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The authors argue that there is no difference between theories of teaching and theories of learning (rendering the debate over whether connectivism is one or the other irrelevant). The elaborate on the ideas that instructors in connectivism are participants in a class learning along with the students, rather than being the sources of knowledge, and that one important role of instructors may be to defend the connections of the past so that they will be carried forward. I found this to be one of the most illuminating articles on connectivism that I've read thus far.

The article takes a look at learning process behind connectivism. It also compares constructivism to connectivism. It describes the features of connectivist learning objects or CLOs and the integration of CLOs together to contribute to learning. It also has some extra information like construction and communication or interchange of CLOs.

In this article, the authors compare constructivism and connectivism and look at how constructivism is moving towards connectivism. One important idea or theory is the use of the web in a more "collaborative framework." For example, individuals will collect, reflect, connect, and publish information from the web.

Interesting to see the point of view from the authors about some shared learning experiences that make possible informal learning from spontaneous connections between open networks. Most of the times it is said that the members of the network choose the other members to get connected but it is also important to pay attention to the unplanned connections.

An article explaining what connectivism is, the theory behind it, its history, and criticisms.

This website defines connectivism and then explores other theories of instructivism, and constructivism, and how they are different.

This site is an easily digested summary of instructivism, constructivism and connectivism.

This blogger shared ideas on how as an educator you can embrace the learning theory of Connectivism. She states that Connectivism revolves around creating online networks of learning. Through these networks, knowledge is shared. She states that Web 2.0 tools encourage this learning theory by default. Just by using Facebook, Twitter, creating digital portfolios and blogs to discuss and share education, you are on the right path to discovering the benefits Connectivism.

This is a blog by Bill Kerr. The blog is about the challenge of connectivism. The main premise of this blog walks through the challenges of actually connectivism can be proven as a learning theory. The final quote of this piece is, "Finally, connectivism misrepresents the current state of established alternative learning theories such as constructivism, behaviorism and cognitivism, so this basis for a new theory is also dubious."

An explanation of a the basic components of a network - nodes and connections and how the relate to learning. The article explain how connections can grow stronger or lose relevance over time.

In this article, Siemens explains connectivism. He begins by explaining how networks are formed. The vocabulary is technical and suggests non-human networks. Factors that strengthen connections are motivation, emotions, exposure, patterning, logic, and experience. Learning is often synergistic as the network forms, but for learning to occur, a new connection must be encultured and connected to the entire network.

Networked learning is a subset of connectivism. This background article by George Siemens describes how networks are actually formed. He also discusses 8 attributes of networked learning.

"Connectivism is not static". This article describes the goal and attributes of Connectivism. It emphasizes the importance of gaining knowledge by connecting and sharing information in a social setting like the classroom.

These 5 tips for using connectivism in an eLearning environment are helpful in understanding how this learning theory can be seen in an educational setting. While not all learning environments are strictly eLearning, the same suggestions can apply to incorporating technology when possible.

Connectivism as an educational theory is seen as a valuable tool for gathering knowledge of a subject using modern technological tools. The author feels that the theory of Connectivism could benefit from increased empirical study. He feels that Connectivism is at its best when it is used to refine and disseminate knowledge rapidly.

This webpage breaks down what a PLN is among teachers and also has some great videos. It provides some helpful resources that encourages teachers to join a PLN or create one. The simple break down of a PLN is helpful when someone is just starting out, or conducting research on a PLN.

This blog entry provides a basic definition for a Personal Learning Network(PLN) and links to supporting videos to conceptualize a PLN. This blog is appealing since it addresses PLNs from a teacher perspective. It further addresses how PLNs help educators stay connected.There is a nice visual of ways to create and grow a PLN.

This blog explains way more than simply the definition of a PLN, which makes it a great resource. This is a site that I plan to reference in the future in our 543 class as we proceed with our PLNs. I'm really glad I found this one.

Siemens explains how technology has changed the definition of knowledge and how that relates to Connectivism. The emphasis of his video is the change in learning from the individual to the network. He explains that the connection to learning is more important than the actual learning because technology continues to change knowledge; therefore, Connectivism focuses on continual learning rather than the immediate consumption of knowledge.

Thanks for sharing this resource! It is very insightful coming from Siemens. There is good emphasis on the continuous nature of learning.

