In connectivism, a phrase like \"constructing meaning\" makes no sense. Connections form naturally, through a process of association, and are not \"constructed\" through some sort of intentional action.\u00a0...Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.<\/em><\/p>\n \n\n[caption id=\"attachment_81\" align=\"aligncenter\" width=\"746\"] Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity....Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database).<\/em><\/p>\n Siemens (2005)<\/a> identifies the principles of\u00a0connectivism as follows:<\/p>\n\n at its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks....[Connectivism]\u00a0implies a pedagogy that:<\/em><\/p>\n (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and<\/em><\/p>\n (b) seeks to describe the practices that lead to such networks, both in the individual and in society -\u00a0which I have characterized as modelling and demonstration (on the part of a teacher) - and practice and reflection (on the part of a learner).<\/em><\/p>\n\n <\/p>\n Another\u00a0epistemological position, connectivism, has emerged in recent years that is particularly relevant to a digital society.\u00a0Connectivism is still being refined and developed, and it is currently highly controversial, with many critics.<\/p>\n In\u00a0connectivism\u00a0it is the collective connections between all the ‘nodes’ in a network that result in new forms of knowledge. According to Siemens (2005<\/a>), knowledge is created\u00a0beyond the level of individual human participants, and is constantly shifting and changing. Knowledge in networks is not controlled or created by\u00a0any formal organization, although organizations can and should ‘plug in’ to this world of constant information flow, and draw meaning from\u00a0it.\u00a0Knowledge in connectivism is a chaotic, shifting phenomenon as nodes come and go and as information flows across networks that themselves are inter-connected with myriad other networks.<\/p>\n The significance of connectivism is that its proponents argue that the Internet changes the essential nature of knowledge.\u00a0‘The pipe is more important than the content within the pipe<\/em>,’ to quote Siemens again.\u00a0Downes (2007)<\/a>\u00a0makes a clear distinction between constructivism and connectivism:<\/p>\n In connectivism, a phrase like “constructing meaning” makes no sense. Connections form naturally, through a process of association, and are not “constructed” through some sort of intentional action.\u00a0…Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.<\/em><\/p>\n <\/p>\n For\u00a0Siemens (2005<\/a>), it is the connections and the way information flows that result in knowledge existing beyond the individual.\u00a0Learning becomes the ability to tap into significant flows of information, and to follow those flows that are significant.\u00a0He\u00a0argues that:<\/p>\n Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity….Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database).<\/em><\/p>\n Siemens (2005)<\/a> identifies the principles of\u00a0connectivism as follows:<\/p>\n Downes (2007)<\/a>\u00a0states that:<\/p>\n at its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks….[Connectivism]\u00a0implies a pedagogy that:<\/em><\/p>\n (a) seeks to describe ‘successful’ networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and<\/em><\/p>\n (b) seeks to describe the practices that lead to such networks, both in the individual and in society –\u00a0which I have characterized as modelling and demonstration (on the part of a teacher) – and practice and reflection (on the part of a learner).<\/em><\/p>\n Siemens, Downes and Cormier constructed the first massive open online course (MOOC),\u00a0Connectivism and Connective Knowledge 2011<\/a>, partly to explain and partly to model a connectivist approach to learning.<\/p>\n Connectivists such as Siemens and Downes tend to be somewhat vague about the role of teachers or instructors, as the focus of connectivism is more on individual\u00a0participants, networks\u00a0and the flow of information and the\u00a0new forms of knowledge\u00a0that\u00a0result. The\u00a0main purpose of a teacher appears to be\u00a0to provide the initial learning environment and context that brings learners together, and \u00a0to help learners construct\u00a0their own personal learning environments\u00a0that\u00a0enable them to connect to ‘successful’ networks, with the assumption that\u00a0learning will automatically occur as a result, through exposure to the flow of information and the individual’s autonomous reflection\u00a0on its meaning. There is no need for formal institutions to support this kind of learning, especially since such learning\u00a0often depends heavily on social media readily available to all participants.<\/p>\n There are numerous criticisms of the connectivist approach to teaching and learning (see Chapter 5, Section 4)<\/a>.\u00a0Some of these criticisms may be overcome as practice improves, as new tools for assessment, and for organizing co-operative and collaborative work with massive numbers, are developed, and as more experience is gained.