Connectivism - Legitimate Learning theory?

Bill Kerr in critiquing connectivism initially offered that a good learning theory should:

1. contribute to a theory/practice spiral of curriculum / learning reform,provide
2. a significant new perspective about how we see learning happening
3. represent historical alternatives accurately

his ongoing views can be read at http://learningevolves.wikispaces.com/kerr

Bijdrage van Pløn Verhagen concluded that the ideas that George Siemens had about connectivism were more to do with a pedagogical approach rather than a theory of learning and as such suggests that his theories should be considered at the curriculum level, rather than at the instructional level, where learning theory should be considered.

In reading through George Siemens response to Bijdrage van Pløn Verhagen's critique i am trying to establish in my own mind the legitimacy of connectivism as a new learning theory. I don't expect to do that at this one sitting, but i shall make a start here.

Firstly to say with regard to Kerr's three points about good learning theory, i am not sure exactly what the first point alludes to, the third point i need to review to see what George Siemens has claimed for alternative learning theories and whether this concurs with others general view in the field. It is the second point that i think i can start an argument in favour of connectivism as a learning theory. NB: I do intend to research what others say that a good learning theory should contain to test the validity of this criteria.

Externalization
With regard point two above, connectivism it would seem does provide a significant new perspective about how we see learning happening.

George Siemens states "We are social beings. Through language, symbols, video, images, and other means, we seek to express our thoughts. Essentially, our need to derive and express meaning, gain and share knowledge, requires externalization."

George Siemens points out that connectivism sees the aim/function of learning to be social. In order to learn, to make meaning we need to socialize, interact and collaborate - to do this we need to externalize our thoughts, feelings and ideas. The process of externalizing will confirm understanding, provide feedback and thus consolidate and confirm the acquisition of knowledge that an individual has constructed.

He goes on to say that " Most existing theories of learning assume the opposite, stating that internalization is the key function of learning (cognitivism assumes we process information internally, constructivism asserts that we assign meaning internally�though the process of deriving meaning may be a function of a social network, i.e. the social dimension assists in learning, rather than the social dimension being the aim of learning)."

The following paragraph from George Siemens offers a view on how externlization fits into the connectivism learning theory

"While the external environment is critical, both Vygotsky and Wittgenstein mistook the environment for the space in which thought gains life, when in reality, the external environment is an additional space for knowledge, thought, expression, and reflection. As an extension of humanity, the external is in itself a space in which we exist�rather than an environment in which our words find existence. When objects and other external entities are viewed as extension of humanity, the notion of learning as a network formation process becomes more palatable. If knowledge exists in external structures of similar nature, as it exists physically within our minds (distributed, neurologically), then it is possible to ascribe knowledge and learning attributes to the distributed nature of networks formed between people."

George Siemens on understanding learning:

"We are growing in our understanding of learning. Research in neuroscience, theories of social-based learning, and developments in learning psychology create new understanding of the act, and process, of learning. As Downes (2006) stated,

Learning�occurs in communities, where the practice of learning is the participation in the community. A learning activity is, in essence, a conversation undertaken between the learner and other members of the community. This conversation, in the web 2.0 era, consists not only of words but of images, video, multimedia and more. This conversation forms a rich tapestry of resources, dynamic and interconnected, created not only by experts but by all members of the community, including learners. (Network Pedagogy section, � 6)"

Important other elements to review from George Siemens article are:

• Emerging Philosophy of Knowledge, Learning, and KnowingWhat
• What Makes Connectivismvism a Theory?

Connectivism - A learning theory for a digital age

Since coming across George Siemens I was immediately taken by his theory of connectivism. Being heavily focused on cognitive and constructive theories of learning as part of my study, I had a gut instinct that there is something in George's theory. I have since enjoyed many of George's articles and the clarity of argument that is contained within them. I find the principles of connectivism outlined on the connectivism wiki very useful in comprehending connectivism and situating learning strategies within this theory of learning. Some principles of connectivism are outlined here: About — Connectivism.

Critiques of the theory include:
Bill Kerr: http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html
http://learningevolves.wikispaces.com/kerr

Bijdrage van Pløn Verhagen:
http://elearning.surf.nl/e-learning/english/3793


George Siemens response to Pløn Verhagen critique
http://www.elearnspace.org/Articles/connectivism_self-amused.htm

Web 2.0 is Connectivity

"Web 2.0 is connectivity - through self expression and technological simplicity."

That was my response to a recent challenge to come up with a snappy one liner to explain what web 2.0 is. In terms of an explanation of web 2.0 it probably does not explain what it is and maybe it is not possible in a snappy one-liner. What it does do i believe is go to the heart and the ethos of web 2.0 technology.

Connectivity is a theme that is figuring strongly in relation to learning, lately for me. In a recent essay i drew attention to the socio-constructivist principles of Vygotsky (1962; 1978) and the view that the higher mental functioning in an individual would not be possible without social interaction (connections) and this social interaction is compatible with brain science theories such as Gee (1992) who suggests that “our capacity for learning can be explained in terms of the brain engaging in this sort of ongoing interaction with the world”.

This was reinforced by the very interesting Stephen Downes half hour blog where he talked about many things including associative learning and how "The result in the brain is strengthening or weakening of a set of neural connections, a relatively slow process." His point is that it's not about content transfer, it's about repeated exposure (preferably where it is highly salient, as this impacts the strength of the neural connection).

He goes on to say that transfer of information via a presentation would not result in knowledge transfer to audiences but it is the "repetition of instances required in order to create a weight of experience on a certain subject." , that will result of an individual acquiring their own knowledge.

The thrust of his blog is that people have to create their own knowledge from their own experiences and that the knowledge becomes stronger through the more connections an individual has exposure to related subject matter. It is the connecting of new experiences/ information which consolidates knowledge acquisition.

George Siemens draws together the ideas of Vygotsky, Gee, web 2.0 technology and the ideas of Downes in his theory of connectivism

What are the implications for teaching?
Teaching staff not conversant with the new technology may well ask, why should i bother with it. Well these web 2.0 technology tools can be used to promote interaction and collaboration amongst students in their own group as a starting point. Connections can be made if desired outside the group to other students and subject experts. Both staff and students can use the new technology to connect easily to resources and contacts to help organize and administer teaching and learning more efficiently. This will improve the opportunity to acquire knowledge.