CONNECTIVISM

Nermin Fialkowski
Dr. Jan Richards
AIL 624
9 October, 2018
Connectivism
■ Connectivisim is an understanding of learning. The emphasis on
learning is placed knowledge being distributed through various
networks. Technology is the main force in helping make those
connections between information sources. Additionally, learning and
knowledge rests in the diversity of opinions. The diversity of opinions
makes Connectivism a social activity. Connectivism has a focus on
sharing knowledge once it is obtain, to support learners develop their
understanding. There is a need to share information amongst
networks because the capacity to know more is more critical than
what is currently known. The yearning to continuously keep learning is
a key principle of Connectivism; which leads to the learning skills
needed to flourish in the digital age.
(Burke, 2016)
Four Steps
1.) Aggregation
Gathering information

2.) Remixing
Make connections to others

3.) Repurposing
Create something from information

4.) Feeding Forward

Share knowledge https://suifaijohnmak.files.wordpress.com/2012/10/pim.jpg

(Burke, 2016)
The Learner
■ Students are seeking transformational experiences. They want their educational
experience to be:
– Authentic
– Meaningful
– Purposeful
– Challenging
■ Digital Natives
– “Our students don't come to school saying, ‘Hey, I think I'll use technology
today!’ They just use it because it's like an appendage that they grew up with.
We should stop using it as if it's an add-on.” – Peter DeWitt
– Will force an educational change to meet their needs.
■ Active learners
■ Teachers as facilitators
■ Social and collaborative interactions
 Five Traits of
Digital Natives
1.) Intuitive learners

2.) Enhanced ability to multitask

3.) Social
4.) Lack patience

5.) Empowered by the internet http://advisorlaunchpad.com/3-signs-need-copywriter/

(Bracy, 2017)
The Teacher
■ As the needs of students change, the role of teachers must also change
– Use of more technology
– Teacher as facilitator
■ Teacher also as learner
– No longer the sole source of knowledge
■ Although students are Digital Natives, they still need guidance in developing critical
thinking skills necessary to make sense, understand and interpret all of information
readily available to them.
■ Help students make connections amongst information, not just know the
information
■ With new technologies increasing the availability of information, knowing facts is
becoming less important than knowing where to find information and critically
evaluate it.
 21st Century
Teachers
• Facilitate social & collaborative learning.

• Places importance in a global community & a

community of learning

• Uses interactive multimedia to engage students

• Develop critical thinking & problem solving skills

• Have students construct their own knowledge

• Have students connect, communicate & create

through multimedia projects

• Use differentiated instruction for different learning

styles

• Have students interact with others locally & globally

http://blog.whooosreading.org/8-undeniable-traits-of-the-21st-century-teacher/
Arts & Humanities
■ Arts education is still an important part of a well-rounded education
– Consider the learner as a whole
■ Creativity is just as important as literacy
■ Even with the current focus on STEM, the arts also need to coexist together.
– provide balance and perspective
■ Arts education has influence on:
– Academic achievement
– Attendance
– Leadership
– Writing
– Disciple
 Influence of
Humanities
• Strengthen global views

• Broaden intellectual foundations

• Teaches to communicate clearly

• Helps develop creative & critical

thinking skills

• Teaches to be problem solvers,

• Creates engaged citizens & thinkers

• Reinforces cultural & ethical

responsibilities & values https://www.thesmithcenter.com/blog/artsedweek-closing-the-achievement-gap-
through-arts-education/

(Reiter, 2017)
Inquiry-Based Learning
■ Inquiry-based learning is the search for knowledge.
■ Students ask the questions, and seek their own answers
– Done through:
■ Questioning
■ Investigating
■ Analyzing
■ Evaluating
– Additionally, builds skills on how to analyze their information and
data, so that they can acquire knowledge on the subject.
■ Not just what students learn, but how they learn
– Understand vs. memorize
 Four Principles
1.) Information Processing Skills
Questioning, investigating, analyzing,
and evaluating
2.) Learner Centered
Students ask questions that interest
them
3.) Teacher as Facilitator
Teacher’s role to guide students
4.) Assessing Development
Focus on conceptual understanding https://medium.com/innovative-learning/based-learning-9-ibl-inquiry-based-learning-89770af4babc
vs. content information
Project-Based Learning
■ In-depth investigation of subject matter.
■ Project-based learning demonstrates student learning through
performance.
– Hands-on activities that are student led
■ With a focus on the community
– Students learn from their experiences
■ Prepares students to be life-long learners
– Increase academic achievement
– Increase application and retention of information
– Increase of motivation and engagement
Life-Long Skills
• Critical thinking

• Communication

• Collaboration

• Goal Setting

• Problem Solving

• Digital Citizenship
Souce: https://medium.com/@spencerideas/the-seven-biggest-lies-that-keep-teachers-from-implementing-
project-based-learning-e15d8c59fafb
The Classroom
■ With the educational shift of teachers becoming facilitators, the needs
of the classroom must also shift.
– Allow for flexibility
■ Movement
■ Student collaboration
■ Technology
■ The classroom extends beyond its four walls
– Knowledge and learning is happening everywhere
■ Learning no longer only happens in the classroom
■ Learning does not happen at fixed times
■ Learning is not an individual activity
(Oblinger, 2006).
 21st Century
Classroom Design
• Flexible furniture and space

