Connectivism
Connectivism Learning Theory recognizes that knowledge in the digital age is growing exponentially. Gonzalez (2004) conceptualized this growth as "the shrinking half life of knowledge." He measured the half life of knowledge as the time from when knowledge is gained until that knowledge becomes obsolete.
In response to this reality, you see an increase in informal learning scenarios. Individuals recognize that learning is continual and that technology plays a vital role as a support and a tool.
Connectivism responds to the shift in value from know-how and know-what to know-where. In other words knowing where to find knowledge is a more valuable skill than actually harboring the knowledge yourself.
Connectivism values:
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The ability to synthesize and recognize connections and patterns
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The ability to recognize and adjust to pattern shifts
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The ability to form connections between sources of information
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The ability to create useful information patterns
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Making connections between ideas and fields to maximize innovation
Terms:
Network: connections between entities within an integrated whole
Nodes: (can be fields, ideas, communities) that specialize and gain recognition for their expertise have greater chances of recognition, thus resulting in cross-pollination of learning communities.
Knowledge Half-Life: the time from when knowledge is first gained until that knowledge has become obsolete.
Learning occurs within the nebulous of interconnected environments. The instructor and learner recognize that the core elements within that environment may unexpectedly shift at any time. Actionable knowledge resides outside of self and the learner needs to have the skill to connect to specialized information sets that may even be different today then they were yesterday and different yesterday from what they were the day before that.
Value lies in
learning the skills to learn.
The learner must actuate knowledge at the point of application or the point where he/she actually uses it. Successful learners must also be able to determine which information is important and which is not.
The Connectivism model recognizes that learning is neither internal nor individualistic. Learners function differently given new tools and new tools are created monthly or weekly or daily. The field of Education today does not recognize how new tools and burgeoning information has impacted what it means to learn. The value lies in learning the skills to learn.
References:
Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology.
Siemens, George (2005). Connectivism: A Learning Theory for the Digital Age. IneLearnSpace.
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Graphics by Maryum Mohsin