Connectivism

This is the first of two theories that are specific to online learning.

Connectivism theorises self-directed, network-organised learning (Harasim and Smith, 1994). Its principles are therefore not extensible to non-digital pedagogy. “Connectivism” was coined by Siemens in 2004. It has yet to acquire an empirical basis.

Connectivism is deductive: it is top-down, i.e. a hypothesis is tested and the search for evidence ensues. Proponents of connectivism claim that online learning technologies are distinctly unlike preceding learning technologies of any kind, including electronic tools because prior methods lacked the intelligent sensitivity and response capabilities, not to mention the information sorting power of current online tools.

Connectivism is unique within learning theories, not only for its modernity and post-Web 2.0 emphases, but also due to its displacement of both teacher and learner as the primary agent of teaching/learning. In place of the human teacher and learner is the learning network, which can be structured or general (i.e. a bounded platform such as Moodle or an infinite resource such as the Internet itself). In connectivism, the network technology is the decisive participant. This does not mean that the learner is passive, but the learner’s ability to navigate and cooperate with the network is influential, and the role of the instructor (if one exists) is minimal, since the instructor need only steer and monitor. The network, rather than the instructor, does the vital teaching task, which is presentation of the connections and avenues for the learner’s exploration.

Connectivism is deductive because learning begins broadly and specificity increases. Hyperlink-driven intertextuality (which, to the best of my knowledge, is untheorised) seems comparable: online encyclopaedia entries, for example, contain hypertext that carries the reader to related and increasingly granular areas of constituent knowledge. Connectivism operates similarly but, ideally, guides the learner more intelligently so that unproductive diversions are minimised.

Connectivism is easily critiqued. In recent years its credibility has waned despite continuing interest from corporations offering for-profit online courses. There has been little in the way of published research, so the concepts of connectivism have yet to evolve into evidence-backed theory. How the network guides the learner and crafts the learning experience is unclear. A logical assumption is that steering is performed algorithmically and/or by artificial intelligence, but there is no convincing conceptual or theoretical model to guide the development of either.

Connectionism is an established mode of artificial intelligence that is, somewhat ironically, rooted in behaviourism (the machine learning occurs via stimulus-response). Connectivism, however, is conceptually and practically unrelated to connectionism. In order for the human teacher to be displaced by a network – as connectivists claim will occur – serious artificial intelligence must be brought to bear, but connectivism offers little in the way of theoretical or technical contribution.