• Collaborative and independent

learning

• Embracing movement

• Fostering inspiration and

creativity

• Incorporating technology

• Incorporating light and bright

colors Source: https://create.piktochart.com/output/8187763-elements-of-21st-century-classroom-design

(Envision, 2017)
Designing Learning Spaces
■ In addition to physically setting up the classroom to allow for more movement,
collaboration and technology, there needs to be designated learning spaces for
students.
– Focused on pedagogical practices and learning styles.
– Learning vs. teaching
■ Response to
– Changes in students
■ Want to learn based on their learning style
– Information technology
■ Highly accessible and interactive
– Understanding of learning
■ Student-centered learning
■ Learning spaces are to facilitate active, social, and experiential learning
(Oblinger, 2006)
(Interiors & Sources, 2017)
 Three Trends for
Designing Learning
Spaces
• Active and Social
Learning Strategies
• Human-Centered
Design
• Devices That Enrich
Learning

(Oblinger, 2006) https://ericcross.weebly.com/classroom-design-ideas.html

Anywhere-Anytime
■ Information technology has changed what we do and how we do it
– Students communicate, collaborate, socialize, work, explore, and learn on the
go with their personal devices
■ Ubiquitous learning → anyone can learn anything
– At any time, with technology at our fingertips
■ There is no longer a concrete distinction between formal and informal education.
Teachers are no longer the sole source of knowledge.
– Students learn from their environment
– Students learn from technology
– Students learn from each other
■ Learning happens at every part of our lives. Everything we do is learning.
■ Teachers need to help students develop the critical thinking skills necessary to
make sense and decipher all the tools and information readily available to them.
 Features of
Mobile Learning
• Portable
• Convenient
• Fast
• Versatile
• Interactive
• Flexible
• Expansive
http://blog.elore.com.br/entendendo-os-learnings-da-vida/

(Hodes, n.d)
SAMPLE ASSESSMENTS

With a focus on Connectivism

Screencasting
■ This screencasting activity can be done for all my math classes at the high school level.
The only thing that changes is the difficulty level of the problem. Plus, students have
their own district provided laptops to work on their screencasts.
■ Screencasting is an assignment tool that I can use in my classroom to improve
engagement and learning.
■ Usually for review (right before an assessment) I give students 1 to 2 problems to solve,
that are difficult and require a lot of work. I have them work in pairs and create a mini
poster, with the intent of presenting that poster. Therefore, it must include a diagram,
explanation, and steps. But a lot of the times, these posters are not presented due to
time constraints.
■ Screencasting is a great way to supplement the work I am already doing. Students can
now make screencasts of their work, to have the opportunity to present their work
– Pairs of students will solve one problem, that is difficult and requires a lot of work.
It must include a diagram, explanation, and steps.
– Students will then be asked to view their peers’ sceencasts at home and take
notes.
QR Codes
■ The textbook (College Preparatory Mathematics) attached to my school’s math
curriculum has great resources for Homework Help and interactive activities (eTools)
online
(https://homework.cpm.org/cpm-homework/homework/category/CCI_CT/textbook/PCT/chapter/Ch3)

■ I have found that if I assign students homework out of the book, students will not
complete the assignment. They will simply not open their textbook. If I direct them
to complete the homework using the eBook, the completion rate increases. But I
print those same questions on a piece of paper, the completion rate skyrockets!
■ Through the use of QR codes I can bridge the gap of students completing their
homework and interacting with their textbook.
– Instead of students becoming discouraged with a difficult homework problem,
they can use the QR code and go directly to the eBook’s Homework Help and
eTools.
RESOURCES
Resources
■ Bracy, N. (2017, November 30). 5 Traits of the Digital Native [Blog post]. Retrieved
form: https://www.revenueriver.co/thecuttingedge/5-traits-of-a-digital-native
■ Burke, S. (2016, Febuary 26). Connectivism [Video file]. Retrieved from:
https://youtu.be/-20Oqm1GvsU
■ Envision. (2017, July 21). 6 Key Elements of 21st Century Classroom Design
[Blog post]. Retrieved from: https://www.envisionexperience.com/blog/6-key-
elements-of21st-century-classroom-design
■ Hodes, B. (n.d). Learning-on-the-go: Anytime, Anywhwere Acess to Course and Study
Materials. Online Learning Consortium. Retrieved from: https://secure.
onlinelearningconsortium.org/effective_practices/learning-go-anytime
anywhere-access-course-and-study-materials
■ Interiors & Sources. (2017, March 30). Designing for High-Impact Learning Spaces
Retrieved from: https://www.interiorsandsources.com/articledetails
/articleid/21094/title/designing-for-high-impact-learning-spaces
Resources
■ Oblinger, D. (2006). Space as a Change Agent . Learning Spaces. Retrieved from:
https://www.educause.edu/research-and-publications/books/
learning-spaces/chapter-9-trends-learning-space-design
■ Oblinger, D. (2006). Trends in Learning Space. Learning Spaces. Retrieved from:
https://www.educause.edu/research-and-publications/books/
learning-spaces/chapter-9-trends-learning-space-design
■ Reiter, C.M. (2017, May). 21st Century Education: The Importance of the
Humanities in Primary Education in the Age of STEM. Dominican University of
California, Dominican Scholar. Retrieved from:https://scholar.dominican.edu/
cgi/viewcontent.cgi?article=1086&context=senior-theses