Connectivism

The purpose of this course is to examine the growing body of theory and research related to online learning. The learners will learn to distinguish between a wide variety of theoretical positions such as the Connectivist theory, the view of learning developed specifically to describe networked learning, and the Community of Inquiry approach.  Topics will include but are not limited to meta-analytical studies of online learning as well as earlier meta-analyzes of distance learning with the highest priority to be given to recent research, especially research focused on adult learning.

The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices.  This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Re...

the Atlantic, as seen from the South and the top, in On a Marché sur la Lune, Hergé, with the young reporter Tintin, the great Professeur Tryphon Tournesol, and poor treacherous Wolf ouverture, the grand Mare Nostrum, then a Mare Clausum: Tordesilhas XVI Century Portuguese commercial routes (in blue) and "Spanish" ones (in white)

system can selectively attend to the sensorimotor information input that it receives from naturomorphic system The sensorimotor input from the naturomorphic system may be in the form of visuomotor 'imagery' experienced as virtual reality, and it may include 'inner speech' or the 'inner voice'

There are productive material connections beyond mere internal or external relations. The concept of connection enables a creative reinterpretation of certain historical questions and, accordingly, the essay stresses the importance of the concepts of connection, nexus, and fusion in many philosophies, from Aristotle to Deleuze.

Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of 'connectivism' as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today's learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? This paper will highlight current theories of learning and critically analyse connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.

This article presents the theory of Connectivism, purposely overlooking current academic controversies on MOOCs, a derived methodology. We present essential points of the original theory to show its relevance in our current rising networked society where connections are made ever more rapidly. We overview methodologies and guidelines to materialise connectivist learning suggested by the theory’s authors, ending with a review of limitations to the theory.

Keywords: Connectivism, connectivist theory, Web 2.0, cloud, networks, Internet, education, ICT, MOOC.

Although extensive research has been carried out on massive open online courses (MOOCs) as representative of connectivist environment, none of them has succeeded to enlighten our understanding about the individual learning experience in connectivist environment at higher educational context. This paper taped into this crucial issue and traced the individual learning experiences of nine students at regular universities. The participants engaged into a connectivist learning environment by solving 10 tasks each and were tracked using retrospective think-aloud protocols. The patterns of similarities and differences among participants and among tasks were analyzed using qualitative data analysis, supported by visual inspection of the participants’ steps. The experimental work presented in this study provides fresh insight into the way at which students at higher education institutes perceive and experience connectivist environment.

A mis hermanos v Agradecimientos Quisiera, en primer lugar, agradecer a mis profesores y compañeros de estudio de la UNED, por ofrecerme un espacio de comunicación idóneo acerca de nuestra especialidad, por disponer enriquecedoras experiencias de trabajo y por ofrecerme tantas amistades a lo largo de este Máster. Asimismo, agradezco de manera muy especial al Dr. Esteban Vázquez Cano, quien me brindó la orientación y los consejos necesarios para constituir un trabajo en el que la racionalidad científica, el rigor académico y la curiosidad intelectual están presentes.

In this paper we describe the basis for building a theoretical model of learning and knowledge processing, from online learning environments. This will leave a critical view of connectivism, and a basic premise: the recognition and study of the contributions of existing theories, the scope is yet to be developed in accordance with the powers of the social environments and ubiquitous. We will do some reflection on why this phenomenon occurs at the current stage of development, the Sociedaddel Knowledge and Information for at a later stage using the findings as the basis of the new model.

The principles of minimalism, as developed by John Carroll in The Nurnberg Funnel and subsequent works, are based on solid principles of learning theory derived from cognitive science. Too often, we forget that our “users” are, in reality, learners.

This phenomenological study seeks to explore the lived experiences of the Curriculum Assessment Policy Statements (CAPS) curriculum and the Independent Examinations Board (IEB) assessments by English Home Language practitioners at 5 Durban-based independent IEB high schools. An exploratory qualitative research design was executed with
a sample of five English Home Language teachers who were selected from all the IEB schools across Durban using probability sampling. Data collection was facilitated by means of face-to-face interviews. The researcher also used bracketing to suppress bias, corresponded with an expert at the IEB, and discussed pertinent issues informally with educators at state and IEB schools and, read literature and appropriate news articles for further anecdotal evidence.

