Psychology · Ongoing / Continuous learning ecosystems

Connectivism

A learning theory for the digital age that views learning as a network-creation process rather than an internal, individualistic activity. It posits that knowledge is distributed across a network of human and non-human nodes, and learning is the ability to construct, traverse, and synthesize these connections.

When to use Connectivism

Most effective in rapidly changing industries where knowledge becomes obsolete quickly, in decentralized organizational environments, and when designing continuous professional development or knowledge management programs.

How Connectivism works

Design learning environments that shift the facilitator from content provider to network curator. Create activities where learners build Personal Learning Networks (PLNs), practice 'know-where' (locating reliable information sources), collaborate across diverse digital platforms, and synthesize disparate ideas rather than memorizing static content.

Phases of Connectivism

  1. Individual (Personal Knowledge Network)
  2. Network Feed (Connecting Nodes and Information Sources)
  3. Organizational Integration (Feeding Knowledge into Institutions)
  4. Feedback Loop (Refeed from Organization back to Individual Network)

Key principles

  • Learning and knowledge rest in a diversity of opinions.
  • Learning is a process of connecting specialized nodes or information sources.
  • Learning may reside in non-human appliances (databases, algorithms, tools).
  • The capacity to know more is more critical than what is currently known.
  • Nurturing and maintaining connections is essential to facilitate continual learning.
  • The ability to see connections between fields, ideas, and concepts is a core skill.
  • Currency (accurate, up-to-date knowledge) is the ultimate intent of all learning activities.
  • Decision-making is itself a learning process, as choices are based on rapidly shifting realities.

Best for

  • Digital and blended learning environments
  • Knowledge management and organizational learning
  • Professional development in high-velocity fields
  • Complex, multi-disciplinary problem solving

Considerations

  • Requires a baseline of digital literacy and access to networking technologies.
  • Can lead to cognitive and information overload if learners lack curation and filtering skills.
  • Challenges traditional instructional design models that rely on highly structured, linear learning paths.
  • Relies on the active participation and health of the network nodes to remain effective.

Attribution & sources

Developed by George Siemens, 2005

Primary source

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