Constructivism sees the learning designer as a facilitator in the learning process. This is a social process, but one that strongly relies on network using technology to enable learning (Pappas, 2023). Given the recent rapid expansion of technology in society, the life of knowledge has greatly decreased, and knowledge creation is rapidly growing (Siemens, 2022). It is among the connected nodes in a network that knowledge is created. As such, some scholars of connectivism (such as Siemens) learning resides the ability to access the relevant network (Bates, 2022). Connectivism is a fairly new theory, and as such is still in flux and has its critics (Bates, 2022).
Key Researchers in Connectivism
2000s-2020s
George Siemens
Technology plays a key role in learning helping to facilitate social connections (Connectivism Learning Theory, 2021).
* Note:
Because connectivisim is fairly new, and not being a scholar in the area, it is more difficult to discern who those key researchers with staying power are other than those considered the founders (listed above).
2000s-2020s
Stephen Downes
Technology plays a key role in learning and access to information (Connectivism Learning Theory, 2021).
Bates, A.W. (2022). Chapter 2.6 - Connectivism. Teaching in a Digital Age. 3ed. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3m/
Connectivism Learning Theory. (May 27, 2021). Blog post from WGU. Retrieved from https://www.wgu.edu/blog/connectivism-learning-theory2105.html
Pappas, C. (May 1, 2023). Everything You Need to Know about Connectivism Learning Theory. eLearning Industry. Retrieved from https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory
Siemens, G. (2022). Connectivism. In Kimmons, R., ed. Educational Research Across Multiple Paradigms. Retrieved from https://open.byu.edu/education_research/connectivism
One key implication of connectivism for learning design is that the responsibility for learning is shifted from the teacher to the learner. Teachers support the learners so that learners become their own agents for learning (Connectivism Learning Theory, 2021). Another implication for learning design is that technology must be incorporated in the learning experience, such as using social media, digital gamification, and digital simulations (Connectivism Learning Theory, 2021). Other tools emphasizing social aspects of learning, like group projects, service learning, and discussions would also be ways this theory could be applied in practice (Pappas, 2023). One other implication is that, given the rapid pace of knowledge creation (Siemens, 2022), learning experiences may need to be updated even more frequently than in the past.
Connectivism Learning Theory. (May 27, 2021). Blog post from WGU. Retrieved from https://www.wgu.edu/blog/connectivism-learning-theory2105.html
Pappas, C. (May 1, 2023). Everything You Need to Know about Connectivism Learning Theory. eLearning Industry. Retrieved from https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory
Siemens, G. (2022). Connectivism. In Kimmons, R., ed. Educational Research Across Multiple Paradigms. Retrieved from https://open.byu.edu/education_research/connectivism
The following are a few of the strengths and limitations I see for using connectivism in higher education learning design. I believe one strength of connectivism in higher education learning design is that a learner will encounter diverse ideas through the social aspects of learning, in contrast instruction where the teacher the primary learning contact. Another strength of this theory is that it emphasizes how quickly knowledge is being created. Similarly, it relies on the learner being able to access that new knowledge rather than just relying on what has already been learned. This is similar to older concepts in teaching that emphasize the importance of the student to know how to learn over actual minute course content.
One the other side, one potential weakness of this theory in the context of higher education learning design is that assessment of learning may prove to be challenging – especially for those that subscribe to the idea that learning occurs outside of the student. Additionally, in practice to date, higher level thinking skills may sometimes be backburnered. Finally, some learners may be resistant to technology and may become disenfranchised by the emphasis of connectivism in learning design.
Developing a Personal Learning Network (PLN) can provide a wealth of opportunities for staying relevant and growing knowledge, particularly within a chosen profession. Below are two entities of interest to me in the realm of instructional design that I could add to my PLN.
Linked In Group - Instructional Design Forum for Higher Education (Mid-Atlantic Region)
Link: https://www.linkedin.com/groups/8604989/
Description: This is a group of higher education professional from the Mid-Atlantic region who are interested in instructional design.
Benefits: I believe this group would allow me to form authentic connections. I would be less isolated in my learning journey as I interact with other designers and technologists as well as others who support learning design. The interaction with individuals looking to stay abreast of new advancements while always having a focus on quality would help me grow professionally, and also contribute to the group.
Facebook Group - The Instructional Design Hangout for Inspiring IDs
Link: https://www.facebook.com/groups/idchangout/?ref=share&mibextid=WUal2a
Description: A group of aspiring and season IDs sharing knowledge, resources, and insights.
Benefits: I think this group sounds particularly beneficial as they recognize the group of individuals who would like to career transition from teacher to ID. I think I could find many people with similar circumstances, and we could learn from each other. I could build relationships and continue my lifelong learning adventure.