Connectivism

In Module 4 for this week, I wrote: What we are discussing here refers more to the way that Connectivism is relabeling concepts instituted in the Social constructivism. Another concept, taking the economic view of Toffler, and utilizing it as a key to changing the learning with technology of Toffler’s Third Age or rather connecting the two concepts as closely as possible to make it more feasible to the educational intellectual. Since Toffler’s three ages deal mainly with economics and how all other areas of a person’s life relates to that age and the change in the economics. But, yes, there are relevancies that exist with connectivism. Siemens talks of Chaos theory as it relates to education and technology usage. Chaos, per Siemens, is the breakdown of being predictable as evidenced in “complicated arrangements that initially defy order.”(2004, p. 3).


“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.”(Siemens, 2004, p. 2).

Do people learn differently? No, it is just being expanded upon from the constructivists and given a new term of knowledge learning. The connectivists are trying to interpret what is going on in the learner’s head as it relates to behavioral changes in knowledge gathering.

How should the role of the educator change to aid learners develop connections? What connections do learners need? Siemens believes, “learning and knowledge rests in diversity”, meaning teachers should not be limiting discussions to what the teacher believes, but should include all opinions, within reason. (p. 4). Learning may be found, according to Siemens, outside the student and in the available technologies. For instance, the use of computers, net pads, phones, etc. (p. 4). “Nurturing and maintaining connections is needed to facilitate learning.” (p.4). Siemen believes, “the ability to see connections between concepts, facts, and ideas is a core skill.” (p. 4). This provides the teacher with more creativity that needs to be utilized to encourage students to think, “Outside the box” at how different concepts relate to one another.