The concept of connectivism is new to me, but after JP’s remarks I attempted find out a bit more. Siemens is credited as the person who developed this theory of learning which accommodates the needs of the new century, allowing for changes in thoughts about learning, technological developments and the rapid expansion of knowledge. He argues that many of the processes previously handled by established learning theories such as behaviourism, cognitivism, and constructivism can now be supported by technology. These theories do not adequately deal with learning that is stored and manipulated by technology or how learning happens within organizations.
In connectivism, the fundamental thought is that learning starts with students linking with each other and not with a fixed body of content. The teacher functions as mediator.
Siemens listed eight key principles which summarise the essence of this learning theory. I have reservations about some of these as far as the development of a successful e-learning course on teaching for registrars in obstetrics at the present time is concerned. I am specifically uncertain about the statement that learning and knowledge rests in diversity of opinions. I think that, before applying this norm in the design of a new instructional setting, we have to consider prior knowledge of the target group. If knowledge is poor, individuals’ diverse opinions may not necessarily lead to useful knowledge in a discipline such as medicine (or for that matter medical education). I cannot knit. I think you need two needles and some wool to start knitting a jersey. I have several friends who cannot knit either. We will not produce any jerseys if we were to use our “diversity of opinions” as basis of learning and knowledge.
Furthermore, while Siemens states that decision making is considered as a learning process in itself, optimal decision making ability may take some time to master. However, we need the registrar to be able to teach student interns from very early in their careers.
Kala concluded that the use of learning theories can play a role in creating outstanding e-learning courses by providing a basis for the development and completion of suitable teaching–learning activities. There is ample evidence of the successful use of constructivism, based on Vygotski’s and Piaget’s contributions, in this regard in the literature. The educator can contribute in three ways: by encouraging active learning, by facilitating social interaction and by providing quality learning materials. I am almost through with a table which I use to sort out the outcomes of my proposed course, along with the expected skills and knowledge as well as the learning objectives. I try to follow the (social) constructivist approach. This may not be so bad from a connectivist point of view, as the latter seems to have developed from social constructivism.
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Wilhelm - I think you are right in sensing connectivism's roots in constructivism. The point is that there is a "new kid on the block" and he is going to grow into a "teenager" who is going to clamour for attention sooner or later (if you can excuse my extended metaphor!).
ReplyDeleteThe point is that although certain scaffolding is needed in terms of basic knowledge (as you point out in medical training), there is already an abundance of information out there in the cloud. The challenge is sense-making and way-finding in the chaos of information. When as student has mastered the art of making connections then the information becomes usable knowledge in an ever changing and unstable world.
Maybe your knitting example is a bit "unfair" to connectivism's position. Maybe we should rather say - I don't know how to knit, but I found expert information, manuals, knitting patterns as well as 10 videos on YouTube on how to get started with knitting. Other friends found a 100 other sites and then we found a site that rates knitting resources and so we ended up with 2 great videos, a definitive handbook as well as Skype meetings set up with 2 of America's famous knitees ... :)
The future of learning is knowing how to learn, and to connect, and to network. How to do this, I am only now finding out.
I am also a social constructivism fan (as well as older theories). I think the point you made wrt Kala is that your learning theory must support the learning you wish to mediate. With e-Learning it is indeed quite easy to show how specific e-tivities can support specific learning outcomes. Those activities can be borne from behaviourism, cognitivism, constuctivism or connectivism.
Looking forward to your table.
Wilhelm, I think that the social constructivist approach and connectivism are very similar with the obvious technological component being the only difference between them.
ReplyDeleteIn many ways, the social and interactive aspect of e-learning, i.e. the sharing of ideas and knowledge may be compared to the "hidden" value of attending conferences, viz. the sharing of thoughts when socialising and the cross pollination of ideas.
With regard to your knitting example: is that not what Estelle, Elize, Adele are trying to do by making the videos of procedures? Essentially they are using technology to teach and reinforce skills, (knitting), and allowing the students to learn in their own time.
I do however know exactly what you refer to when you mention the foundational knowledge that needs to be scaffolded on. There will always be some students who have a "leemte area"; using hyperlinks to revise some core basic knowlege may be a way of overcoming this. (Not that I fully understand how to do this).
I completed reading, (but not interacting), with Alan Clarke's book: E-Learning skills, in which he talks about "Communities of Practice" and how e-learning is the development of a community of practice.
He also emphasises the fact that e-learning can develop many skills depending on the format used, e.g. these blog sites are supposed to develop our communication skills, writing skills and to an extent academic writing skills.
