Reflections on Connectivism

There are several traditional theories on how learning takes place. However, a newer theory, Connectivism, is starting to gain traction. It's relevance lies in the rapid pace of information technology, and the abundance of information available on the internet. How we find it and filter it is deemed just as important, if not more so, than exactly what it is.

The pipeline is more important than it's contents...

The traditional definition of learning is one that most people would be quite familiar with:
 - you get told something;
 - you learn it;
 - you remember it;
 - you recall it when needed.
The traditional learning theories that support the above definition are:

1. Behaviourism  We can't really begin to know how learning works, but we know that it happens (black box premise). Learning is evident by changes in a learner's behaviour when they internalize a piece of information through practice, positive reinforcement and the use of process. As a teacher, we target the behaviours and reinforce them, to the point where the behaviour becomes automatic.

2. Cognitivism. This seeks to expand where the black box of Behaviourism kicks in.  It describes a process where information is received from the environment through the sensory memory, and then gradually transferred from short-term memory to long-term memory. It can then be retrieved when needed. Along the way, information that is deemed irrelevant and unnecessary can be filtered out and forgotten.

3. Constructivism. This is where learners are said to construct their own reality from the information that they are given.
          "learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events."

"What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind."

(Jonasson, 1991, cited in Mergel, 1998)

Constructivists advocate that since learning in the real world is messy and complex, classrooms that emulate this theory of learning will raise learners that will function well in the real world and become lifelong learners.

But none of these theories take technology into account. This is where Connectivism is offered as an alternative.

Connectivism is born out of the rise in technology over the last two decades. Due to the knowledge base increasing so dramatically in this time frame, it is becoming more evident that someone cannot know it all. What is also increasing are the number of ways that information can be shared and discovered. The amount of knowledge and the network that contains it, is increasing rapidly.

Pictured: what you don't know.

Connectivism focuses on the techniques and process of obtaining the knowledge, rather than the knowledge itself. It looks at the ability of the learner to connect the different nodes of information, through self-discovery, and it also places emphasis on the ability to evaluate knowledge. When there is so much information available, it is important for learners to be able to know what information is worthy of their attention. This theory is more relevant to the real world, especially in the technological age.

A lot of emphasis is being placed on Connectivism in recent times, due to it's relevance in the online world. But is it truly the way forward?

The answer is, to me, yes and no.

Connectivism is relevant to the modern, real world learning scenarios. It would be wrong to discount it, since it has so much to offer the modern classroom with access to ICTs and newer technology.

But... before we get all starry-eyed, we need to remember it is not the only way forward.

The more traditional learning theories still have their place. While it's great for learners in today's environment to be able to find their own way, there are still concrete, finite things that must be taught before this can truly occur. Things such as the hard basic facts that form the foundation of our literacy, numeracy and the other key learning areas of the curriculum. If these are not taught and the learner is left to his or her own devices, then it will ultimately be a fruitless exercise.

We still need to use Behaviourism to build this basic foundation of knowledge.
We still need to use Cognitivism to teach our learners how to internalize this information in different ways, and how to filter out that which is irrelevant to their situation
We still need to use Constructivism to encourage learners to understand the information in their own context, and to apply it so that they are forming their own knowledge base and experiences.

It would be wrong to dismiss the traditional theories of learning in favour of focusing solely on Connectivism, but it would also be wrong to discount Connectivism completely, while choosing to only focus on the other three. All four models of learning must work together. The traditional models of learning will be enhanced by connectivism, just as it will be enriched by them.