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This article, by George Siemens, describes the learning theory of Connectivism. The article begins by discussing the need for a new learning theory for the Digital Age. The author identifies some significant trends in learning and then analyzes the limitation of prior learning theories such as behaviorism, cognitivism, and constructivism. The principles of Connectivism are described and it's implications are discussed.

I appreciated the perspective offered in this item. There seems to be serious discussion as to whether or not connectivism is theory in and of itself, or if it is a component of learning theories that are already well established. I loved the last line in which the author emphasized the ease of access we now have to information as a result of our connections. "When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses."

This article does an exceptional job of explaining traditional learning theories limitations in the modern world and highlighting the current need to understand connectivism. The article is summed up by stating that it isn't what you know today but what you are able to learn to do tomorrow. I found this article very direct and effective in understanding the current state of what's needed in the educational environment to prepare students for the work force.

This work looks at what Connectivism is, especially as an alternative to the learning theories of behavioralism, cognitivism, and constructivism. It holds that the advent and integration of technology has changed learning.

What is Connectivism? According to this article, it is a new learning theory that incorporates the constantly changing state of knowledge and the digital age. Technology is constantly updating, and they say your software is outdated within months of acquiring. According to this article, something similar can be said of knowledge acquisition. Because sources of information are changing and developing at a rapid rate, our knowledge gained has a half-life. One way to combat the "half-life of knowledge" is to stay connected (via the internet or other forms of digital networks), and view learning as a life-long process. In fact, most learning does not take place within a classroom; instead, it occurs in real-life, learner driven environments. Hence the rise of Connectivism as a viable (new) learning theory. People form connections. People use technology daily. Knowledge is constantly changing. Therefore, learning theory should also change and adapt.

Written by George Siemens, this article outlines the necessity of a new learning theory that addresses the impact of the Web 2.0. By explaining behaviorism, cognitivism, and constructivism, Siemens provides the argument for connectivism in the digital world. The article is a starting point for anyone who needs a working definition of connectivism or wants to compare it to other prominent learning theories. He presents the idea that "the pipe is more important than the content within the pipe."

What really struck me about this article was the idea that knowledge has a half-life. That is to say how long does it take before it's obsolete. According to this, knowledge now doubles every year and a half. The question becomes what do we do about that? I mentioned in the previous entry that our networks become our receptacles of knowledge. That's part of the solution that's introduced in more detail in this article. Below, you'll find a list of the principles of connectivism. It was a good refresher for me, so I included the definition plus the list: …Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Principles of connectivism: ▪ Learning and knowledge rests in diversity of opinions. ▪ Learning is a process of connecting specialized nodes or information sources. ▪ Learning may reside in non-human appliances. ▪ Capacity to know more is more critical than what is currently known ▪ Nurturing and maintaining connections is needed to facilitate continual learning. ▪ Ability to see connections between fields, ideas, and concepts is a core skill. ▪ Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. ▪ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

An introduction to why behaviorism, cognitivism, and constructivism, though suitable theories for their time, are no longer suitable bases for learning and teaching.

This quote from the article: "A Personal Learning Network can be seen as one's gateway to continuous learning" is a true statement. Continuous learning is vital in life. This article has some remarkable points that make PLNs so important and an easier way to gain knowledge.

I think this article illustrated a number of valid points. This day and age only thrives with the means of PLN's. When we look in the past back to the 80's and 90's, it is very evident how we've evolved as a society. Back then, it was almost unheard of to have practical means of communication among those across the nation and across the world. We are so fortunate for the advancements of modern technology and networking.

This article built a strong case for belonging to a Personal Learning Network. It is imperative to keep up with today's resources and knowledge base. The small amount of time I used to build my PLN has proven to be so beneficial. I appreciated the final thoughts of the article to help guide me throughout this process. I am excited to strengthen my PLN and grow professionally this semester and beyond.

This article makes a case as to why Personal Learning Networks are an important part of continuing education. She describes this age as one of constant influx and change and therefore encourages people to use their PLN's to tackle new practices with a sense of creativity and innovation.

This is a great article to pass on to educators who want to know why a PLN is necessary and how connectivist theory makes it possible. Connectivism facilitates continuous learning, exchange of thoughts, and validates insights. Establishing networks allow teachers to tailor a professional development plan, and it doesn't need to take place at the faculty meeting or on teacher work days.

