Connectivism’s eight principles as described by Seimens, provide a foundation on which we can begin to see learning as more than that which resides in the individual.

1. Learning and knowledge rests in diversity of opinions.
2. Learning is a process of connecting specialized nodes or information sources.
3. Learning may reside in non-human appliances.
4. Capacity to know more is more critical than what is currently known
5. Nurturing and maintaining connections is needed to facilitate continual learning.
6. Ability to see connections between fields, ideas, and concepts is a core skill.
7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist-learning activities.
8. 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. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

sources:

http://h226.lskysd.ca/pd/node/153

Basics of connectivist theory

-    learning is making connections (people, information, organizations)

-    where to find info when you need it (not the “what” (facts) or “how” (procedural) of info)

-    not acquiring knowledge, but knowing where to look for it when it’s needed (rapid change/expiration of information)

-    holding information outside of ourselves—in computers, harddrives, etc.

-    expresses the autonomy of online learning; perhaps may be expanded to include concept of student as co-creator of content

-    multidisciplinarity (another higher ed trend, parallel to and sometimes a part of distance education)

-    immediacy & currency of information

-    the decreasing “half-life of information” (see above, related concept)

-    diversity of opinion – available because of globalization, connection to many people, places, opinions

Who/how it was developed

social factors affecting this theory

-    globalization

-    rapidly increasingly technology

-    rapidly shifting workforce -- lifetime of numerous careers for Gen X and younger (7+?) – less need for narrow/deep skillset, but rather broad/shallow and ability to connect rapidly to new information as-needed

-    expectation of immediacy in contact

-    longer lifespan (exacerbates workforce shifts and influx of information)

model of connectivist learning (video)

relation to information literacy (aka library instruction): point-of-need or just-in-time learning --  this concept becomes just-in-time knowledge

application in higher ed, particularly in distance learning? ….

problems with this theory

-    is it a learning theory, or a pedagogy?

-    is it really a “new” idea?

-    isn’t knowing where (and how) to find knowledge actually a form of procedural knowledge itself? (isn’t this acquiring the skill of information literacy, or of problem-solving?)

-    can learning really be defined as making connections?

-    there is knowledge that doesn’t expire—history, literature, basic concepts such as mathematics or the law of gravity or deductive reasoning

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