Connectivism: Its place in theory-informed research and innovation in technology-enabled learning

Bell, F

Abstract

The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.

• Journal Article Type: Article
• Publication Date: Mar 1, 2011
• Deposit Date: Apr 7, 2011
• Publicly Available Date: Apr 5, 2016
• Journal: The International Review of Research in Open and Distance Learning
• Print ISSN: 1492-3831
• Publisher: Athabasca University Press
• Peer Reviewed: Peer Reviewed
• Volume: 12
• Issue: 3
• Keywords: Theory; learning; implementation; research; evaluation; connectivism; actor-network theory; social shaping of technology; activity theory; zone of proximal development; change management
• Publisher URL: http://www.irrodl.org/index.php/irrodl/article/view/902/1664
• Additional Information: References : Ally, M. (2004). Role and function of theory in online education development and delivery. In T. Anderson & F. Elloumi (Eds.), Foundations of educational theory for online learning. Athabasca, AB: Athabasca University. Ball, W. J. (1995). Using the Internet as a teaching tool: Why wait any longer? PS: Political Science and Politics, 28(4), 718–720. Bayne, S., & Ross, J. (December 2007). The digital “native” and “digital immigrant”: A dangerous opposition. Paper presented at the Annual Conference of the Society for Research into Higher Education (SRHE), Edinburgh, Scotland. Beetham, H. (2009). Thriving in the 21st century: Learning literacies for the digital age (LLiDA project). The Caledonian Academy: Glasgow Caledonian university. Bell, F. (2003, September). Framing e-learning communities within a wider context. Paper presented at the ALT-C 2003, Communities of Practice, Sheffield, UK. Bell, F. (2010). Network theories for technology-enabled learning and social change: Connectivism and actor network theory. Paper presented at the Seventh International Conference on Networked Learning, Aalborg, Denmark. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Creanor.html. Bennett, S., Maton, K., & Kervin, L. (2008). The digital “natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. Bigum, C., & Rowan, L. (2004). Flexible learning in teacher education: Myths, muddles and models. Asia-Pacific Journal of Teacher Education, 32(3), 213-226. Black, E. W., Beck, D., Dawson, K., Jinks, S., & DiPietro, M. (2007). The other side of the LMS: Considering implementation and use in the adoption of an LMS in online and blended learning environments. TechTrends: Linking Research & Practice to Improve Learning, 51(2), 5. Budapest Open Access Initiative. (2002). Retrieved from http://www.soros.org/openaccess/read.shtml. Cape Town Open Education Declaration. (2007). Unlocking the promise of open educational resources. Retrieved from http://www.capetowndeclaration.org/. Castells, M. (2000). The rise of the network society (2nd ed.). Hoboken, NJ: Blackwell Publishers. Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin (Ed.), Vygotsky’s educational theory in cultural context (pp. 39–64). Cambridge, UK: Cambridge University Press. Cookson, P. 2002. The hybridization of higher education: Cross national perspectives (Editorial). The International Review of Research in Open and Distance Learning, 3(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/66/135. Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate, 4(5). Retrieved from http://www.innovateonline.info/index.php?view=article&id=550. Darke, P., Shanks, G., & Broadbent, M. (1998). Successfully completing case study research: Combining rigour, relevance and pragmatism. Information Systems Journal, 8(4), 273–289. Downes, S. (1995–2001). Stephen’s guide to the logical fallacies. Retrieved from http://onegoodmove.org/fallacy/. Downes, S. (2005). An introduction to connective knowledge [Web log post]. Retrieved from http://www.downes.ca/cgi-bin/page.cgi?post=33034. Downes, S. (2005, December 22). An introduction to connective knowledge [Web log post]. Retrieved from http://www.downes.ca/cgi-bin/page.cgi?post=33034. Downes, S. (2006). Learning networks and connective knowledge. Discussion paper #92 (online document). Instructional Technology Forum. Retrieved from http://it.coe.uga.edu/itforum/paper92/paper92.html. Downes, S. (2007a, November 24). Groups vs. networks: The class struggle continues [Web log post]. Retrieved from http://www.downes.ca/post/42521. Downes, S. (2007b, September 15). What connectivism is [Web log post]. Retrieved from http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html Downes, S. 2007c. Places to go: Facebook. Innovate, 4(1). http://www.innovateonline.info/index.php?view=article&id=517. Drexler, W. (2008, June 15). CCK08 connectivism-networked student—the movie [Video]. Retrieved from http://teachweb2.blogspot.com/2008/11/cck08-connectivism-networked-studentthe.html Duchastel, P. (1998). Prolegomena to a theory of instructional design. Online ITFORUM presentation and archived discussion. Retrieved from