Independent Study Methods: Connectivism Theory and Strategies

UNEMI Online Contents

Unit Information and Theme

1. Unit information / Theme of the week 3 2. Subtheme information 4 2.1. Definition and characteristics 4 2.2. Strategies. Connectivism 6 3. Bibliography 8

Unit Information and Weekly Theme Overview

21. Unit information Theme of the week: » Objective: To analyze the constructivist theory, its characteristics, techniques, and strategies according to the needs of the population with the purpose of making the process of learning a second language more effective. >> Theme: Connectivist theory » Subtheme: 1. Definition and characteristics 2. Strategies. Connectivism » Unit: Theories for learning process >> Duration of weekly hours 10 H 3Theories for learning process - Connectivist theory UNEMI ONLINE

Subtheme Information

Definition and Characteristics of Connectivism

2.1 Definition and characteristics Duke, Harper, and Johnston (2013, p. 7) define Connectivism as "actionable knowledge, where an understanding of where to find knowledge may be more important than answering how or what that knowledge encompasses". "Connectivism provides insight into learning skills and tasks that are needed for learners to flourish in a digital era" (Siemens, 2004, p. 7). Connectivism is seen as a learning theory of the digital age, it is based on the idea that new information is constantly acquired, and that the ability to distinguish between relevant and irrelevant information is essential. It is seen as an evolution to theories such as behaviorism, cognitivism, and constructivism, as it responds to the current demands of the digital era and networked technologies. Connectivism claims that the starting point of learning is the individual, who takes part in a network and through interaction and feedback of knowledge, it provides learning (Siemens, 2004). Downes (2007) points out that "knowledge is, on this theory, literally the set of connections formed by actions and experience." This "learning occurs when knowledge is actuated through the process of a learner connecting to, and providing information in, a network learning community" (Jones, 2015), and in the individual's ability to negotiate the meaning and construct knowledge (Downes, 2007). For connectivism, there are two important skills to be developed for learning to occur: ability to look for information, and the ability to discriminate information (Siemens, 2004). @ Universidad Estatal de Milagro - UNEMI

Principles of Connectivism

• Learning and knowledge rest in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources. 4Theories for learning process - Connectivist theory UNEMI ONLINE
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known.
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Connectivism has applications in different life situations since knowledge requires the intervention of diverse members, who will have varied points of view and who will contribute to the development of ideas. Innovation also becomes an essential element and a challenge since most ideas were once plain elements, and given the rapid two- way information flow available in the web, the "speed of 'idea to implementation' is also improved in this way of learning" (Siemens, 2004). Verhagen (2006 as cited in Bell, 2011) mentions that connectivism helps new pedagogies in changing the control from the teacher to autonomous learners, changing the center to the learner. Connectivism allows students to make their own choices about their learning by promoting collaboration, discussion, the acceptance of different points of view to solve problems, make decisions and make sense of information (Bell, 2011). C Universidad Estatal de Milagro - UNEMI 5Theories for learning process - Connectivist theory UNEMI ONLINE

Connectivism Strategies

2.2 Strategies. Connectivism Bell (2011, pp. 1-2) presents a lesson based on the application of connectivism for undergraduate students preparing to become Agriculture Education teachers. It shows how to incorporate technology to learn about controversial issues on the subject. Teacher directions:

• Students will break into groups of three or four.
• Student groups will each research a relatively controversial subject or issue within the area of agriculture.
• One student will create a PowerPoint or Prezi to present background information on the chosen issue.
• Another student will present a positive viewpoint of the issue using a blogging platform such as Blogster.
• A third student will use a different blogging platform of their choice to share an opposing view on the subject.
• The fourth student will create a public service announcement on the issue using iMovie or another similar technology.
• After each learner completes their media message, the group members will collaborate and create a class presentation using all their media platforms.
• Students will share their presentations to the whole class and answer questions regarding their issue. C Universidad Estatal de Milagro - UNEMI

For a little competition, the teacher can use Edmodo to send a poll to all their students to vote on which group they feel created the best presentation. Students cannot vote for their own group presentation. Bonus points can be awarded to each member of the winning group. As a final reflection, students can write about what they did and how the lesson helped them gain an understanding of agriculture-related issues. 6Theories for learning process - Connectivist theory UNEMI ONLINE

Since students take responsibility and ownership of the tasks given, they require active participation and commitment from the students since they will be creating, researching, analyzing, etc. (Bloom's HOTS). However, as seen, even though the use of technology and autonomy are essential and take a key role in the learning process, the figure of the teacher is still necessary to help them "internalize concepts and help them apply their knowledge to real-world experiences" (Duke et al., 2013 as cited in Bell, 2011). For more information, please refer to the following videos:

• Overview of connectivism - Dr George Siemens: https://www.youtube.com/watch?v=yx5VHpaW8sQ
• Connectivism: https://www.youtube.com/watch?v=a8kqcs2aR9c&t=42s
• Connectivism Learning Theory Reviewed: https://www.youtube.com/watch?v=9vp824ZbksI C Universidad Estatal de Milagro - UNEMI 7Theories for learning process - Connectivist theory UNEMI ONLINE

Bibliography

• Bell, F. (2011, March). Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning. 12(3). United Kingdom: International Review of Research in Open and Distance Learning.
• Downes, S. (2007, February 3). What Connectivism Is. Retrieved June 3, 2019, from https://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
• Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. Special Issue. USA: The International HETL Review. Retrieved June 4, 2019, from https://www.hetl.org/wp- content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf
• Jones, C. (2015). Networked Learning: An Educational Paradigm for the Age of Digital Networks. Springer.
• Siemens, G. (2004, January). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm C Universidad Estatal de Milagro - UNEMI 8