Connectivism is a learning theory for the digital age. What does that mean for existing learning theories. This articles questions if previous learning theories still meet the needs of today's learners, and the needs of learners of the future. This articles analyzes connectivism to determine if it has anything new to offer as a learning theory.

This is a wikispace which discusses connectivism, a learning theory developed by Downes and Siemens. The author provides 7 principles of connectivism that help direct us to the idea that learning is no longer an individualistic activity. This site also provides two videos to further explain the theory of connectivism.

This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network.

This article goes in great detail to define communities of practice. The author defines communities of practice as, a collection of people who engage on an ongoing basis in some common endeavor. Communities of practice develop in response to common interest, and have an important role in forming their members' participation. This commitment to the common interest holds the individual accountable for their participation.

This article discusses connectivism and communities of practice within the context of situated learning. Situated learning focuses on learning as taking place by participating in the social world. The primary aim of the paper is to continue the task of analyzing and advancing experiential education.

In this article Etienne defines Communities of Practice (CoP) as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.

This post is the first chapter from a book titled Collective Intelligence and E-learning 2.0. The first chapter is titled Learning Networks and Connective Knowledge. This chapter outlines the thinking behind personal learning environments. Learning comes with the network of connections and experiences gained from a knowing community. The new learners in the net generation interact and think in new ways.

This paper explores the Personal Learning Environment and considers why PLEs might be useful to learning in the future. The author looks at the changing face of education and the ways the net generation is using technology for learning. The idea of a Personal Learning Environment understands that learning is ongoing and wants to provide tools to support that learning and help the learner organize his own learning. The article also looks at changing technology, and the development of social software, and it's impacts on education today.

This article refers to behaviorism, cognitivism, and constructivism, but discusses how these learning theories do not apply to the world today. The authors talk about the "half life of knowledge" which means the span to when knowledge is gained and the amount of time it takes for that knowledge to become obsolete. In the digital age, new knowledge is doubling every ten years. This means the style of teaching must change to keep up.

This article discusses a theory developed for the digital age by Siemens and Downes called connectivism. The theory has issued a debate over whether it is a learning theory, instructional theory, or a pedagogical view. In this article, the authors discuss learning in the digital age and how the theory of connectivism fits within the world today. There is a focus on connectivism being social learning that is networked.

I love this site. It allows some of my lower level readers access to the same text as their peers. You can adjust any of the settings to meet the needs of your students.