After reading the article Connectivism: A Learning Theory for the Digital Age, I was left with a few key "takeaways." First, I didn't see any of Siemens' arguments as particularly ground-breaking. Secondly, I'm not convinced that there is a need to dismiss the other learning models in favor of the Connectivism model.
In his paper, Siemens makes the argument that learning has changed. In the face of modern technology and the immediacy of the internet, he argues that today's learner relies upon making connections to established networks of learners and knowledge. In his opinion, this changes the way we learn and necessitates a new model of learning. However, I believe that this is no different than traditional learning. In the past, learners have always connected to networks in order to supplement, enrich and clarify learning. The networks may have been closed, or harder to access, but the procedure was still there.
I also take issue with the supposition that Connectivism must exist as an entity separate from other learning theories. Any teacher worth their salt has always pulled from all of the traditional theories in order to best assist his or her students. I don't see the shifts in information technology are so ground-breaking as to necessitate major shifts in how teachers continue to facilitate the learning process.
In the end, I think it is important to consider the ideas put forth in Siemens' paper, but I'm not convinced that it is as important as he believes.
In his paper, Siemens makes the argument that learning has changed. In the face of modern technology and the immediacy of the internet, he argues that today's learner relies upon making connections to established networks of learners and knowledge. In his opinion, this changes the way we learn and necessitates a new model of learning. However, I believe that this is no different than traditional learning. In the past, learners have always connected to networks in order to supplement, enrich and clarify learning. The networks may have been closed, or harder to access, but the procedure was still there.
I also take issue with the supposition that Connectivism must exist as an entity separate from other learning theories. Any teacher worth their salt has always pulled from all of the traditional theories in order to best assist his or her students. I don't see the shifts in information technology are so ground-breaking as to necessitate major shifts in how teachers continue to facilitate the learning process.
In the end, I think it is important to consider the ideas put forth in Siemens' paper, but I'm not convinced that it is as important as he believes.
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