This elaborates on how chaos theory relates to all this, something I didn't really understand until I read this particular article. Additionally, it gives you an idea about the skills required in order to build a proper PLN... Here's a telling quote from the article... "In short, the concept of teams working shoulder to shoulder every day, literally and metaphorically standing by each other, talking over problems and challenges at their desks, is slowly being replaced by virtual teams who interact via social tools and platforms, use Webex for meetings, and update each other via enterprise social networks and WhatsApp. This is why the skill of being able to build one's Personal Learning Network is essential. It's time for everyone to take charge of their own professional development. One of the ways to keep on top of our game, and remain on the cutting edge of relevant skills and knowledge, is to be a part of communities of practices and to focus on building and maintaining our Personal Learning Networks with a deliberate intention to learn, share, and collaborate."

I really like this article. It is always good to read about the "why" behind our practices. The article explains that "A Personal Learning Network can be seen as one's gateway to continuous learning." This reminds me of the thinking behind connectivism, that connecting to a network of resources and people will help us become lifelong learners as we continuously connect to new resources and knowledge.

This article listed many social media sources to start your PLN. The biggest takes away that I got from this article are the two benefits of a PLN over a traditional personal development. The first one is that a PLN allows an educator to completely personalize their training. They can pick what to focus on. The second is that they can adapt the learning environment to meed the educator's needs. Once they have enough information, they can start learning and sharing about a new topic that they wish.

Describes a PLN, why we have PLN's, and the benefits of being a member of a PLN. This article talks about how PLN's allow educators to develop their skills beyond the more traditional methods and allows them to develop their abilities as an educator.

With more and more opportunities to develop one's skills beyond what traditional routes have provided, establishing your own PLN is an essential step toward deepening your abilities as an educator.

Very straightforward resource. From a teacher's standpoint, this resource is very beneficial. It demonstrates how teachers can enhance their skills away from old school (traditional) teaching pedagody and move into connectivist strategies to truly become educators in the 21st Century.

A PLN can be online or face to face connections but the virtual opportunities do not require your physical presence like attending a conference, a live master's degree program, etc. There are 2 distinct advantages to being online: 1. it's completely personalized to what each person is seeking 2. It can easily be modified based on changes in needs. Social media sources like Facebook, Twitter, and Wordpress blogs can be customized so that teachers can follow one-other and share the latest tools and information.

This discusses what a PLN is and how it can help you grow professionally. It also talks about the benefits of a PLN and how you can personalize things.

This is a great resource on the explanation of PLNs, why they are important, and how they can improve your work and learning environments. It has a solid definition and is key to understanding PLNs in a short read.

This article describes what a PLN is and how it relates to one's real world and social networking communities. It discusses why having a PLN is important to an educator today. In the past you need to be physically present to get your desired information and at times that was not even possible. Today a teacher can determine what training is necessary and find this information through their PLN network. The article explains how a PLN not only allows you to learn but also encourages you to share your knowledge with others.

Nice, simple article that explains what a PLN is. Thanks for sharing it. It can certainly help fill in any knowledge gaps for someone new to PLNs.

I liked the resource for the question "Why do I need one?" and the answers that followed. Teachers can connect themselves to resources from many different aspects of the world and teachers and sites they may not have otherwise found. It is no longer just "absorbing information" but sharing and creating new connections and ways to use the information. Honestly, after all this research, the new question is "Why don't I already have a PLN?"

This article defines what a PLN is and the necessity for educators to develop one. It describes the difference between developing a PLN and being "connected." It argues that PLNs allow educators to individualize professional development. With the emergence of technology in education, I see this as a necessary tool for the 21st century educator.

This article describes the need for teachers to be a part of PLNs. The author talks about the importance of making connections to other teachers and countless resources to make yourself a better teacher.

This article describes the benefits of developing your own personal learning network. The author touches on the traditional learning networks of the past and their limitations and examines the benefits of the tech driven network.

In the education world, PLN stands for Personal Learning Network. What it means is that an individual has developed their own personalized "network" of fellow educators and resources who are designed to make them a better teacher. This network exists both in their real-life relationships and online through their social media connections.

This article describes a PNL but also discusses the benefits of developing a PNL. By sharing within your PNL members will not only gain new knowledge, resources, and ideas, but will also develop relationships with people across the globe!

A PLN is not PD. A PLN has (at least) 2 additional benefits: you study and research topics applicable to you, decided by you; you can form a symbiotic relationship where everyone is sharing information

Catapano explains what a PLN is and why people should have one. A PLN stands for Personal Learning Network. Basically, it is a group of individuals who are fellow educators who work together both real-life and online to make themselves a better teacher. PLN are mainly through social media sources like Twitter, Facebook, or blogs. Teachers can share their resources across the world with their latest research, experiences, or discoveries. Teachers get to take control of their own professional development.

