Connectivism is social networked learning. The individual does not have control; rather it is a collaboration of current ideas
as seen from present reality. Decisions are supported by rapidly altering
fundamentals as new information are quickly integrated to create a new climate
of thinking. There are 8 principles of connectivism there are 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 continually
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
connectivism learning activities and 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 as a Learning Theory, Connectivism is defined
as the enhancement of how a student learns with the knowledge and perception
gained through the addition of a personal network. Since it is impossible to
experience everything, the learner can share and learn through collaboration. The little amount of data available makes it impossible for a learner to know all
that is needed.
Pedagogical Approach, Connectivism presents itself as a
pedagogical approach that affords learners the ability to connect to each other
via social networking or collaboration tools. As information continues to
evolve, its validity and accuracy change over time. The Internet affords learners
access to large amounts of information. The ability to determine which
information is most important becomes vital. Connectivism Learning Environment,
Connectivism's focus on connections requires that learners be exposed to
elements that extend beyond the classroom. This does not suggest that all
curriculum be abandoned but that design of a connectivism learning environment should "balance the
needs and intent of the designer with the end-user
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