Connectivism Álvarez - Ansin - Vieytes

Connectivism was introduced as a theory of learning based on the premise that knowledge
exists in the world rather than in the head of an individual. Connectivism proposes a
perspective similar to the Activity theory of Vygotsky as it regards knowledge to exist within
systems which are accessed through people participating in activities. It also bears some
similarity with the Social Learning Theory of Bandura that proposes that people learn through
contact. The add-on "a learning theory for the digital age", that appears on Siemens paper [1]
indicates the special importance that is given to the effect technology has on how people live,
how they communicate, and how they learn.


One aspect of connectivism is the use of a network with nodes and connections as a central
metaphor for learning. [2] In this metaphor, a node is anything that can be connected to
another node within a network such as an organisation: information, data, feelings, images.
Connectivism sees learning as the process of creating connections and developing a network.
Not all connections are of equal strength in this metaphor; in fact, many connections may be
quite weak. The idea of organisations being cognitive systems where knowledge is distributed
across a network of nodes can be traced back to the work on the Perceptron. This metaphor is
directly borrowed from Connectionism, "a paradigm in cognitive sciences that sees mental or
behavioral phenomena as the emergent processes of interconnected networks of simple
units" (reproduced from Connectionism).
This network metaphor allows for a notion of "know-where" (the understanding of where to
find the knowledge when it is needed) to supplement to the ones of "know-how" and "knowwhat"
that make the cornerstones of many theories of learning.
Principles of connectivism
• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning
activities.
• 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.

Fuente: www.wikipedia.com


Description of Connectivism
Connectivism is a learning theory for the digital age. Learning has changed over the last
several decades. The theories of behaviourism, cognitivism, and constructivism provide an
effect view of learning in many environments. They fall short, however, when learning
moves into informal, networked, technology-enabled arena. Some principles of connectivism:
• The integration of cognition and emotions in meaning-making is important. Thinking
and emotions influence each other. A theory of learning that only considers one
dimension excludes a large part of how learning happens.
• Learning has an end goal - namely the increased ability to "do something". This
increased competence might be in a practical sense (i.e. developing the ability to use
a new software tool or learning how to skate) or in the ability to function more
effectively in a knowledge era (self-awareness, personal information management,
etc.). The "whole of learning" is not only gaining skill and understanding - actuation
is a needed element. Principles of motivation and rapid decision making often
determine whether or not a learner will actuate known principles.
• Learning is a process of connecting specialized nodes or information sources. A
learner can exponentially improve their own learning by plugging into an existing
network.
• Learning may reside in non-human appliances. Learning (in the sense that something
is known, but not necessarily actuated) can rest in a community, a network, or a
database.
• The capacity to know more is more critical that what is currently known. Knowing
where to find information is more important than knowing information.
• Nurturing and maintaining connections is needed to facilitate learning. Connection
making provides far greater returns on effort than simply seeking to understand a
single concept.
• Learning and knowledge rest in diversity of opinions.
• Learning happens in many different ways. Courses, email, communities,
conversations, web search, email lists, reading blogs, etc. Courses are not the primary
conduit for learning.
• Different approaches and personal skills are needed to learn effectively in today's
society. For example, the ability to see connections between fields, ideas, and
concepts is a core skill.
• Organizational and personal learning are integrated tasks. Personal knowledge is
comprised of a network, which feeds into organizations and institutions, which in turn
feed back into the network and continue to provide learning for the individual.
Connectivism attempts to provide an understanding of how both learners and
organizations learn.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning.
• Decision-making is itself a learning process. Choosing what to learn and the meaning
of incoming information is seen through the lens of shifting reality. While there is a
right answer now, it may be wrong tomorrow due to alterations in the information
climate impacting the decision.
• Learning is a knowledge creation process...not only knowledge consumption.
Learning tools and design methodologies should seek to capitalize on this trait of
learning.

Fuente: WWW.connectivism.com

What is it?

TEXT 1                                                          

Teoría del aprendizaje basado en que el conocimiento existe en el mundo, en lugar que en la cabeza.


TEXT 2

Es una teoría del aprendizaje para la era digital.

How is it different from others?

TEXT 1

La diferencia con la teoría de Ausubel es que este último plantea que el niño tiene conocimientos anteriores.

TEXT 2

La diferencia con el constructivismo, es que esta teoría combina las ideas pre existentes de manera que se adapta a las necesidades dela era actual.

Which are its principles?

TEXT 1

- Se basa en la diversidad de opiniones.

- El conocimiento puede residir fuera del ser humano.

- La toma de decisiones es en si misma un proceso de aprendizaje.

TEXT 2

- El aprendizaje se da de diferentes maneras: e mail, web, search, etc.
- La integración de la razón y las emociones es imperante.
- El aprendizaje tiene una meta final: incrementar la competencia de «hacer algo» en el sentido práctico.
- La capacidad de saber más y saber dónde encontrar información es más importante que saber determinada información.