I always like to find resources that cut right to the chase and explain exactly what the topic is. This article does that with professional learning networks. This article can be presented to anyone who asks "what IS a PLN anyway". The article relates the evolution of PLNs to include social media such as Twitter, Facebook, Pinterest, ect. Themes of connectivism and communities of practice are found throughout the article as the writer explains that the true benefits is that PLNs are based off teacher's interests and passions rather than the usual top down professional development experience so many teacher experience. It drives home the point that successful PLNs revolve around the sharing of experiences and resources rather just viewing and consuming.

@teachingjake503, PLNs have become so valuable to me, especially when I was a first year teacher. Having support from people outside of the establishment was extremely helpful. I think people often buy into them more because of the choice they have. They can choose to include only those they feel provide value, are positive, and can offer support.

What is a PLN? Why Do I Need One? This article provides a simple and easy to understand definition of a Personal Learning Network and how it can be used by teachers to help them become a better teachers and can be used to help educations personalize their training. The article focuses on the use of social media as the primary resource for PLNs. http://www.teachhub.com/what-pln-why-do-i-need-one

The following article discusses why educators need a PLN. These networks are design to make you a better teacher. The personal learning networks are exactly that "personalized." Most professional development is designed by others, but your PLN is created and designed by YOU.

Written by Jordan Catapano who simplifies what a PLN is and explains why one might need it. He explains that a PLN is usually designed by educators networking with fellow educators to make them better teachers. This article goes through the theories and benefits of a PLN and what they intel or include.

"Why do I need one". This article discusses why a teacher should use PLN's and more importantly, create their own PLN. This was a nice read for me to put PLN's in perspective.

This article is an outstanding review by Mark K. Smith of Jean Lave and Etienne Wenger's theories of social learning through communities of practice. It gives a great overview of the theoretical foundations as well as additional explanations of those theories.

This article outlines the theory and practice of communities of practice, and discusses the idea that learning is social and comes from of our experience of participating in daily life. The authors identify a variety of types of CoPs that all humans are engaged in, even if they are not formally identified as such. A CoP is defined along three dimensions: what it is about, how it functions, and what capabilities/resources it has produced. Also emphasized are the importance of the relationships formed between the people within the CoPs - hence, the community in CoP. Stemming from that, they extend the idea of CoPs to apply to the classroom culture and environment and discuss the need for educators to cultivate a similar idea to best facilitate learning among their students.

The point that I learned from this article is that communities of practice go beyond the acquisition of knowledge and skill. They build relationships where people within the community work together to share their skills, knowledge, and interests they have learned in order to complete new or more complex tasks. We learn best through active participation.

Articles like this one make it clear that we are actively involved in communities of practice every day, without even realizing it. This is largely due to the internet; now, if one needs to reach out to another person for advice on baking, for example, one can use online forums or message boards to connect to others in their community of practice. This was not possible before the internet, or at the very least it was difficult to accomplish so easily. I'm interested to learn a little more about what COPs might have looked like before the internet.

Learning is social and takes place by participating in daily life. Learning takes place situationally in communities of practice. These communities of practice exist all around us: home, work, school, etc. As we pursue our goals within our groups, learning occurs. Members off s community of practice (CoP) are united by common activities and by what they learn through participating in those activities. A community of practice is defined by three factors, "what it is about," "how it functions," and "what capability it has produced." For a community of practice to be effective, it needs to "generate and appropriate a shared repertoire of ideas, commitments and memories." There also need to be resources like documents, tools, procedures, and a shared vocabulary. The the developers of this theory, Jean Lave and Etienne Wenger, focused on the kinds of "social engagement" that caused learning to take place. People join groups and initially learn from the periphery. Eventually, they become more proficient through their participation as they move toward the center of the group. The situation in which the learning occurs has a significant effect on the learning.

After reading through this article, I kept coming back to this quote: "Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships - situations of co-participation." These are ideas I try to integrate into my classroom on a day-to-day basis because healthy social relationships can enhance learning experiences due to students becoming vested in goals. Students are more willing to put their feet outside of the box, without fear of sharing and participating in these learning environments---and they become active inside members of these groups, rather than outside onlookers.

This is a great introduction to constructivism. Please take the time to watch the video in the introduction. The article explains the link between today's knowledge and yesterdays information while stressing the fact that knowledge and information is ever changing. Constructivism allows the investigator to to take control of learning and bypass the slow or reluctant process of updating information as it changes. I really liked this article, it sparked some ideas for my personal finance class I am rewriting curriculum for. (my book for this class is a 1998 edition with no funds for updated material)

This article provides a very detailed introduction and definition of Connectivism as well as its components: Chaos Theory, Importance of Networks, Complexity and Self-Organization.

