"The key question for me is whether we need content in order to start learning or whether content is the by-product of an effective learning experience"
"Leaders face a large scale rebalancing of education. They need to find new points of balance: between teacher/learner, planning/emergence, organized/complex, top-down/grassroots. The entities that will shape our future are already in play. It’s about new and novel combinations, finding new states of relatedness."
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Connectivism emphasizes that learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology).
Some significant trends in learning:
- Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
- Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
- Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
- Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
- The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
- Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
- Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
Principles of connectivism:
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is currently known
- Nurturing and maintaining connections is needed to facilitate continual learning.
- Ability to see connections between fields, ideas, and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
- Decision-making is itself a learning process.
The notion of connectivism has implications in all aspects of life:
- Media, news, information. This trend is well under way. Mainstream media organizations are being challenged by the open, real-time, two-way information flow of blogging.
- Personal knowledge management in relation to organizational knowledge management
- Design of learning environments
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