Connectivism has been introduced as a theory of learning which is based on the premise that knowledge exists in the world rather than simply in the head of an individual. Connectivism proposes a perspective similar to the Activity theory of Vygotsky as it regards knowledge to exist within systems which are accessed through people participating in activities. It also bears some similarity with the Social Learning Theory of Bandura that proposes that people learn through contact (Wikipedia 2011). When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill, Siemens (2005).
After careful examination of all the previous learning theories, I have concluded that somehow they are inter-related in one’s learning life cycle. In this digital era, it cannot be overlooked that technology, digital media and all these fancy gadgets have an astounding impact on learning today. I, personally, have taken another look at my learning and have come to the realization that most aspect of my recent learning has technological interactions involved. I sat down and charted out my learning network and have identified five major nodes that are interconnected to establish my network. These are educational node, financial node, personal node, occupational node and social node.
At work I interact with my colleagues on a daily basis through face to face contact as well as through a technological social network which entails exchanging e-mail messages, blogs and interacting on face book and instant messengers. I also interact with my students via similar social media and even through administering of class work, project and test online. Through attending seminars, workshops and staff meeting a wealth of information is exchanged and received through electronic presentations and media. Interacting with parents serves also as a vital source of obtaining and issuing information as it pertains to the accountability of students.
Constructivism, in the sense of social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding” (Derry 1999; McMahon, 1997) cited by Kim (2001). The cultural aspect of socializing has change somewhat as compared to earlier times. Through the exchange of written letters, telegrams, telephone calls, social interaction has taken a shift into a different paradigm. Socializing has now been fostered through the newly invented face book, bogs, e-mail, messengers and other social networks. My daily interaction and acquiring new knowledge has been developed and fostered through these socializing media.
Lave & Wenger (1991), through situated learning, argues that the context and culture in which learning occur is situated, the learner becomes involved in a “community of practice”. This learning is applied in the context of technology-based learning activities and focus on problem solving. Through my educational node I am pursuing my masters in Instructional Design and Technology degree through an online medium. Here information is received through completing online class application assignments, researching online libraries and actively involved in evaluation and critiquing scholarly work through online class discussion. Members of the group also exchange information through various social networking sites. Further using technology to enhanced my learning, I am in constant need to browse the internet using search engines and websites and online libraries to gather information. Lave & Wenger (1991) posited that at its simplest, situated learning is learning that takes place in the same context in which it is applied. Hence, the social context of online learning is through establishing an electronic social process whereby knowledge is co-constructed within a specified context; thus establishing interaction and a community of practice.
My Financial node extends through paying my bills online ad budgeting which also extends and inter-relates to all the other nodes directly. The financial node is directly co-related to the occupational node that gives the funding to finance and maintains the other inter-connected nodes. Information is also obtained through my personal node; while watching television or listening music while exercising, information is transcend through news, weather, movies etc. These elements of my personal node are often times entertained and accessed through most of the newly established social networking sites.
The traditional way of learning has somehow changed, with all the advancement in technologies, the traditional classroom has been transform to a more technological cyber space learning centre whether it be distance or campus based. The culture of learning in the classroom has been shifted. Even in our everyday lives there has been so much technologically based social networking which has replaced the traditional way of socializing. Hence, recently the pendulum has swung in the favour of fostering the other theories of learning through the aid of technology.
Reference
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. Retrieved from http://tip.psychology.org/lave.html
Siemens, G. (2005). Connectivism (Learning Theory) from From Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Connectivism_%28learning_theory%29
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