This wiki created by the Department of Educational Psychology and Instructional Technology at the University of Georgia describes the theory of connectivism in great detail and relates it to recent technological advances. Connectivism is defined and the related components of chaos theory, importance of networks and interplay of complexity and self-organization are described. The wiki includes a great cartoon slide show called "Connectivism through '67" that helps build understanding of this concept. It also includes a chart comparing various other learning theories to connectivism.

"Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia" The article set the stage for the need for new learning theory now that 21st century technologies are in full force. The authors briefly discuss the "half-life of knowledge," again, setting up the need for new theory. After defining connectivism, the article provides a handy comparison between it and behaviorism, cognitivism, and constructivism.

"Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia" The article set the stage for the need for new learning theory now that 21st century technologies are in full force. The authors briefly discuss the "half-life of knowledge," again, setting up the need for new theory. After defining connectivism, the article provides a handy comparison between it and behaviorism, cognitivism, and constructivism.

This article provides a general overview of the theory of connectivism. It cites the work of George Siemens in describing the three components of connectivism: chaos theory, importance of networks, and the interplay of complexity and self-organization. As with other resources, there is criticism of the ability of connectivism to stand alone as a learning theory. However, a useful resource provided by this article is a table that compares the differences of behaviorism, cognitivism, constructivism, and connectivism.

This blog is by the University of Georgia, College of Educational Psychology and Instructional Technology on Emerging Perspectives on Learning, Teaching, and Technology. This blog post gives a great foundation of the components and principles of connectivism.

A website from the University of Georgia Dept of Ed Psych and Instructional Technology. Discusses the components of Connectivism, Chaos, Importance of Networks and Complexity and Self Organization. The quote from Siemens about,  "decision making being based on rapidly altering foundations," is well used and helped me to visualize a little more. There is a well worked description with Connectivism related to car restoration which I liked and an accessible table to compare and contrast Connectivism to the other major learning theories.

This source starts by discussing some of the components of constructivism and some of the different theories that go along with it. This is a good source because even though it contains some of the same information as other sources, it gives real examples to explain the theory of connectivism. It also gives a few different arguments against connectivism as a learning theory.

This resource discusses connectivism as a learning theory. It explains connectivisms' origins and how it is essential in staying current in our digital age. This resource includes an example of the benefits of connectivism. In addition, it provides a chart that compares connectivism as a learning theory to behaviorism, cognitivism, and constructivism.

This source discusses connectivism as a learning theory. It talks about how the theory came to be and compares it to other learning theories. It also mentions that some view it as a pedagogical view instead of a learning theory.

This source summarizes the main ideas in connectivism succinctly and clearly. The authors connect the discussion of connectivism to other learning theories. The chart showing How each theory functions is useful.

While this isn't an article, and appears to look more like a wiki entry, it does offer some good information on connectivism. One thing I liked in particular is the visual breakdown of the three current learning theories alongside connectivism. Anyone unfamiliar with behaviorism, cognitivism, and constructivism can get a quick snapshot of the key components in an east to understand chart. A column for connectivism has also been added to show how it compares to the others as a learning theory. Constructivism emphasizes the social nature of learning, but connectivism takes it to the next level by stressing the need for broad networks for a learner to connect to in order to build deeper understandings and more resources.

This article discusses various learning theories and what happens when you throw technology into the mix. They do not feel that previous learning theories should be dismissed but need to be viewed in a different light to meet the demands of the 21st Century. There is a thorough definition of connectivism and all of it's components. I appreciated the visual chart comparing the different learning theories to connectivism and how critics of connectivism viewpoints are explained.

An outline of the theory of connectivism that provides a comparison to other learning theories. The outline gives us a definition of the theory, major principles, and criticisms of the theory.

UGA's DEPT of Edu psychology and Instructional tech provides a comprehensive report on connectivism. The report includes definitions, comparisons to other theories and criticism to connectivism.

This is a wiki created by the Department of Educational Psychology and Instructional Technology at theUniversity of Georgia. It explains everything from the origins of connectivism to practical application of the theory. A chart on the page compares connectivism to the other major theories of learning.

I like this description of connectivism.

A website created by students in the EdPsych department at University of Georgia that explains the components of connectivism as an educational theory.

I really like the way this article breaks down connectivism into its parts as well as providing the table that breaks down the primary learning theories so you can compare information side by side.

Connectivism: This article talks about connectivism model shifts with the learning society and that the educational field is slow to embrace and use new tools. Connectivism is essential for learners to grow in educational technology.