This study fills the knowledge-gap with reference to English Home Language teacher’s lived experience and first-hand knowledge of the CAPS curriculum and IEB assessments and the rewards and challenges associated with these. The study recommends that the IEB and
school governors revisit the curriculum, assessment and marking strategies and demands being placed on their teachers in order to ensure efficient and effective implementation of the curriculum and assessments, considering the grander purpose of education in a society and community.

The findings highlighted that, although teachers experienced challenges with the CAPS curriculum and, in particular, the number of IEB assessments, they also acknowledged the benefits of the IEB tasks and assessments. This article recommends that, for teachers to
implement the CAPS curriculum and IEB assessments effectively, the IEB and the curriculum designers need to consider the context and time-frames in which the curriculum, tasks and assessments are delivered. Amongst all other requirements for curriculum and assessment implementation, teachers are under immense pressure to handle a large
number of tasks and assessments in an inordinately short space of time. Teachers are concerned about the pressure placed on the staff and the learners and the lack of time for implementing quality teaching and learning, and that this constant race against the clock compromises the depth of academic rigour they expect of themselves, of others and of the
learners in their care.

Thorndike studiò l’effetto che le ricompense potevano avere sul processo di apprendimento, già a partire dal 1898, giungendo alla conclusione che la forma caratteristica dell’apprendimento è quella per “prove ed errori”.
Thorndike ipotizzò che alla base dell’apprendimento ci fosse l’associazione tra le impressioni sensoriali e gli impulsi all’azione. Questa associazione è nota come “connessione”, mentre  il sistema di Thorndike viene definito connessionismo.

Objective – Students’ learning has been transformed by the advent of Web 2.0 which is defined as more personalized and a communicative form of the World Wide Web. This paper is positioned within the context of Web 2.0 through connectivism in changing the educational environment.
Methodology/Technique – Connectivism is a learning theory of the digital age, which reflects the social interaction as part of the learning process. In contrast to traditional theories, students’ learning can result from social interaction. Students’ learning can visualised as connectivity; people derive skills and competencies from forming connections while focusing on connecting specialised information sets. Connectivity has established communication networks that enable students to obtain applicable knowledge and experiences.
Findings – Web 2.0 tools such as blogs, social networking sites and wikis allow for a variety of online social interactions and moulding the way people relate to each other. It also supports students’ learning through the lens of connectivism.
Novelty – People can still learn by applying the traditional learning theories, but the fundamental insight, aligning with the underpinning connectivism, relates to people’s ability to construct their own social networks that integrates with their personal learning environments to foster and sustain the flow of knowledge.

Bu çalışmanın amacı sosyal ağların bir yaşam boyu öğrenme platformu olarak potansiyelini incelemektir. Bu bağlamda sosyal ağlar; bir eko sistem olarak psikolojik ve sosyolojik açıdan tartışılmıştır. Ayrıca Web 2.0 ve sosyal ağlarda öğrenmeyi açıklayan hetagoji ve bağlantıcılık kavramları incelenmiştir. Son olarak, sosyal ağların yaşam boyu öğrenme kapsamında önemi açıklanmıştır.

Seit der Durchführung der ersten Massive Open Online Courses (MOOCs) 2008 hat das neue Lernformat eine erstaunliche Karriere erlebt. In nur wenigen Jahren ist ein weltweiter Markt mit neuen Anbietern und neuen Plattformen entstanden, auf der Suche nach Geschäftsmodellen und Zielgruppen. Neben das ursprüngliche Modell des vernetzten Lernens traten klassische Online-Kurse, die Inhalte für große Teilnehmerzahlen aufbereiten. Bildungsinstitutionen, allen voran die Hochschulen, aber auch Unternehmen, nehmen MOOCs zum Anlass, um sich der Digitalisierung des Lehrens und Lernens neu zu stellen. Der folgende Beitrag schließt an eine erste Bestandsaufnahme der MOOC-Entwicklung an (Robes, 2012) und zeichnet die Entwicklungen und Veränderungen der letzten Jahre nach.

