Learning Connections - Connectivism and the Learning Network

George Siemens’ theory of connectivism is "a learning theory that integrates technology, social networks, and information" (Laureate Education, 2009). Siemens himself describes the origins of connectivism in relation to the major learning theories in existence today. "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. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn" (Siemens, 2005). Siemens sees a need to update the framework through which we view how learning occurs in light of the impact that technology has on human culture. 


One of the key components of connectivism is "learning networks." Davis, Edmunds & Kelly-Bateman quote Siemens as saying, "We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment" (2008). 

One of the key principles of connectivism is that adult learners construct learning networks through which they gain information and knowledge. These learning networks are made up of a variety of sources, both formal and informal. Below is an illustration depicting my own learning network. As you can see, some of the sources are formal ones, such as "Professional Activities" and "At Work" and "At School" and some of them are more informal sources, such as "Friends & Family" and "Internet."

My Learning Network

Connectivism is a learning theory that acknowledges the role of the self-directed learner. A self-directed learner is one who takes responsibility for her own learning. A self-directed learner is one who is highly motivated and an active learner. Self-directed learners create their own learning networks, through which they gather information and develop knowledge.

My learning network has certainly evolved and matured over the years. The advent of the internet and its wealth of sources of credible information, readily available, has made learning easier for those who seek it. As a young person in college in the early-to-mid-1980's, my sources for information were primarily my university professors, face-to-face classes, and the university library. Today, my sources of information have greatly expanded to include professional organizations and associations, colleagues at work, books and scholarly articles, friends and family, and of course the internet, with its vast resources of information. Having access to so many different sources of credible information has empowered me to become a self-directed learner. Whether I am studying a topic for school (I'm in graduate school once more, working toward a second master's degree) or work, or learning something for my own personal enrichment, I have access to a vast universe of information.

Connectivism is the learning theory that most resonates with me as an individual learner. As a highly motivated and self-directed learner, I certainly describe myself as a life-long learner.  When I am researching a topic, my first inclination is to go to the internet. I search for credible sources of information on websites, including personal and professional blogs, YouTube, and even social networking sites. From there, I gather some basic concepts and references to other sources. I track down these sources through research databases that I can access through my university affiliations, scholarly repositories on the internet, and books. I view my personal learning network as a web of connections and resources. I follow threads of information through that web, making connections, validating information, verifying sources, and testing ideas. One credible source often leads to several others, and so on, and the web of information expands.

The technology that is so readily available today makes self-directed learning easier than it has ever been in human history, and this access to information has changed the way many of us learn. "In today’s technology-rich society, it has become increasingly important to learn how to learn" (Davis, Edmunds & Kelly-Bateman, 2008). It's not enough to sit back passively and take in information from perhaps one single source. In order to have a rich and fulfilling learning experience, we need to take in a great variety of information from a multitude of sources. "New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history. As a result, the span of time between learning something new, being able to apply it, and finding that it is outdated and no longer useful continues to decrease" (Davis, Edmunds & Kelly-Bateman, 2008). We must become what is known as a life-long learner -- which means that learning is a continuous endeavor, not a one-time activity that is done and over with in a single point in time.


My personal learning network illustrates Siemens' theory of connectivism very well. My style of learning has evolved along with the technology, so that I can take advantage of the access to information and knowledge that technology allows. While I am actively involved in formal learning (I'm in graduate school, earning a new degree), I am equally involved in informal learning as well, as there are a number of topics that I have great personal interest in and I am actively researching these topics as well. To me, my informal learning experiences are just as important as my formal learning experiences.  According to Siemens, "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" (Siemens, 2005).

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Laureate Education, Inc. (Producer). (2009). Connectivism [DVD]. Baltimore, MD: George Siemens.

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm