Supporting Theoretical Background

Limitations of behaviourism, cognitivism, and constructivism

A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence - i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations.

Learning theories are concerned with the actual process of learning, not with the value of what is being learned. In a networked world, the very manner of information that we acquire is worth exploring. When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today's environment, action is often needed without personal learning - that is, our actions require  us to draw on information that is outside of our primary knowledge. The ability to synthesise and recognise connections and patterns is a valuable skill.

Many important questions are raised when established learning theories are seen through technology. The natural attempt of theorists is to continue to revise and evolve theories as conditions change. At some point, however, the underlying conditions have altered so significantly, that further modification is no longer sensible. An entirely new approach is needed.

Knowledge explosion

Knowledge is growing exponentially. In many fields, the shelf life of knowledge can now be measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing lifespan of knowledge:

"One of the most persuasive factors is the shrinking half-life of knowledge. The ‘half-life of knowledge' is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction."

Some significant trends in learning

We are observing some significant trends lately due to rapid technological development and social changes. These include:

  1. Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  2. Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways - through communities of practice, personal networks, and through completion of work-related tasks.
  3. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
  4. Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
  5. The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
  6. Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
  7. Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
IDevice Icon Reflection 2.2

Recent technological developments have led to changes in some social trends. Can you identify some of these trends in your community? How do these trends impact on learning?

Discuss with your colleagues and reflect on this issue.

Let us now read the following paragraphs taken from George Siemens (2004) Connectivism: A Learning Theory for the Digital Age - CC License.

An alternative theory

Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire all the learning that we need in order to carry out our actions in the modern world. We derive our competence from forming connections. Karen Stephenson states:

"Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people's experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends' is an axiom for collecting knowledge through collecting people."

Connectivism

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database) and is focused on connecting specialised information sets. The connections that enable us to learn more are more important than our current state of knowing.

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognise when new information alters the landscape based on decisions made yesterday is also critical.

Principles of connectivism:

  1. Learning and knowledge rests in a diversity of opinions.
  2. Learning is a process of connecting specialised nodes or information sources.
  3. Learning may reside in non-human appliances.
  4. The capacity to know more is more critical than what is currently known.
  5. Nurturing and maintaining connections is needed to facilitate continual learning.
  6. Ability to see connections between fields, ideas, and concepts is a core skill.
  7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  8. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Behaviourism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.

The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilised. The field of education has been slow to recognise both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
IDevice Icon Check your progress 2.2
  1. Established learning theories such as Behaviourism, Cognitivism and Constructivism explains learning as a process within an individual. Is it a correct statement? Yes/No Please explain your answer.
  2. What are the principles of Connectivism? Give atleast five principles.


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