Did the acceptance of connectivism grow because of the significant impact it had, in the form of massive open online courses (MOOCs), on distance educational practices and which proved its validity? Or maybe the theory crystallized, settled down and smoothed itself through the years to present itself as less radical and therefore more conventional? This paper will investigate the trajectory connectivism took by being constantly challenged by non-believers and supporters and whether the theory is being transformed by its own invention – a network of connections.

Massive open online courses (MOOCs) are growing exponentially in higher education. They have attracted the attention of higher education institutions, course designers, and policy makers. They challenge the mainstream of higher education and provide global learning opportunities to a huge number of students so they can learn anytime and anywhere. The value and applicability of the MOOC model in the current era of higher education and the nature of learning in such an open online format need to be investigated. This study focused on participants' experiences and perceived value of participation in connectivist MOOCs (cMOOCs) in terms of dealing with an abundance of resources and tools, learning activities, and network engagement. The results suggest a high extent of technology deployment for learning and interactions by the participants in cMOOCs. Creating networks and developing professional connections through networking technologies are advantages of participating in cMOOCs. The study's findings contribute to a better understanding of the nature of learning and participation in MOOCs from the perspective of students, who are the main stakeholders of such new learning experiences.

Since the 1990s the European educational historiography has increasingly focused on the study of the school material culture through the ethnographic dimension in which it manifests itself and, more concretely, through objects, images, texts and oral sources that describe its real educational practices in a historical perspective. Today, the historian of education is called not only to describe the technical and material development of school consumer goods, but also to explore the economic processes which where associated with the increase of mass schooling. The transformation of school production, from traditional into an industrial one has made it possible, in the late Nineteenth and early Twentieth century, the production of what the A. defines "tools of mass education", i.e. those teaching aids, writing instruments and various stationery, which were properly serialized in order to facilitate the approval and standardization of teaching methods as well as of learning processes.

Considering new media technologies as starting point for disruptions in current models of higher education, this thesis analyzes innovative pedagogies and learning strategies in Massive Open Online Courses (MOOCs). Mainly created by prestigious Universities in United States and Europe, and provided by start-ups such as Udacity and Coursera, MOOCs are free and available for anyone interested in learning. Aiming to foster digital learning and facilitate access to open academic knowledge, initiatives are attracting thousands of students worldwide, which represent a new and diverse audience for institutions. Regarding this phenomenon, this thesis intends to answer the following research question: to what extent are new media technologies creating innovative pedagogies and learning practices online, and impacting higher education? To answer this question, this work will mainly consider applications of the theory of connectivism in MOOCs, which was explored by the first open online course in 2008. Therefore, an exploratory and empirical study of MOOCs will be presented, where their tools, interface and strategies for applying new media will be analyzed in order to verify the effects on higher education and on regular classes. Four case studies of MOOCs offered in different platforms were selected for this sample 1 -Coursera's 'E-learning

The fast development in computer and various mobile devices have bought changes to our living environment. Pressing a button to open the door of flat when we are in office is no longer purely imagination in cartoons or films. More importantly, home automation as such provides us an alternative solution to reduce the usage of energy, save costs and conven-ience. This paper reviews the advantages of home automation smart home in Hong Kong and Australia from industry perspective with the help of content analysis.

The mechanisms involved in enabling us to interpret phonology, semantics, pragmatics and acquire grammar from speech is still debated in Psychology. Language development is a process and after decades of research the understanding of this process has resulted in a collection of theories. This essay will focus on the Nativist Theory, which posits that language learning is an innate process as well as exploring challenges from the Interactional perspective, which argues it is an interaction between innate ability/environment and Connectionism that argues language development emerges from interconnected networks of neural processes. A comprehensive analysis of their principles concerning language development will be communicated including evaluation of their viewpoints. Research is examined to evidence the application of these theories and also what is essential for future research to consider in the area of language development.

This paper discusses on two theories: engagement theory and the seven principles. These theories are applicable to online learning environment. There are empirical evidences on contemporary issues in online learning, ideas and improvement which relate to learning transfer that will be highlighted in this paper. Then, suggestions and conclusion were offered to online educators in order to improve the implementation of Massive Open Online Courses MOOCs in Malaysia.