http://itech1.coe.uga.edu/itforum/paper27/paper27.html. Engeström, Y., & Kerosuo, H. (2007). From workplace learning to inter-organizational learning and back: The contribution of activity theory. Journal of Workplace Learning, 19(6), 336–342. Fleck, J. (1988). Innofusion or diffusation? : The nature of technological development in robotics (Edinburgh PICT working paper 4). Retrieved from http://www.issti.ed.ac.uk/publications. Gestzi, T. (1990). Physical models of neural networks. Singapore: World Scientific. Goodyear, P. (2001). Effective networked learning in higher education: Notes and guidelines (Vol. 3, 2005). Lancaster, UK: Centre for Studies in Advanced Learning Technology, Lancaster University. Griffiths, M., & Light, B. (2010). Social networking and digital gaming media convergence: Consequences for appropriation in Habbo Hotel. Paper presented at Under the Mask 2010: Perspectives on the Gamer, Bedford University, UK. Retrieved from http://underthemask.wikidot.com/griffithsandlight Horowitz, B. (2006, February 16). Creators, synthesizers, and consumers [Web log post]. Retrieved from http://blog.elatable.com/2006/02/creators-synthesizers-and-consumers.html Internet Usage Statistics. (2009). Retrieved from http://www.internetworldstats.com/stats.htm Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103 Latour, B. (2005). Reassembling the social. Oxford: Oxford University Press. Mackenzie, D., & Wacjman, J. (Eds.). (1999). The social shaping of technology. Milton Keynes, UK: Open University Press. Mackness, J., Mak, S., & Williams, R. (2010, May). The ideals and reality of participating in a MOOC. Paper presented at the Seventh International Conference on Networked Learning, Aalborg, Denmark. Mak, S., Williams, R., & Mackness, J. (2010, May). Blogs and forums as communication and learning tools in a MOOC. Paper presented at the Seventh International Conference on Networked Learning, Aalborg, Denmark. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. Reason, P., & Bradbury, H. (2008). The SAGE handbook of action research: Participative inquiry and practice (2nd ed.). Los Angeles, CA: SAGE. Saunders, M., Charlier, B., & Bonamy, J. (2004). Some concepts and tools for evaluating the effects of complex change projects. Retrieved from http://www-new1.heacademy.ac.uk/assets/York/documents/ourwork/changeacademy/2010/Amended_resources/Saunders-ToolsForEvaluatingComplexChange.pdf Scott, G. (2003). Effective change management in higher education. EDUCAUSE Review, 38(6), 17. Selwyn, N. (2009). The digital native—myth and reality. Aslib Proceedings: New Information Perspectives, 61(4), 16. Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm. Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning News, 10(1). Retrieved from http://www.astd.org/LC/2005/1105_seimens.htm. Siemens, G. (2006a). Connectivism: Learning theory or pastime for the self-amused? Retrieved from http://www.elearnspace.org/Articles/connectivism_self-amused.htm. Siemens, G. (2006b). Knowing knowledge. Retreived from http://www.lulu.com/product/paperback/knowing-knowledge/545031?productTrackingContext=search_results/search_shelf/center/4#detailsSection. Siemens, G. (2010, September 15). Reflections on open courses. Retrieved from http://www.connectivism.ca/?p=267. Silverstone, R., Hirsch, E., & Morley, D. (1992). Information and communication technologies and the moral economy of the household. In R. Silverstone & E. Hirsch (Eds.), Consuming technologies: Media and information in domestic spaces (pp. 115–131). London: Routledge. Smith, M. K. (1997, 2002). Paulo Freire and informal education. The encyclopaedia of informal education. Retrieved from www.infed.org/thinkers/et-freir.htm. Smith, M. K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from www.infed.org/biblio/b-learn.htm. Steinmueller, W. E. (2002). Virtual communities and the new economy. In R. Mansell (Ed.), Inside the communication revolution: Evolving patterns of social and technical interaction (pp. 21–54). Oxford: Oxford University Press. Stewart, J., & Williams, R. (2005). The wrong trousers? Beyond the design fallacy: Social learning and the user. In H. Rohracher (Ed.), User involvement in innovation processes: Strategies and limitations from a socio-technical perspective (pp. 39–71). Munich: Profil-Verlag. Theory. In Collins concise dictionary plus. (1990). London: Collins. Verhagen, P. W. (2006). Connectivism: A new learning theory? Retrieved from http://elearning.surf.nl/e-learning/english/3793 vom Orde, H., & Wein, F. (2009). Information literacy: An international state-of-the-art report. Retrieved from http://www.ifla.org/publications/information-literacy-state-of-the-art-report-germany Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19. Williams, R., Stewart, J., & Slack, R. (2005). Social learning in technological innovation. Cheltenham, UK: Edward Elgar Publishing. Zuboff, S. (1988). In the age of the smart machine. New York: Basic Books.