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= **CONNECTIVISM** =

The world has changed. Modern technology allows us to have access to more information than was ever dreamed possible by our predecessors. Globalization has changed our perspective and approach to many aspects of life. We communicate and access knowledge in ways never done before. The very nature of our interaction with the world is different, and this difference requires us to re-examine what it is to learn. To cope with this phenomenon, George Siemens has developed a theory of learning that matches our learning environment. He compares this new theory with more traditional views of Behaviorism, Cognitivism, and Constructivism to show how learners process information and, in fact, "learn" it. He argues that not only is the teaching different with this theory, the environment in which the learning takes place has also changed.

The environment Connectivism describes is characterized by a //network//, in which bits of information are //nodes//, and where learning takes place by recognizing patterns and creating meaning by those patterns. In this way, knowledge is no longer created by data, but rather //patterns// of data. Through recognizing these patterns, learners then //dialogue// in order to make sense of the new patterns and connection of nodes. The learning no longer takes place individually--rather, the theory indicates that learning takes place only through a connected network.

__**See George Siemens' explanation of the development of the Connectivism Learning Theory:**__ media type="youtube" key="a5-Wk2cwb68" height="349" width="425"

WHY IS CONNECTIVISM RELEVANT AND COMPELLING?
The model of learning in which content is internalized is outdated in a world in which there is too much content to absorb, and one in which the content is changing rapidly. Connectivism is relevant because it defines learning less as a development of a learning strategy rather than a function of content mastery. Connectivism states that the way we link and connect information is more important than the information that is held within our brains. This is relevant in a world in which there is an enormous body of information that can be accessed anywhere, anytime, and by anyone. Connectivism reminds us that this kind of access to knowledge also allows us to learn in a variety of modalities and mediums, as illustrated in the graphic below. Connectivisim is compelling in that it drives us to consider how we need to alter our teaching methods to take this new theory of learning into account. How should we be adapting in the classroom? Kopp and Hill comment in their 2008 article that connectivisim plays "an important role in the development and emergence of new pedagogies." Connectivism begs us to consider how best to serve students who will need to navigate efficiently and effectively in this connected world.

http://www.irrodl.org/index.php/irrodl/article/view/523/1103

CONNECTIVISM IN THE CLASSROOM
Learning is defined as the process of acquiring new knowledge, behaviors, skills, values, or preferences, or modifying those that the learner already possesses. As educators, we are all aware of the fact that students learn in our classrooms, but that learning is not confined to the physical environment called school. For many, many years, teachers have required students to complete assignments and projects, some of which require them to access additional information or sources beyond the school building itself. Learners today approach these tasks with an entirely different set of educational tools. No longer do they have to go to the library building in town, or have their own set of encyclopedias. Digital natives already have established a social network outside of the formal classroom environment. Connectivism takes that network and all of the technology tools that are an integral part of digital natives’ daily lives, and puts them to use for learning.

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// Not only does connectivism support our students – it meets them where they are. Whether we like it or not, they are connected almost 24/7. Rather than the constant battle to drag them away from their social network connections while they are in school, connectivism uses those networks for learning. It acknowledges the fluid nature of knowledge and the importance of dialogue to learning. When looking at the ways today’s students are connected with the world, traditional education seems to be limiting their learning. The explosion of available information is changing the definition of education. Education is not “a body of knowledge to be transferred from educator to learner and …learning does not take place in a single environment; instead, it is distributed across the Web, and people’s engagement with it constitutes learning.” [|(Bates)] // =====

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// Connectivism’s emphasis on the process of learning rather than on a product is vital for the 21st century learner. Students who understand how to connect with and engage in dialogue about information will be come efficient, lifelong learners. Connected learning seems to have a more natural flow than traditional learning, “ //and what there //is// (ie., connectionist networks) is not //built// (like a model) it is //grown// (like a plant)”. [|(Downes)] With the teacher’s modeling and demonstrating, 21st century students can learn to form patterns out of the chaos of available information, learn how to choose what to learn, and learn how to distinguish between important and unimportant information. This kind of learning will support them as they move through life. =====

**CONNECTIVISM ENHANCES STUDENT ENGAGEMENT AND SUCCESS **
Teachers are well aware of how important, and difficult, it is to engage students. Connectivism can create a learning environment where students feel at ease because it employs the tools and strategies of their new world.  (//Digital Natives Learning Comfortably | Technology in the Classroom//). When teachers intentionally guide students, or permit students to use technology, they will not only become more engaged, but according to Gary Small in //<span style="color: #000080; font-family: 'Times New Roman',Times,serif;">iBrain: Surviving the Technological Alteration of the Modern Mind, //<span style="color: #000080; font-family: 'Times New Roman',Times,serif;">this technology actually activates a larger portion of their brain. In addition, technology makes it easy to multi-task, something that our students love to do. When we permit students to multi-task, they view themselves differently. When they are permitted to plug in their iPods and work, they are more productive, and see themselves as much more successful.