Connectivism is a learning theory first proposed by Siemens and Downes (2005, 2009) as a learning theory for the digital age. This theory proposes that learning may occur external to the learner and teacher; it exists in the multiple complex networks with which the learner associates. In 2020, Corbett and Spinello followed up on Siemen’s work to move connectivism from a learning theory to a leadership theory. Connectivism is a leadership theory that specifically works in modern churches. This theory emphasizes the connectedness of all knowledge and the mutuality of those connections, becoming a tool used to build better teams in the local church, especially in this dispersed environment.

Keywords: connectivism, leadership theory, community, dispersed church, COVID-19 pandemic

Il connettivismo (Siemens, 2005) propone l’integrazione tra principi esplorati dalle teorie del caos, dei network e della complessità per la comprensione dei processi di apprendimento degli individui e delle organizzazioni. Il punto di partenza del connettivismo è costituito dal concetto che la conoscenza esiste di per sé e che l’individuo non ha bisogno di costruirla (Fumero, 2006). Siemens, coerentemente con l’approccio costruzionista, sottolinea il carattere sociale della conoscenza, ma in più sostiene che questa può esistere anche indipendentemente dall’individuo, al di fuori di noi stessi (all’interno di un’organizzazione o un database). La conoscenza personale, attraverso il network, nutre le organizzazioni e le istituzioni in cui risiede, le quali a loro volta devono provvedere all’apprendimento degli individui che le compongono. L’istituzione universitaria sembra quella che maggiormente potrebbe trarre vantaggi dall’architettura connettivista e che a sua volta potrebbe dare i migliori contributi affinché il connettivismo possa affermarsi come un’affidabile rete di conoscenza che si sviluppa a fianco ma soprattutto nel substrato dei già consolidati paradigmi di apprendimento comportamentismo, cognitivismo e costruttivismo.

Connectivism (Siemens, 2005) proposes the integration of principles explored by chaos, networks and complexity theories for the understanding of individuals and organizations’ learning processes. Connectivism’s starting point is the concept that knowledge exists in itself and that the individual does’t need to build it (Fumero, 2006). Siemens, consistent with the constructionist approach, emphasizes knowledge’s social character, but in addition he argues that the individual can exist independently, outside of himselves (within an organization or database). Personal knowledge, through the network, feeds organizations and institutions (where it resides), that in turn must ensure learning of the individuals who compose it. It seems that the academic institution be could benefit from connectivism and that it, in turn, could provide the best contributions; in this way connectivism can establish itself as a knowledge’s reliable network, that especially expands in the substrate beside the already established learning’s paradigms: behaviorism, cognitivism and constructivism.

Increasingly, researchers concerned with the effects of digital technology have hypothesized that the millennial generation does not think or process information like its predecessors. In an age of disruptive technology changing culture and learning, new teachers continue to leave the classroom within the first five years of service. Among the various reasons for this exodus, research often points to the nonsocial and isolating culture of the teaching profession and the lack of Web 2.0 technologies—namely social networking—used to support professional and personal growth for new teachers in the digital age. This qualitative study explored the benefits of Web 2.0 technologies on a new generation of millennial teachers who gather in communities of practice (CoPs) for professional development (PD), as part of an online teacher induction program. The 11 chosen participants comprise new teachers as mentees and their veteran teacher mentors. After observations of online discussions and a series of follow-up phone interviews with the participants, the study used a netnography methodology to identify and test for connective capital gains attained through the educational theory of connectivism. Two basic findings were uncovered: (a) the need to use technology not only for teaching, but more ubiquitously as an essential tool in ongoing professional development, including communicating, collaborating, and learning with other professionals; and (b) the need for time and proper resources to help new teachers use technology effectively. Recommendations call for increasing CoP engagement and changes in school work structures.

Dario, Martina Gabrielle C. (2016) Take the Lead: A Study of the Online Practices of the Philippine Streetdance Community and Dancers’ Utilization of YouTube. Unpublished Undergraduate Thesis, University of the Philippines, Diliman.