This article was written by George Siemens the father of connectivism, focusing on how learning occurs through networking especially through the use of technology. The article also explains the differences between connectivism, behaviorism, constructivism, and cognitivism in a simple to read manner.

This was the first article I read during my research. It really gave me a baseline understanding of connectivism. I liked the way that it explained how connectivism is different from other learning theories. Overall great article.

In this article George Siemens relates connectivism to PLN's. He begins by explaining that knowledge is growing exponentially and now instead of being measured in decades, the life of knowledge is measured in years and even months. He goes onto explain that half of what is known today was not known a mere ten years ago and according to the American Society of Training and Documentation, knowledge in the world has doubled in the last ten years and continues to double every 18 months. He explains that networks are an integral part of growing one's knowledge base and our small world networks are made up of people who share our interests. He also lists eight principles of connectivism and connects these ideas to social networking. He concludes by stating that connectivism provides insight into learning skills and tasks needed for learners to be successful in a digital era.

In identifying the role of social networking in reference to connectivism the author identifies that among the entire population that uses the internet some 75% are are members of social networking sites. "The role of Web 2.0 technologies is to provide a network of people who connect to each other wherever and whenever they need information." states Tinmaz. Thus, when people are in need of information they have access to an abundance of resources. This had led to the passive acquisition of knowledge by students to trying to create an active and engaged student populous in constructing their own knowledge. Part of this is the connections students build through online social networks. These networks allow for students to follow the flow of information and stay current in the changing information on a day to day basis. One of the new concepts is called a "hub" which is a main center for information distribution. Those people or places who serve as hubs help disseminate information throughout to other students. These social networks allow for easy access and the streaming of information on a constant basis to all people involved. This connectivity to learning allows for all students and others to remain involved in connecting their learning.

I like this article because it directly associates social networks, connectivism, and education. This quote from the article does a good job describing how: "The Connectivist theory has demonstrated that on a connected network, learners increase their capacities, performances, and levels of knowledge while creating and reforming the information. In that sense, social networking websites comprising already linked members in their innate technologies have a superior potential to enrich learners' current knowledge, skills, and abilities."

Very detailed article! I found it it interesting how they defined "strong" and "weak" connections. Strong connections are those we actively collaborate with to produce works and increase our understanding and weak connections are sort of like billboards we pass on the way to work: they expose us to a lot of new ideas and tools that we may or may not investigate further. :)

As Siemens makes his case for the theory of connectivism, he provides a very detailed analysis of the failures of the prominent learning theories to meet the digital age. He weaves a detailed argument that connectivism is not a new theory, but an application of practice.

This is a paper that considers how connectivity has changed the cycle and nature of learning. It proposes that a new reality caused by computer networks has caused the creation and lifespan of knowledge to speed up and made knowledge creation a much more distributed activity. It is now even less expert driven and more driven by connections between learners.

George Siemens gives a background overview of the more traditional learning theories and then makes a case for why they are limited by technology while connectivism is built for the digital age.

Summary: This article compares Connectivism to other learning theories (Behaviorism, Cognitivism, and Constructivism). It also includes the principles of Connectivism and explains why this theory is important (and more relevant when compared to other learning theories) in the digital age. Some principles of Connectivism that are emphasized in the article are: diversity in opinions, choosing what to learn, connecting, sharing knowledge, fostering life long learning.

Thank you for posting. The article was a little long, but I made it through. I like how it associates PLN to life long learning because that is absolutely what they encourage. I also enjoyed the combination of PLN and CoP. Thanks!

This chapter by Carter & Nugent looks at PLNs, their interaction with self-directed learning, and ways educators can promote the use of PLNs among their students

A detailed article about PLN's: their roots, ties to adult learning, self-directed learning, and communities of practice. I liked this quote from the abstract: "As learners participate in the multiple virtual communities of practice that comprise a PLN, they require new skills that merit reconsideration of the role of the educator in helping learners to become self-directed in both formal and informal learning contexts."

Such an interesting article. I think many are under the impression that technology is going to replace the teacher in the classroom, which is part of what this paper explores in analyzing the impact of PLNs on the learning process. However, I don't believe the teacher's presence can ever be replaced. While certain aspects of the learning process may become more self-directed for student in the digital age, it doesn't invalidate the importance of the physical presence of a teacher. In fact, this article draws a strong conclusion that the question shouldn't be whether or not teachers are needed, but rather how are educators rethinking teaching and learning based "on a model of information and resource abundance." Educators need to be proactive in creating change in the methods and pedagogy of instruction.