This was linked via one of the sites I posted about and I'm glad to see it posted. Always interesting to hear the theory come from the creator itself- I feel like even with EdTech, we don't often get our foundational information directly from the source.

This article discusses the theory of connectivism. It discusses the difference between being a learning theory or instructional theory and the differences between each. I like the basic definition that this article gives for connectivism which is that it "is social learning that is networked." Technology in our society is becoming increasingly more prevalent and this theory recognizes this change in our society. The article explains how connectivism is a learning theory because it is characterized by how a student's learning is enhanced by a personal network, the vast amount of data makes it impossible for someone to know all that is needed for different situations, and by current learning theories not acknowledging technology and the changes it brings they are limited. The opposing viewpoints are also discussed and explained that this will be a debate for probably many years to come.

Kristin, Thanks for sharing this great resource! The comparison between connectivism, constructionism, and cognitivism is very helpful.

This article provides an overview of connectivism and distinguishes between learning theory and instructional theory. It also introduces what it calls the three largest reservoirs of information including online classrooms, social networks, and virtual reality or simulated communities, along with mobile learning and looks for evidence of how they align with the theory of connectivism.

Slides by researcher Stephen Downes provide some basic elements of connectivism. Included is an analysis of VLE (virtual learning environments using LMS) vs. PLE (personal learning environments) and the types of knowledge these promote. Also addressed is personal vs. social knowledge, collaboration vs. cooperation, and network design principles. Especially interesting here is the VLE vs PLE analysis.

Kim, Thank you for sharing! I liked the visuals throughout the slide show!

Mr Downes makes thought provoking distinctions between a number of concepts (e.g.VLE and a PLE, personal vs social knowledge, and cooperation vs collaboration). Thanks for sharing.

This is a great paper talking about connectivity with "what we learn" "How we learn" and "Where we Learn." The author is from Chile is give a good perspective on this works world wide.

Thomas Baker, the author of this work and a TESOL educator, first explores connectivism including the definition and theory in his article and then relates this theory to EFL teaching. Baker connects the tectonic shifts in connectivism to the digital age of learning where learners can become creators instead of just consumers as well as collaborate with anyone, anywhere, at any time due to technology. The article concludes with three examples of teachers and the strategies or tools they utilize in their teaching that makes them "connected" to connectvism.

This article was written to compare the new-age learning theory Connectivism to the long-standing ideas of behaviorism, constructivism and others. Whether new or old, technology influences all theoretical viewpoints. Similar to communities of practices and networks, these theories are linked in many ways.

This article supports the argument that connectivism, which is often used as a guiding pedagogy for MOOCs, does not meet the criteria of a true learning theory. As such, connectivism should be abandoned as a pedagogical tool for Web 2.0 environments and replaced with a valid learning theory, specifically the Vygotskian cultural psychology. MOOC future pedagogy would, thus, consist of two initial principles: 1) the visualization of objects and 2) sustained dialogue and joint activity.

Hi Jennifer, I came across a similar article as well. What I do like about the idea of connectivism is that we are trying to reimagine learning processes and education and trying to make sense of it within the digital world. But it will be interesting to watch how this debate progresses over the next few years.

On page 7, there is a useful table comparing behaviorism, cognitivism, constructivism and connectivism. connectivism is seem by some to apply only outside formal learning environments and so serves as a great vehicle for life-long learning. On page 13, the author discusses that connectivism is dependent on electricity and runs the risk of tying learners to their computers to the detriment of their physical and psychological health. This is something I have thought about and was glad to find this author acknowledging it.

Here, Ravenscroft conducts a theoretical look at connectivism. He asks what the role of networked technolgies is in the digital age and suggests that tool selection, desired dialogue, and genre should all be considerations for networked learning. He says that "embracing connectivism means that we need to consider new design metaphors for future learning that place the person, their social behaviour, and their community at the centre of the design process and the resulting network technologies" (155).

I found this to be a particularly interesting article. The authors propose the development of a new theoretical model that integrates the foundations of social constructivist thinking, with an emphasis on dialogue, with the connectivist approach to networking. This combination in turn is meant to illicit, support, and increase in collaborative inquiry. The dialogue game provides the students just enough structure necessary to facilitate a organic discussion and critical inquiry.