Group+against+Connectivism

= = Against ConnectivismGroup: Amy, Lorie, Carolyn

What is Connectivism?
According to Wikipedia, "Connectivism, 'a learning theory for the digital age,' has been developed by [|George Siemens] and [|Stephen Downes] based on their analysis of the limitations of [|behaviourism], [|cognitivism] and [|constructivism] to explain the effect technology has had on how we live, how we communicate, and how we learn."

Is Connectivism a Learning Theory?
According to George Siemens, connectivism is a learning theory for the 21st Century digital age. Siemens presents a new theory to take the place of congitivism, behaviorism, and constructivism. Siemens states that technology has necessitated a new theory. A major critic of Siemens' theory, Pløn Verhagen, who is a professor of Educational Design at the University of Twente in the Netherlands reacted by stating "... this is not a learning theory, but a pedagogical view on education with the apparent underlying philosophy that pupils from an early age need to create connections with the world beyond the school in order to develop the networking skills that will allow them to manage their knowledge effectively and efficiently in the information society." Verhagen says that learning theories should deal with how people learn and connectivism addresses what and why people learn. (Verhagen 2006)

Another critic of Siemens' theory, Bill Kerr (2006), believes that existing learning theories are sufficient with the inclusion of technology in education. Kerr states that “knowledge is not learning or education.” Critics have also stated that connectivism displays resemblance to social constructivism as an "off-branch to constructivism." A wiki created by a graduate class states "Connectivism places more importance on one's ability to obtain and acquire information rather than one's learning of content." (http://pls109bcoce.wikispaces.com/Con+Connectivism)

Connectivism is a pedagogical view not a learning theory.
According to Bill Kerr (2006), networks are important but haven't changed learning so much that we need to throw away all of the established learning theories and replace them with a brand new one. How do we test whether a new idea is an interesting speculation or something more substantial? A good learning theory should:
 * 1) contribute to a theory/practice spiral of curriculum / learning reform,
 * 2) provide a significant new perspective about how we see learning happening
 * 3) represent historical alternatives accurately.

Connectivism fails on the first count by using language and slogans that are sometimes “correct” but are too generalised to guide new practice at the level of how learning actually happens.

Connectivisim does contribute to a general world outlook but we already have theories and manifestos for that view (systems theory, chaos theory, network theory, cluetrain manifesto), so we don't need a new -ism in this respect.

Finally, connectivism misrepresents the current state of established alternative learning theories such as constructivism, behaviourism and cognitivism, so this basis for a new theory is also dubious.

Arguments Against Connectivism [[image:Connectivismverhagen.jpg width="225" height="295" align="right" link="@http://ltc.umanitoba.ca/wiki/ConnectivismArgumentCatalogue"]]
In summary of numerous arguments against connectivism, including the criticism from Verhagen (2006) and Kerr, several points are repeated:
 * It's not a learning theory
 * It has all been said before (and better)
 * It's too focused on knowledge
 * It's the same thing as constructivism
 * It's not supported (neo-science)
 * It can't be implemented broadly
 * It's focused only on the external and falls under the umbrella of behaviorism
 * How does connectivism explain learning a new skill?
 * How, specifically, does learning happen in a connectivist model?
 * How are emotional elements such as motivation addressed in a connectivist model?
 * How does connectivism address language and meaning?
 * Is connectivism inevitably tied to individualism?
 * <span style="font-family: Arial,Helvetica,sans-serif;">It removes engagement between the teacher and the students.

In reflection of Siemens' Connectivism Theory, the theory relies on the acquisition of knowledge and the demands of technology for acquiring knowledge. Educators are responsible to implement research-based strategies that focus on HOW students learn and integrate technology as an instruction tool not the FOCUS of teaching and learning. In the screenshot below, Bill Kerr's slide from his presentation at the [|Connectivism Conference 2007] explains that "connectivism is visible because the network is more visible." The exponential growth in technology provides educators with unlimited tools to build online collaborative environments and use Web 2.0 technologies as a medium to facilitate the learning process.

Lastly, Siemens' connectivist theory requires students to actively engage in online learning, which presents conflicts between the compatibility of connectivism and formal education. Majority of public schools today are not equipped with a one-to-one environment where all students have access to a laptop in order to "connect" their learning with knowledge available through Internet techologies.

Below is a slide from a Podcast Criticism by Bill Kerr on Connectivism from [|Connectivism Conference 2007]

Are parts of this theory more compelling or relevant to you than others?
I find it, as many others, that Siemens talks about "non-human appliances" in his paper a compelling idea. Critics propose that information has been stored in non-human appliances for generations (Verhagen 2006). Books, pictures, maps, and albums are storage devices used in the past of the non-human kind.

Is Connectivism new or part of a continuum of change?
[|Tony Forster] presents on his blog a view of Connectivism as steps of change. " Telegraph to the internet is like fixed print to Gutenberg’s movable type, internet is the "killer app", said Forster. Does a new theory need to be developed because of the development of new technology? Could other theories such as behaviorism, constructivism, or cognitivism be updated to fill the bill?

What are some challenges with connectivism?

 * Most schools do not have access to the amout or type of technology needed.
 * Many online sites, such as blogs, chats, social networking sites, and wikis, are blocked from students by strong internet filtering by school districts.
 * Knowing what’s important (filtering information …or relying on trusted filters.
 * Learners cannot be expected to function in new spaces and structures without developing required skills.
 * Learning needs to be created in line with the needs of the learner - contextualized, task-focused, and at the point of need.
 * Increases concerns about internet safety.
 * Websites and other sources need to be assessed for accuracy and currency.
 * Learners need to be mature enough to know how to learn, how to manage infomation, and need to know how what questions to ask and how to ask them and how to find out their answers.
 * Teachers need to receive training in a variety of technologies in order to develop lessons and guide and assist students.
 * Not all students have access to necessary technologies outside of the classroom to enrich their learning outside of school.

**References**
"Con Connectivism", Wikispaces pls109bcoe, retrieved Nov 10, 2009, http://pls109bcoce.wikispaces.com/Con+Connectivism

"Argument Against Coonectivism" Learning Technologies Centre, retrieved November 12, 2009. http://ltc.umanitoba.ca/wiki/ConnectivismArgumentCatalogue

"Definition of Connectivism" Wikipedia, retrieved November 12, 2009, http://en.wikipedia.org/wiki/Connectivism_(learning_theory)#Criticisms_of_connectivism

"Bill Kerr - Connectivism Conference 2007", retrieved November 12, 2009, http://vodpod.com/watch/6299-bill-kerr-connectivism-conference-2007?pod=learning

Kerr, B. (2006). A Challenge to Connectivism. Retrieved November 13, 2009, from []

Marhan, Ana-Maria (2006). "Connectivism: Concepts and Principles for Emerging Learning Networks". Retreived November 16, 2009. []

Verhagen, P. (2006). Connectivism: A new learning theory? Retrieved November 12, 2009, from http://elearning.surf.nl/e-learning/english/3793

"Tony Forster - OLCC2007 - Knowledge and Learning", retrieved November 13, 2009, from []

Graphic retrieved November 12, 2009, from [|Situating Connectivism]