40 "The use of signs leads humans to a specific structure of behavior that breaks away from biological development and creates new forms of a culturally-based psychological process." In other words, communication moves us beyond our biological development; it enables us to create culturally-specific ways of understanding and interacting with the world.
p. 51 "For the young child, to think means to recall; but for the adolescent, to recall means to think." In other words, memory is more than just recalling facts; it is working with those facts to create new understandings.
p. 73 "Our concept of development implies a rejection of the frequently held view that cognitive development results from the gradual accumulation of separate changes. We believe that child development is a complex dialectical process characterized by periodicity, unevenness in the development of different functions, metamorphosis or qualitative transformation of one form into another, intertwining of external and internal factors, and adaptive processes which overcome impediments that the child encounters."
p. 83 "Improvement of one function of consciousness or one aspect of its activity can affect the development of another only to the extent that there are elements common to both functions or activities." In other words, connections need to be drawn between two concepts for them to influence one another.
"the zone of proximal development. It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." (p. 86)
p.88 "human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them." In other words, people learn through those around them.
f D Boudourides200336536536543Boudourides, Moses AConstructivism, education, science, and technologyCanadian Journal of Learning and TechnologyCanadian Journal of Learning and Technology293Constructivismcognitivismsocial cognitive theorysocial constructivismcognitive constructivismPiagetVygotskyTheories and principlestheory2003http://www.cjlt.ca/content/vol29.3/cjlt29-3_art1.html D Ertmer199336236236217Ertmer, PeggyNewby, Timothy J.Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspectivePerformance Improvement QuarterlyPerformance Improvement Quarterly50-7164learning theoryTheories and principlesTheories of learningtheoryBehaviorismCognitivismConstructivisminstructional designLED Quals1993 D Siemens200536836836843Siemens, GeorgeConnectivism: A learning theory for the digital ageInternational Journal of Instructional Technology and Distance LearningInternational Journal of Instructional Technology and Distance Learning21ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2005January 7, 2007http://www.itdl.org/Journal/Jan_05/article01.htm D Siemens2005368, Connectivism section, ¶ 136836843Siemens, GeorgeConnectivism: A learning theory for the digital ageInternational Journal of Instructional Technology and Distance LearningInternational Journal of Instructional Technology and Distance Learning21ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2005January 7, 2007http://www.itdl.org/Journal/Jan_05/article01.htm D Siemens200637037037043Siemens, GeorgeConnectivism: Learning theory or pastime for the self-amused?elearnspaceelearnspace1-43ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2006September 9, 2007http://www.elearnspace.org/Articles/connectivism_self-amused.htmSiemens replies to criticisms by Verhagen.
Instead of knowledge residing only in the mind of an individual, knowledge resides in a distributed manner across a network. Instead of approaching learning as schematic formation structures, learning is the act of recognizing patterns shaped by complex networks. The networked act of learning exists on two levels:
1. Internally as neural networks (where knowledge is distributed across our brain, not held in its entirety in one location)
2. Externally as networks we actively form (each node represents an element of specialization and the aggregate represent our ability to be aware of, learn, and adapt to the world around).
How does learning occur? - distributed within a network, social, technologically enhanced, recognizing adn interpreting patterns.
Influencing Factors - Diversity of the network
What is the role of memory? - Adaptive patters, representative of current state, existing in networks
How does transfer occur? - Connecting to or adding nodes
Types of learning best explained - Complex learning, rapid changing core, diverse knowledge sources
from table on page 36
h D Siemens200536836836843Siemens, GeorgeConnectivism: A learning theory for the digital ageInternational Journal of Instructional Technology and Distance LearningInternational Journal of Instructional Technology and Distance Learning21ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2005January 7, 2007http://www.itdl.org/Journal/Jan_05/article01.htmSiemens200637037037043Siemens, GeorgeConnectivism: Learning theory or pastime for the self-amused?elearnspaceelearnspace1-43ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2006September 9, 2007http://www.elearnspace.org/Articles/connectivism_self-amused.htmSiemens replies to criticisms by Verhagen.
Instead of knowledge residing only in the mind of an individual, knowledge resides in a distributed manner across a network. Instead of approaching learning as schematic formation structures, learning is the act of recognizing patterns shaped by complex networks. The networked act of learning exists on two levels:
1. Internally as neural networks (where knowledge is distributed across our brain, not held in its entirety in one location)
2. Externally as networks we actively form (each node represents an element of specialization and the aggregate represent our ability to be aware of, learn, and adapt to the world around).
How does learning occur? - distributed within a network, social, technologically enhanced, recognizing adn interpreting patterns.