<span style="color: #000080; display: block; font-family: 'Times New Roman',Times,serif; text-align: justify;">Connectivism in the classroom yields more engaged students, less off-task behavior, a greater sense of accomplishment for the student, and most importantly, a learning environment that encourages students to make connections so that lifelong learning takes place. The teacher in the Connectivist classroom becomes the facilitator, guiding students to use resources in order to gain information, make connections, and communicate with others worldwide. We need to use connectivism to begin implementing a new educational model. Product-based knowledge from textbooks is applicable when information changes slowly but that is no longer the case. We need to learn how to interact with knowledge as a process, not a product. Students’ access to knowledge is no longer solely the teacher and the text. Foundational knowledge still needs to be taught, but even it can be passed along using socially mediated approaches. Learning has taken on a transformational aspect; technology enables students to determine and manage their own learning, as they are capable of generating, sharing, and discussing ideas, images, interpretations, and information just about wherever they are. //<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">"Connectivism in an online environment at its finest is not really about the web or the internet at all. It's about relationships - it's about how we build them using all the tools we have at our disposal - but mostly it's first about human innovation and ingenuity; it's about how we artfully connect human compassion, empathy, understanding, knowledge, discovery, and learning with other humans through the use of these innovations. This connection then increases all human understanding and raises us all to a higher level. A true connection only exists when something new or bigger is discovered, unleashed, created, or enhanced about the human condition." // (Dr. Christy Clapper, Facilatator of e-Learning, Quaker Valley School District)

__**This video gives a clear, concrete example of what connectivism looks like in the classroommedia type="youtube" key="XwM4ieFOotA" height="349" width="425" align="left"**__

<span style="color: #000080; font-family: 'Times New Roman',Times,serif;">A learning theory needs to explain how someone learns. The (over)abundance of technology has changed how students make connections to others and information, and the rate and ease with which that occurs. Connectivism fails to explain exactly HOW new learning takes place. The theory has been challenged by Plon Verhagen and other educators, showing that Siemens' idea is miscategorized as a theory, and is actually simply pedagogy. Siemens admits that the theory has changed even since its first publication in 2005, and that the very nature of the theory is that it will continue to change as technology advances further and new connections are made.
 * <span style="background-color: #ffff00; color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">LINGERING LOOP-HOLES **

<span style="background-color: #ffff00; color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 110%;">**CONCLUSION**
<span style="color: #000080; font-family: 'Times New Roman',Times,serif;">In order for learning to occur, the learner must make a specific topic his reality. Learners also "construct reality in terms of their prior experiences, their conceptual knowledge, their procedural schemas, their values, their attitudes, and their preferred ways of knowing” (Jenkins, 2006). One can argue on either side of the fence regarding whether or not connectivism is a learning theory. No matter your position, this dialogue is worthwhile, as it prompts those who engage in it to reflect on how learning takes place and how we can best facilitate it in the modern world.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">**References:**
<span style="font-family: 'Times New Roman',Times,serif;"> Bates, Tony. //IRRODL On Connectivism.// E-Learning and Distance Education Resources. Retrieved 08 July 2011, from @http://www.tonybates.ca/2011/03/28/irrodl-on-connectivism/

<span style="font-family: 'Times New Roman',Times,serif;">"Digital Natives Learning Comfortably." Retrieved 08 July 2011, from @http://kcray.edublogs.org/2008/11/01/digital-natives-learning-comfortably/

<span style="font-family: 'Times New Roman',Times,serif;">Downes, Stephen. "What Connectivism Is." Retrieved 08 July 2011, from @http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Jenkins, J. (2006) "Constructivisim." Encyclopedia of Education Leadership and Administration. SAGE Publications. Retrieved 22 Jan. 2010, from @http://sage-ereference.com/edleadership/Article_n121.html

<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">Kerr, B. (2006). //A Challenge to Connectivism//. Retrieved from @http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html

<span style="font-family: 'Times New Roman',Times,serif;">Kop, R., Hill, A.. //Connectivism: Learning theory of the future or vestige of the past?//. The International Review of Research in Open and Distance Learning, North America, 9, jul. 2008. Retrieved 08 July 2011, @http://www.irrodl.org/index.php/irrodl/article/view/523/1103

<span style="font-family: 'Times New Roman',Times,serif;">"Networked Student". Youtube.com. 26 November 2008. Retrieved 06 July 2011 from //[]//

<span style="font-family: 'Times New Roman',Times,serif;">Siemens, George. "Connectivism and Connective Knowledge." Youtube.com. 30 July 2009. University of Manitoba. Retrieved 08 July 2011 from <span style="font-family: 'Times New Roman',Times,serif;">@http://www.youtube.com/watch?v=a5-Wk2cwb68&feature=related

<span style="font-family: 'Times New Roman',Times,serif;">Siemens, George. //Connectivism: Learning as Network-Creation.// elearnspace. Retrieved 06 July 2011 from http://www.elearnspace.org/Articles/networks.htm