Connectivism


 * Connectivism**

**Introduction** In 2004, George Siemens outlined a theory of learning that addresses the sweeping changes that Internet technologies have produced in our social, cultural, economic, and learning environments.
 * **8 Principles of Connectivism** || **Implications** ||
 * **Learning and knowledge rests in diversity of opinions.** || In the absence of objective truths, we must get others' opinions in order to constantly test our own. ||
 * **Learning is a process of connecting specialized nodes or information sources.** || Learning is about making connections, not just within the brain but by linking to other people and objects that hold knowlegeable ||
 * **Learning may reside in non-human appliances.** || I think this one points out that data bases, artificial intelligence, programmed tools can now learn ||
 * **Capacity to know more is more critical than what is currently known** || We must all have the skills to be life long learners, able to adapt to a rapidly changing demands. ||
 * **Nurturing and maintaining connections is needed to facilitate continual learning.** || Personal learning environments and personal learning networks are important to develop and teach. ||
 * **Ability to see connections between fields, ideas, and concepts is a core skill.** || In a complex world with complex problems, new insights come from the collisions of ideas across disciplines, cultures, classes... ||
 * **Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.** || Knowledge changes. There are many more than 5 senses. Pluto is not a planet. The Soviet Union, once a major political, military, scientific, economic power does not exist. ||
 * **Decision-making is itself a learning process.** Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. || Maybe decision making is a basic skill that needs to be taught, along with the ability to learn from the decisions we make and remake. ||

**Personal Learning Networks** As I view it, a SLN is the collection, at any given moment in time, of people, groups and information sources to which I have access for the purposes of learning. I define learning as any intentional (and unintentional) development including, skill development, new understanding, insight, inspiration etc.

////Figure # 1 The network metaphor of shifting nodes serves my notion well. As I connect to the nodes in my network I can imagine them lighting up. Sustained contact leads to the shifting of nodes so that they are more central within “my” network. [image temporarily borrowed from here until I create my own://// http://1.bp.blogspot.com/_zjATXVph0TQ/TLAhRSih1lI/AAAAAAAAACo/tdCKtW2v2ns/s1600/neural+network+rotator.jpg]

My SLN is made up of specific people, as well as groups/organizations/associations of people. It consists of people I know well and people I only know //of//, groups of which I am an active member and groups with which I connect only for a specific (learning) purpose. My SLN is dynamic – its constituent parts -or nodes- shift, being present or not, and more or less central over time. I think of my SLN has having a core set of nodes. Those on whom I count over time and across inquiry or content.



//Figure # 2 A Venn diagram depicting the distinguishing and overlapping characteristics of a CoP and an SLN//

 An SLN requires active development and nurturing. I have developed my PLN by building my FBFriends, joining and becoming active in groups that have expertise, knowledge, skill, and represent a diversity of perspective, diversity of culture, diversity of geography….. I gain social capital within these groups and to these people by contributing, having a role, being visible.

**Personal Learning Environments**


 * [[image:https://lh5.googleusercontent.com/4OWh0RMnBaV1lWRkYtx3zOl-bNSponoccXbtJEVYNtRo7ZmvBCcLD4GoLufIeQa4BjCl2Fgg6moo1O7xJteSGuFqbrKcjuNYXRV5AT3MxF0km428ufY width="712" height="301" caption="Figure # 2 Represents the development of the PLE from classroom and LMS where teacher is the primary source of knowledge and design to the PLE where greater emphasis is on the learner’s own learning goals, design and knowledge is diffused."]] ||
 * Figure # 2 Represents the development of the PLE from classroom and LMS where teacher is the primary source of knowledge and design to the PLE where greater emphasis is on the learner’s own learning goals, design and knowledge is diffused. ||

**Massively Open On-line Learning**

**Some Key Players** George Siemens Blog "[|Connectivism]" Stephen Downes Blog "[|Half an Hour]" Alec Couros Blog "[|Open Thinking]"

From: Steven Verjans http://stievie.blogspot.com/2009/09/connectivism-as-one-learning-mode.html