Connectivism in the Classroom

Siemens’ Knowing Knowledge is the explanation of connectivism. According to Siemens (2006), “Connectivism is the integration of principles explored by chaos, network, complexity, and self-organization theories” (p. 30). Connectivism considers how knowledge is acquired faster and in greater quantity than a generation ago, changing how we theorize and conceptualize knowledge acquisition. Connectivism makes connections “that enable us to learn more are more important than our current state of knowing” (Siemens, 2006, p. 30). While connectivism is focused on connections, it is more importantly, though, focused on the nature of connections and how they move us further than what we know now. Connectivism assumes that we will learn more than what we know know by applying and seeking knowledge.

These connections change as knowledge changes because “Connectivism is driven by the understanding that decisions are based on rapidly altering foundations” (Siemens, 2006, p. 30) due to “New knowledge is continually being acquired” (Siemens, 2006, p. 31). Connectivism is not static. As social structures and the knowledge produced by these structures change, so does the knowledge learners are acquiring. Connectivism is a reaction based on the network the learner has created to gain knowledge. This allows knowledge to change. More importantly, connectivism allows the learner to situate knowledge. Siemens (2004) noted, “The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back to the network, and then continue to provide learning to the individual.” Knowledge acquisition in this model in ongoing and more importantly, changing.

In the classroom, scaffolding content and encouraging students to seek practical applications of knowledge will engage connectivism. The links between book knowledge and practical application are strengthened with connectivism. Students see how classroom content can be applied in the work setting, then they practice the skill, and refine the skill through experience. Networking with peers in the classroom and in the career world will also enable students to form new connections and challenge the knowledge they have acquired in the classroom. Connectivism can be used as a tool to engage students to look pass a test or a discussion board to a practical, usable application of the content.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Siemens, G. (2006). Knowing knowledge. Canada: Author.