Bearing this in mind, Siemens (2006) explains that knowledge has transformed from “categories and hierarchies” to networks and various “ecologies”. The foundation of knowledge is based on two ideas that explain some part of our existence, and is deemed relevant for some kind of act. “Viewing learning and knowledge as network phenomena alters much of how we have experienced knowledge in the last century” (Siemens, p. vii). Siemens also explains that this networking is closely related to how an individual accepts learning. As a result, a change of this magnitude is constantly evolving through technology, and forever being stressed by change. Thus the statement, “New epistemological and ontological theories are being formed…” (Siemens, p. 3).
Technology is instrumental in expanding our society and most importantly the way we do things on a day to day basis. Therefore, all innovations or ideas must be examined and tested to truly see if they impact our students and society in a positive/relevant fashion all the times. Connectivism highlights this range through an assortment of networks, aiding our youngest learners’ pool resources to find answers to an ever growing number of demands. According to Chris Dede (2007) the nature of collaboration has transformed. Over time, educators and technical specialist have had to adapt and implement these modifications in order to capitalize on learning. Activeor engaged learning is dependent on collaborative efforts amongst the members of the learning community (Conrad & Donaldson, 2004). These connectivist experiences with socialization assist the learner creates (cognitivism) and generates meaning from what is observed (constructivism), therefore launching identifiable patterns to use in future circumstances (connectivism). Although Siemens (2006) has his reservations in reference to the issues with existing learning theories, the fast-paced progress of new technologies and related concepts will persistently alter the instructional methods and opportunities for acquiring information.
After extensive research and practice, it is not totally out of the realm of reality that Connectivism could take on the role a learning theory. First of all, connectivism is considered to be, “the amplification of learning, knowledge, and understanding through the extension of a personal network” (Siemens, 2004). Therefore, due to these personal networks, learners are able to obtain a wide range of knowledge and perspectives to assist them in making crucial decisions. This allows participants to share experiences and learn through collaboration. Next, having the ability to tap into enormous databases of knowledge instantaneously permits a learner to seek additional knowledge. These sorts of capabilities can expedite research and assist in interpreting patterns. Third, clarifying learning by way of traditional learning theories is harshly limited by the swift transformation conveyed by technology. In a nutshell, Connectivism is refereed as actionable knowledge, where an understanding of where to find knowledge takes precedence over responding to how or what that knowledge encompasses.
References:
Conrad, R., & Donaldson, A. (2004). Engaging the o line learner. San Francisco, CA: Jossey-Bass.
Dede, Chris. “The Importance of Collaboration featuring Dr. Chris Dede." Walden University. 2008. Laureate Education, Inc.
Siemens, G. (2004). A learning theory for the digital age. Retrieved from http://www.elearnspace.org/articles/connectivism.htm
Siemens, G. (2006). Knowing knowledge. Retrieved from www.knowingknowledge.com
Siemens, G. (2009). elearnspace. Retrieved from http://www.elearnspace.org/blog/