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Connectivism and Dimensions of Individual Experience - 3 views
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The authors postulate that within connectivist communities, the roles that people take (lurker, leader, expert, etc.) have as much or more to do with personality traits than the desire for engagement or ability levels of the participant. They use massive open open courses (MOOCs) as a testing ground and Personality and Self-determination theory as the prisms through which to view learner interactions within these communities. - ...3 more comments...
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The paper outlines 4 key principles for connected learning - autonomy, connectedness, diversity, and openness. The authors' point of view is that all four principles can be "expanded to recognize individual and psychological diversity within connective environments." They conclude by saying that it is in the "context and recognition of the engagement" that makes connectivism a "viable framework for learning, offering great potential..." -
In 2011, George Siemens and Stephen Downes launched a massive open online course called "Connectivism and Connected Knowledge" (CCK11.) The article defines Connectivism as "network-based pedagogy" and discusses why these authors value "the process" over "the product." Specifically, why the process of taking the course would be in itself much more important than what learners may have learned. Additionally, they offer 4 major components: aggregation, remixing, repurposing, and feeding forward. In the nutshell, the article argues that, as far as connectivism in concerned, knowledge is not something that can be "neatly packaged and passed along as a finished product"; rather, it is "complicated, distributed, mixed with other concepts, looks differently to different people.."
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Interesting to see the authors explaining connectivism in light of personality theory and self-determination theory rather than trying to argue it as a learning theory akin to behaviorism, cognitivism, or constructivism. I appreciated their inclusion of Downes' four key components of connectivism: autonomy, connectedness, diversity, and openness. As I read their discussion of autonomy, my mind was drawn to Daniel Pink's explanation of intrinsic motivation, which is comprised of three key aspects: Autonomy, Mastery, and Purpose. [See Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.] This piece was a helpful read with a very different perspective than I had previously encountered for connectivism. -
This article begins by defining constructivism as the principle that all learning starts with a connection, be it neural, conceptual, or social, and that learning is the ability to construct and traverse connections. The authors acknowledge that it is widely recognized idea but not yet accepted as a formal learning theory. The paper focuses on four key principles for learning that exist within connectivism: autonomy, connectedness, diversity, and openness. The authors also examine different theories regarding personality and self-determination and look at how these affect the individual's experience within connectivism. -
Here, the author describes connectivism as the proposed learning theory for a digital age and is "based on the principle that all learning starts with a connection." Additionally, "learning in connectivism terms is a network phenomenon" and strongly emphasizes learners making connections. The concept of autonomy is also discussed in depth.