How to Apply Connectivism Theory in Training
Here are six bullet points to consider as focus points using Connectivism in educational situations. Each point can be expanded for your own situation outlining specific goals and commitments you seek of your students/employees. How to Apply Connectivism Theory in Training.
Invite students/employees to challenge themselves.
Find diversity in peer groups using social media.
Provide up to date resources for students/employees.
Allow autonomy beyond the Learning Management System to form social groups using tools such as blogs to gain more understanding.
Ongoing training is a priority in development.
Challenge students/employees to a pursuit of knowledge to form new nodes.
The following is a partial review of research into the subject for you to consider. It offers some examples to support the six points above or cautionary research found as cited. The full research document is available on request, or you can seek more information direct from the writer using our contact page.
Connectivism Theory: Concerns and Diversity Review
A definition 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.
Here are some concerns and diversity issues reviewed in part.
Across many nations, from offices to classrooms, each of us as individuals, small groups, or massive groups seek learning information using technology. An increased reliance on technology, growth for education through distance learning, and the prominence of commercial needs have increased the need for teachers and students to recognize and accept the challenges of effective instruction brings. This review of the literature on Connectivism Theory indicates concerns about classroom problems that go beyond massive online open courses, testing the four key principles of learning, student retention and problem-solving, diversity, use of social media plus Web 2.0, and knowledge lifespan.
Connectivism theory, a newer learning emerged over the past decade was backed by connecting over the internet and deserves consideration. Back in 2014, Clarà, Barberà, found Connectivism, “through so-called massive online open courses (MOOCs).” Concluding, that “Connectivism as a learning theory has significant theoretical problems and should be profoundly revised if it is to explain and foster learning in such environments.” In addition to the above research, in 2011, Bell examined “Connectivism alone is insufficient to inform learning and its support by technology in an internetworked world.” Ending with it “depends on the scope and purposes of the intervention.” However, in a separate research Tschofen, Mackness, in 2012 found “expanded definitions have implications for learners’ experiences of MOOCs, recognizing that learners may vary greatly in their desire for an interpretation of connectivity, autonomy, openness, and diversity.”
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distance Learning, 12(3), 98-118.
Clarà, M., & Barberà, E. (2014). Three problems with the connectivist conception of learning. Journal of Computer Assisted Learning, 30(3), 197-206.
Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. International Review of Research in Open and Distance Learning, 13(1), 124-143.