Academic writing skill development will depend on the focus of the group, e.g. if I compare your academic writing to that of Estelle's and mine which is far more casual. (please continue as I am learning from reading your content!)
Regards
Bronwen
Hi JP and Bronwen
ReplyDeleteI am really enjoying the interaction in this module. I also appreciate your responses. As always, I learned a lot from JP’s reply. I think Siemens theory is well motivated and spot-on and feel sure that it will become the leading learning theory soon. My concerns were not aimed at connectivism as such, but at its appropriateness to my planned course at this time. (“I have reservations about some of these as far as the development of a successful e-learning course on teaching for registrars in obstetrics at the present time is concerned”). My comments about the knitting were also based on my assessment of our registrars’ readiness for a “connectivist-approach” course. I enjoyed JP’s alternative to my scenario, but I think some prerequisites remain. Two would be enthusiasm and dedication to learn to knit and an understanding of the possibilities available on the net. I am worried about what JP calls the challenge of “sense-making and way-finding in the chaos of information”. Over the last two years, there were an estimated 9000 deaths of babies around birth in South Africa whom assessors thought would have survived if the health worker (doctors and nurses) had acted differently. Many of these were due to missing or misinterpreting very basic signs and symptoms, such as increased blood pressure, poor progress in labour and fetal distress. Things which registrars can easily teach students in the clinical setting if they had some guidance on teaching. I therefore thought it would be better to either provide appropriate learning material or to guide the registrars on finding the best material. This, I thought, is why a constructivist approach to be more appropriate at this time.
JP, my “table” has progressed to a point where I am willing to share parts of it. Can one “attach” a DOC-file when posting on the blog?
Regards
Wilhelm
Hi Wilhelm
ReplyDeleteI really agree with your critical comments about connectivism. And although I am with JP excited about all the new learning opportunities opened up in our new connected world with sharing, collaboration and peer-review, I think one should be careful that this does not become the only type of learning we think happens. I think it's rather a combination of many types of teaching and learning. I believe that some knowledge transfer is required - i.e. there needs to be a "knowledgeable other" and some shared knowledge basis about e.g. knitting, before we can start our discussion on knitting or knitting ourselves. I think it also depends on the complexity of the learning you want to take place and therefore moving away from knitting (or my husband learning how to use his Gamin running watch on YouTube instead of listening to the salesperson!) that might be "low stakes" to your very "high stakes" example of baby deaths, it really drives the point home that you will always need the educator / teacher / guide to give input and remain involved and guide the learning process before you start treating babies. My example is always heart transplants. You can put me in a room with all the Internet resources available with fellow students and we can google and discuss at length, but without a variety of experts' input I do not think there is any chance that I would try my hand at a heart transplant.I therefore think the level of complexity is another variable one has to keep in mind when we think about designing (e)learning interventions.
Very very very interesting discussion though! Really enjoying it!
Wilhelm and all
ReplyDeleteThe discussion makes the original question about Siemens worthwhile. Anything lies in the testing and application and contextualising of the theory. If one could save lives with your teaching, then all theories probably should be used so as to capture and ensure that all modes of learning are activated and the best possible learning outcome is achieved.
About your question on publishing your table on the blog...
It is possible with a little work-around. You could sign up on www.slideshare.com and then upload your table/project (in PPT or PDF format) on that site. Once uploaded, you can then embed that specific Slideshare presentation/ site in your blog (in html mode). The Siemens presentation on the main blog was done exactly like that (I embedded his Slideshare presentation into my blog post).
Otherwise you could create a document in Google Docs (http://docs.google.com), make the document public (i.e. anyone can read it on the internet), grab that link and then insert the link onto your blog post. When someone clicks on the link, it will open up your Google document and "bob's your uncle". If you want to attempt this, I will gladly assist. (Google docs, by the way can also be used to create spreadsheets and interactive forms - which can be used for surveys!).
Good luck!
JP
Hi Antoinette and JP
ReplyDeleteThanks for the comments. I think Antoinette's referral to the heart transplant is a much more appropriate example than mine about knitting. I also agree with JP's comment about the context. I also agree that the original statement about Siemens's work was worthwhile. It broadened one's vision and also contributed to my overall understanding of e-learning. I have prepared a posting (in MSWord) before reading these comments - really battled to get onto the net with my Slipstream today. I briefly summarise my understanding of the place of learning theories there. I am leaving that posting as originally prepared.
JP, thanks for the advice regarding the table. I saw an article this weekend stating that files are uploadable to blogs, without giving details about how to do it. I will attempt to do it according what you advise and call for help if needed.
Regards
Wilhelm