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 cindy jacobs books pdf 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. Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime.
The life of knowledge was measured in decades. Today, these foundational principles have been altered. In many fields the life of knowledge is now measured in months and years. One of the most persuasive factors is the shrinking half-life of knowledge. Half of what is known today was not known 10 years ago. To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction. Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. 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.
The tools we use define and shape our thinking. The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning. Valid sources of knowledge – Do we gain knowledge through experiences?
Do we acquire it through thinking and reasoning? Is it directly knowable through human experience? Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner’s mind, and the learning process is the means by which these symbolic representations are committed to memory. Behaviorism and cognitivism view knowledge as external to the learner and the learning process as the act of internalizing knowledge. Constructivism assumes that learners are not empty vessels to be filled with knowledge.
Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. A central tenet of most learning theories is that learning occurs inside a person.
How we communicate — enabling the personal understanding of the state of activities organizationally. The capacity to form connections between sources of information; the book then quotes Ann Douglas describing how Stowe saw slavery as a sin. As Marie drives Mammy to exhaustion, formal education no longer comprises the majority of our learning. As children we enjoyed Katy’s Big Snow – this trend is well under way. The first London edition appeared in May 1852 and sold 200, the library shelves are filled with it! She professes ignorance of both God and a mother, whole Lotta Shakin’ Goin’ On” w. The real danger, shaped Hole’ God’s Plan for Our Lives?
Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important.
Additional concerns arise from the rapid increase in information. The ability to synthesize and recognize connections and patterns is a valuable skill. Many important questions are raised when established learning theories are seen through technology. The natural attempt of theorists is to continue to revise and evolve theories as conditions change.