\u00a0More importantly, connectivism\u00a0is really the first theoretical attempt\u00a0to radically re-examine\u00a0the implications for\u00a0learning of the Internet and the explosion of new communications technologies.<\/p>\n AlDahdouh, A., et al. (2015) Understanding knowledge network, learning and connectivism<\/a>, International Journal of Instructional Technology and Distance Learning<\/em>, Vol. 12, No.10<\/p>\n Downes, S. (2007)\u00a0What connectivism is<\/a><\/em>\u00a0Half An Hour, February 3<\/p>\n Downes, S. (2014)\u00a0The MOOC of One<\/em><\/a>, Stephen’s Web, March 10<\/p>\n Siemens, G. (2005)\u00a0Connectivism: a theory for the digital age\u00a0<\/a>International Journal of Instructional Technology and Distance Learning,<\/em> Vol. 2, No. 1.<\/p>\n 1. What areas\u00a0of knowledge do you think would be best ‘taught’ or learned through a connectivist approach?<\/p>\n 2. What areas of knowledge do you think would NOT be appropriately taught through a\u00a0connectivist\u00a0approach?<\/p>\n 3. What are your reasons?<\/p>\n You might like to come back to your answer after\u00a0you have read Chapter 6<\/a>\u00a0on MOOCs. In the meantime, click on the podcast below for my view on Connectivism.<\/p>\n![\"Figure](\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/22\/2025\/05\/Connectivism-Downes-21-1024x666.jpg\")
<\/a> Figure 2.6.3: A map of connectivism Image: \u00a9 pkab.wordpress.com. Click and drag for a larger image.[\/caption]\n2.6.2 Connectivism and learning<\/h2>\nFor\u00a0Siemens (2005<\/a>), it is the connections and the way information flows that result in knowledge existing beyond the individual.\u00a0Learning becomes the ability to tap into significant flows of information, and to follow those flows that are significant.\u00a0He\u00a0argues that:\n
\n \t
2.6.3 Applications of connectivism to teaching and learning<\/h2>\nSiemens, Downes and Cormier constructed the first massive open online course (MOOC),\u00a0Connectivism and Connective Knowledge 2011<\/a>, partly to explain and partly to model a connectivist approach to learning.\n\nConnectivists such as Siemens and Downes tend to be somewhat vague about the role of teachers or instructors, as the focus of connectivism is more on individual\u00a0participants, networks\u00a0and the flow of information and the\u00a0new forms of knowledge\u00a0that\u00a0result. The\u00a0main purpose of a teacher appears to be\u00a0to provide the initial learning environment and context that brings learners together, and \u00a0to help learners construct\u00a0their own personal learning environments\u00a0that\u00a0enable them to connect to 'successful' networks, with the assumption that\u00a0learning will automatically occur as a result, through exposure to the flow of information and the individual's autonomous reflection\u00a0on its meaning. There is no need for formal institutions to support this kind of learning, especially since such learning\u00a0often depends heavily on social media readily available to all participants.\n\nThere are numerous criticisms of the connectivist approach to teaching and learning (see Chapter 5, Section 4)<\/a>.\u00a0Some of these criticisms may be overcome as practice improves, as new tools for assessment, and for organizing co-operative and collaborative work with massive numbers, are developed, and as more experience is gained.\u00a0More importantly, connectivism\u00a0is really the first theoretical attempt\u00a0to radically re-examine\u00a0the implications for\u00a0learning of the Internet and the explosion of new communications technologies.\n
References and further reading<\/h2>\nAlDahdouh, A., et al. (2015) Understanding knowledge network, learning and connectivism<\/a>, International Journal of Instructional Technology and Distance Learning<\/em>, Vol. 12, No.10\n\nDownes, S. (2007)\u00a0What connectivism is<\/a><\/em>\u00a0Half An Hour, February 3\n\nDownes, S. (2014)\u00a0The MOOC of One<\/em><\/a>, Stephen's Web, March 10\n\nSiemens, G. (2005)\u00a0Connectivism: a theory for the digital age\u00a0<\/a>International Journal of Instructional Technology and Distance Learning,<\/em> Vol. 2, No. 1.\n
Activity 2.6 Defining the limits of connectivism<\/h3>\n1. What areas\u00a0of knowledge do you think would be best 'taught' or learned through a connectivist approach?\n\n2. What areas of knowledge do you think would NOT be appropriately taught through a\u00a0connectivist\u00a0approach?\n\n3. What are your reasons?\n\nYou might like to come back to your answer after\u00a0you have read Chapter 6<\/a>\u00a0on MOOCs. In the meantime, click on the podcast below for my view on Connectivism.\n\n[audio m4a=\"https:\/\/pressbooks.bccampus.ca\/teachinginadigitalagev3\/wp-content\/uploads\/sites\/1475\/2014\/09\/Connectivism-2022-01-04-3.15-PM.m4a\"][\/audio]\n\n<\/div>","rendered":"
![\"\"](\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/22\/2014\/09\/Screen-Shot-2019-05-06-at-8.58.27-PM-300x300.png\")
![\"\"](\"https:\/\/openstudio.pub\/wp-content\/uploads\/sites\/22\/2025\/05\/Screen-Shot-2019-05-06-at-8.56.35-PM-300x223.png\")
2.6.1 What is connectivism?<\/h2>\n
<\/a>2.6.2 Connectivism and learning<\/h2>\n
\n
2.6.3 Applications of connectivism to teaching and learning<\/h2>\n
References and further reading<\/h2>\n
Activity 2.6 Defining the limits of connectivism<\/h3>\n