Connectivism: A Learning Theory for the Digital Age - 4 views
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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The life of knowledge was measured in decades.
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Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
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A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations
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Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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Constructivism suggests that learners create knowledge as they attempt to understand their experiences
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Decision-making is itself a learning process.
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Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
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Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”
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Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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"Editor's Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age."