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The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism in this regard is that learning is a process of pattern recognition, nothing more or less. The warning inherent in connectivist theory is that there is no apriori privileged set or type of pattern that may be learned: so while you may think that you are presenting shapes to learners, they may be learning to recognize colours. And that any pattern inherent in your teaching - including bad habits, prejudice, whatever - will also be learned by the people watching you.

The claim made by connectivism is that communication is non-semantical. Or as McLuhan would say: the medium is the message. It doesn't 'stand for' something else; it is what is being communicated. The warning in connectivism is this: we cannot assume that the person receiving the message embodies the same intent (the same mental world of objects and concepts and ideas) as the person sending it. Communication is a complex process because, in order for anything to (if you will) 'mean' anything, a great deal of background needs to be in place. So much so, in fact, that it's doubtful that any two people ever mean exactly the same thing by any two instances of the same word.

Concepts evolve because concepts do not exist in isolation in the mind; they are interwoven with other concepts.

The concept itself may be entwined with one set of associations at a younger age, and a very different set of associations at an older age, so the concept's role changes - it is implicated in different thoughts, different ideas, different actions.

The claim made by connectivism is that concepts are plastic; that the associations implicated in a concept at one time will be different from those at another time, as the entire network of connections grows and changes. The warning offered by connectivism is that these changes inform our own understanding as well as our students, so that (for example) what is intuitive and obvious to us, is murky and mysterious to another, or what is important and urgent to them may be seen as trivial and irrelevant to us. And further, that while this represents change, it does not necessarily represent progress or development.