Connectivism: how my connections facilitate learning

 

According to Siemens (2005), Connectivism is a learning theory for the digital age that uses technology to circulate knowledge across networks where learners can make connections for learning. He added that “Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era”. Davis et al. (2008) mention that learners in the 21st century are forced to process and apply information differently and at a different pace compared to the 20th or 19th centuries. Therefore, the time learners take to learn and apply new concepts and later discover instances, where these concepts are outdated or no longer best practices has decreased. My learning network consists of five main entities: personal, career/employment, school, social and internet, and electronic resources and tools. These entities are interconnected and provide instances of discovery, scaffolding, self-regulated, problem-based, experimental, and self-directed learning. For example, in the last training that I attended on using virtual learning networks, the trainer spoke about gamification to engage learners online. I did not know how that concept could work on Moodle. Therefore, I used my smartphone to do a quick research on Google to get more information about gamification and examples of its use within online classrooms. Based on what I researched, I saw that it was being used in training, and since I had access to my class platform while in training, I accessed it to see if I could create a simple digital badge unaided or I would need to ask for assistance. This is an example of how Connectivism has changed how I learn within my network.

The two main digital tools that I use for learning are my computer and my smartphone. I have seen several changes in technology that have increased the functionality of computers and smartphones. However, smartphones have seen the most changes. I used my computer primarily for formal learning and work-related tasks. I used my smartphone for most aspects of learning, including some work-related tasks. When needed,  I will use it to conduct live classes with students on Microsoft Teams mobile, check personal and work emails, and do research on a topic when I don’t have enough information to present to my students and colleagues or classmates. I also use it for informal learning to browse social media websites to be aware of current trends, read ebooks, and access news media websites and apps to keep abreast with current affairs within the country. I also used these two digital tools to acquire knowledge when I have questions about a topic. For example, I will do a Google search to troubleshoot why my washing machine is giving me an error code, and it is making a particular noise, or why a video I recorded is not being embedded in a Microsoft Word document. Depending on the level of importance of the knowledge, I will use professional blogs and social media groups to ask questions to get a variety of answers. I will also try to contact subject experts such as my professional contacts, coworkers, classmates, instructors, family, and friends to seek further clarity after researching the answers given to me and I cannot form connections.

According to Siemems (2005), Connectivism has eight central principles. He mentions that Connectivism is a learning theory based on the acquisition of knowledge that is up to date and accurate, which focuses on the future and not the past. Learning is a process of connecting information sources, and it may reside in nonhuman applications. He further added that learning and knowledge rest in a diversity of opinions. My learning network and use of technology to acquire knowledge, in particular, support the central tenants of Connectivism. I use my electronic devices to access the internet and for communication. Through the use of technology, including the internet and digital devices, I gain a lot of new knowledge by attending university, accessing eBooks, newspapers and journal articles, online libraries and databases, blogs, social forums, etc. With Connectivism, technology becomes part of the learner’s internal learning process.

 

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved April 10, 2022, from http://www.itdl.org/Journal/Jan_05/article01.htm