Influencing Factors - Diversity of the network
What is the role of memory? - Adaptive patters, representative of current state, existing in networks
How does transfer occur? - Connecting to or adding nodes
Types of learning best explained - Complex learning, rapid changing core, diverse knowledge sources
from table on page 36
D Siemens200637037037043Siemens, GeorgeConnectivism: Learning theory or pastime for the self-amused?elearnspaceelearnspace1-43ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2006September 9, 2007http://www.elearnspace.org/Articles/connectivism_self-amused.htmSiemens replies to criticisms by Verhagen.
Instead of knowledge residing only in the mind of an individual, knowledge resides in a distributed manner across a network. Instead of approaching learning as schematic formation structures, learning is the act of recognizing patterns shaped by complex networks. The networked act of learning exists on two levels:
1. Internally as neural networks (where knowledge is distributed across our brain, not held in its entirety in one location)
2. Externally as networks we actively form (each node represents an element of specialization and the aggregate represent our ability to be aware of, learn, and adapt to the world around).
How does learning occur? - distributed within a network, social, technologically enhanced, recognizing adn interpreting patterns.
Influencing Factors - Diversity of the network
What is the role of memory? - Adaptive patters, representative of current state, existing in networks
How does transfer occur? - Connecting to or adding nodes
Types of learning best explained - Complex learning, rapid changing core, diverse knowledge sources
from table on page 36
F D Verhagen200636936936943Verhagen, Plon W.Connectivism: A new learning theory?E-learning ThemasiteE-learning Themasiteconnectivismtheories and principlesTheories of learningtheorylearning theory2006September 9, 2007http://elearning.surf.nl/e-learning/english/3793I was glad to see this response to Siemen's Connectivism theory of learning.
He makes 2 points about why Connectivism is not a good learning theory:
1) It's a pedagogical view and not a learning theory. It is more about what learners should be able to do and less about HOW they learn.
2) Knowledge cannot reside in "appliances"
I think that he may have a point with #1. I have seen little in explanations of the theory that explain how it relates to HOW people learn. This is what other, more successful theories do well (though social constructivism is a stretch).
I think that his point in #2 is wrong. Technology is at the point were we can say that knowledge does reside in objects. Not to mention the more defensible notion that knowledge exists in the network as the result of intersections of knowledgable nodes.
Siemens later clarifies that he does not believe that knowledge exists in devices, it is information exists. Knowledge exists in the access of that information.
D Siemens2005368, Connectivism section, ¶ 336836843Siemens, GeorgeConnectivism: A learning theory for the digital ageInternational Journal of Instructional Technology and Distance LearningInternational Journal of Instructional Technology and Distance Learning21ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2005January 7, 2007http://www.itdl.org/Journal/Jan_05/article01.htm D Siemens200637037037043Siemens, GeorgeConnectivism: Learning theory or pastime for the self-amused?elearnspaceelearnspace1-43ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2006September 9, 2007http://www.elearnspace.org/Articles/connectivism_self-amused.htmSiemens replies to criticisms by Verhagen.
Instead of knowledge residing only in the mind of an individual, knowledge resides in a distributed manner across a network. Instead of approaching learning as schematic formation structures, learning is the act of recognizing patterns shaped by complex networks. The networked act of learning exists on two levels:
1. Internally as neural networks (where knowledge is distributed across our brain, not held in its entirety in one location)
2. Externally as networks we actively form (each node represents an element of specialization and the aggregate represent our ability to be aware of, learn, and adapt to the world around).
How does learning occur? - distributed within a network, social, technologically enhanced, recognizing adn interpreting patterns.
Influencing Factors - Diversity of the network
What is the role of memory? - Adaptive patters, representative of current state, existing in networks
How does transfer occur? - Connecting to or adding nodes
Types of learning best explained - Complex learning, rapid changing core, diverse knowledge sources
from table on page 36
N D Siemens20063703637037043Siemens, GeorgeConnectivism: Learning theory or pastime for the self-amused?elearnspaceelearnspace1-43ConnectivismTheories and principlestheorytheories of learninglearning theoryLED Quals2006September 9, 2007http://www.elearnspace.org/Articles/connectivism_self-amused.htmSiemens replies to criticisms by Verhagen.
Instead of knowledge residing only in the mind of an individual, knowledge resides in a distributed manner across a network. Instead of approaching learning as schematic formation structures, learning is the act of recognizing patterns shaped by complex networks. The networked act of learning exists on two levels:
1. Internally as neural networks (where knowledge is distributed across our brain, not held in its entirety in one location)
2. Externally as networks we actively form (each node represents an element of specialization and the aggregate represent our ability to be aware of, learn, and adapt to the world around).
How does learning occur? - distributed within a network, social, technologically enhanced, recognizing adn interpreting patterns.
Influencing Factors - Diversity of the network
What is the role of memory? - Adaptive patters, representative of current state, existing in networks
How does transfer occur? - Connecting to or adding nodes
Types of learning best explained - Complex learning, rapid changing core, diverse knowledge sources
from table on page 36
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