Take the Lead is an audience study on the online practices of Philippine streetdancers and how they utilize YouTube. These dancers use the popular video-sharing site to study dance videos online and use what they learn, eventually posting videos of themselves online as well. Although studies have been done on the streetdance culture, very few are linked to how the internet has changed the landscape of dance, and even fewer pertain to the local streetdance community. Using the concepts of communities of practice and connectivism as theoretical foundation, this study made use of in-depth interviews with individuals in the field of local streetdance. The study concluded that this phenomenon of YouTube as a means of dance education illustrates the concept of communities of practice, as YouTube acts as an information hub for the local streetdance community, and the data obtained online is used in real-life applications as well. As YouTube is an online community, connectivism is apparent in the way that learning dance is a highly social activity, acquiring knowledge through networking with other dancers online.

Keywords: Streetdance, connectivism, communities of practice, learning in the digital age, YouTube, video-sharing sites

Massive Open Online Courses (MOOCs) are dramatically reconfiguring and redefining teacher training. With MOOCs’ ubiquity, openness and accessibility, they have become a new platform for teacher professional development across the globe. Utilizing an ethnographic approach, this study examined aspects of memories, perspectives and experiences of the 17 MOOC participants (4 university instructors and 13 high school teachers) in Manila, the Philippines who successfully completed three MOOCs sponsored by the U.S. Department of State and administered by Family Health International and World Learning via Canvas (www.canvas.net) as the MOOC platform. The completed MOOCs were: Teaching Grammar Communicatively (September 25 – October 29, 2017), Integrating Critical Thinking into the Exploration of Culture in an EFL Setting (February 5 – March 26, 2018), and Using Educational Technology in the English Language Classroom (April 16 – May 21, 2018). Data from individual reflections, journals and focus group discussions revealed that, in general, the participants viewed MOOCs as a practical and effective means for professional development because of their open, free and flexible features, while MOOC camps are seen as a community of practice that engages MOOC participants and sustains their motivation in completing the courses successfully. Furthermore, participants’ aims for completing the courses were drawn: to get certification, to have access to quality open educational resources, to participate in a new mode of learning, to acquire new knowledge and skills, inter alia. Andragogical and pedagogical implications are provided in the light of these findings.

This paper describes the diffusion of Moodle within Cherokee County Schools.  The diffusion is evaluated using the Bass Model and the RIPPLES model in order to evaluate relative success or failure.  The Bass Model of Diffusion was calculated utilizing forecasting by analogy in order to analyze the adoption rates in a county high school.  The adoption of Moodle was then analyzed using the RIPPLES model to understand why the adoption rates were below the projected Bass model adoption figures.

This qualitative thesis explores the work of George Siemens and connectivist learning theory, "A Learning Theory for the Digital Age.‟ Findings are based on a literature review which
investigated the foundations, strengths and weaknesses of connectivism and synthesized conclusions into a knowledge base of practical applications for the college level, Instructional
Technology classroom. The half-life of knowledge is shrinking, especially in the field of Instructional Technology; connectivism helps to ensure students remain current by facilitating the
building of active connections, utilizing intelligent social networking and encouraging student-generated
curricula. Connectivism allows the future of education to be viewed in an optimistic, almost utopian perspective, as individuals co-create knowledge in a global, networked
environment.

El progreso tecnológico y el desarrollo de sistemas informáticos de las últimas décadas, unido a su impacto en nuestra vida cotidiana, ha favorecido el surgimiento de distintas formas de enseñanza y aprendizaje, como es el caso de los MOOC/COMA.
Siendo así, se hace necesario revisar si los principios establecidos en el Informe Delors de 1996, que estableció las bases de la Educación a lo largo de toda la vida, a partir de la determinación de los Cuatro Pilares de la Educación, se garantizan en esta nueva metodología de aprendizaje on-line, masivo y abierto.

**If interested in reading make sure to press the download button! It won't load in browser view due to length.** Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

Social functions of art are those that go beyond personal intrinsic value to art's social benefits. Individuals and their society are dynamically related. Art communicates. Most often it is constructed with the intention of sharing responses to and opinions about life with others. Art enriches, informs, and questions our world. When highly valued it can be both a social and financial asset. Art can have powerful transformative and restorative effects within a society as well.