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Connectivism is a learning theory that accepts that technology is a major part of the learning process and that it provides us opportunities to make choices about our learning

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According to Connectivism Theory, learners can have the chance to interact with individuals who have similar interests and learning objectives by using online social networks.

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Connectivism was first introduced in 2005 by two theorists, George Siemens and Stephen Downes. Siemens’ article Connectivism: Learning as a Network Creation was published online in 2004 and Downes’ article An Introduction to Connective Knowledge was published the following year.

The publications address the important role technology plays in the learning process and how the digital age has increased the speed at which students have access to information. However, Siemens and Downes have slightly different viewpoints. While Siemens tends to focus on the social aspects of connectivism, Downes focuses on non-human appliances and machine-based learning.

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Connectivism looks to adapt to the new way in which society communicates, stores and learns in information and communication networks this to facilitate and increase learning. So, students acquire new knowledge through people in networks they have access, where it is easy to share opinions, ideas and information.

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Connectivism is an approach that focuses in the interactions in both the individual's mind and in the real world. Mediated, nowadays, social platforms, it looked to detach learners from the regular teacher center principles, and the result arose as a new learning theory. According to Boyraz (2021) differs connectivism from traditional theories such as cognitivism or constructivism, since students are not ordered on how to think or how to make sense. In such a manner, connectivism proposes learning through online resources, takes the advantages the XXI came along with.

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Connectivism - Maria Fernanda Cano Montoya.

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Connectivism - Maria Fernanda Cano Montoya.

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Connectivism provides a wide perspective related to the different ways of learning for children. Connectivism suggests the integration of thoughts, beliefs and children behaviors to develop a collaborative learning process integrating technological, social and comprehensive elements. Some of the principles of connectivism is the connection between ideas and concepts of the learner for the construction of knowledge focusing on decision making. Besides, constructivism states that this theory is more critical than knowledgeable, promoting it in a classroom through social networks, gamification, and simulation tools.

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Connectivism relies heavily on technology. One way connectivism could be implemented in the classroom is by using technology platforms and online learning tools such as twitter, in which students have the opportunity to construct their knowledge by working collaboratively. They can access to a classroom community where they engage in discussions and see assigments.

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Connectivism, championed by George Siemens and Stephen Downes, proposes that learning is not just about internalizing information, but about creating connections between various sources of knowledge. These sources, viewed as "nodes," can be people, online resources, or anything containing valuable information. Technology plays a crucial role in connectivism, as it allows us to access and navigate this vast network of information. Furthermore, connectivism emphasizes that knowledge is constantly evolving. Effective learners, according to this theory, are those who can build strong connections, critically evaluate information, and continuously adapt their understanding of the world to make informed decisions in a complex and ever-changing environment.

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George Siemens developed Connectivism Learning Theory, explaining eight basic principles that emphasize how learning unfolds in our society. This dynamic process is shaped by diverse perspectives, collaborative ventures, and digital landscapes.
Let's explore these principles to uncover the essence of Connectivism Learning Theory.

1. Learning and knowledge rest in a diversity of opinions: Perspectives from a variety of sources deepen our understanding.

2. Learning is a process of connecting: When we build relationships with colleagues, we open ourselves up to new skills, thoughts, and ideas we might not otherwise have access to.

3. Learning may reside in non-human appliances:  Learners may store information in a digital way, like in an app, social media post, or video. Similarly, a community of learners may store information in a database or forum.

4. The capacity to know more is more critical than what is currently known: As Siemens says: “Our ability to learn what we need for tomorrow is more important than what we know today.”

5. Nurturing and maintaining connections is needed to facilitate continual learning: Collaborative social interaction brings people together and forms a long-term learning environment.

6. Ability to see connections between fields, ideas, and concepts is a core skill: We must learn how to build a bridge to connect point A to point B. That bridge itself is a new learning opportunity.

7. Accurate, up-to-date knowledge is the intent of all Connectivist Learning:  When we work together, our understandings are constantly being reinforced and updated.

8. Decision-making is itself a learning process: What we know today may change tomorrow. If up-to-date information is the intent of connectivism, we must accept that our knowledge will need to continuously evolve as new understandings present themselves.

In conclusion, connectivism reminds us that learning is not a static process but an ongoing journey of adaptation and growth, driven by collaborative endeavors and the exploration of interconnected ideas and concepts.

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Connectivism is like a mapless journey in an ocean of information, where nodes (or concepts) are scattered and connected in unpredictable ways. In this approach, learning is not just accumulating knowledge, but also skillfully navigating through streams of data, creating meaningful connections between seemingly disparate ideas. It's like being an explorer in a digital world, where the ability to adapt and find new learning paths is as important as knowledge itself...

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As most of my classmates provided a definition or historical aspects of connectivism, I looked for strategies to integrate task-based approach in Connectivism.

1) Craft tasks that leverage online communities. Learners should collaborate with peers, seek information from diverse digital sources, and use this collective knowledge to complete the tasks effectively. This fosters a sense of being part of a learning network.

2) Design tasks that resonate with learners' interests and align with the learning goals. This autonomy empowers learners to take charge of their learning journey, a key aspect of connectivism.

3) Integrate feedback mechanisms within the tasks themselves. This could involve peer review or instructor feedback delivered through online platforms. Timely feedback, within the learning network, enhances the learning process and promotes continuous improvement.

4) Develop tasks that simulate real-world problems or scenarios. By applying knowledge to practical situations, learners hone critical thinking skills. Sharing solutions within the online network fosters collaborative learning and reinforces connections within the learning community.

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Connectivism introduces the concept of "collective intelligence," which challenges the traditional view of knowledge as an individual possession. It suggests that knowledge can be amplified and enhanced through the collective contributions and connections within a network, transcending the limitations of individual cognition.

Connectivism recognizes that in today's digital age, knowledge is distributed across various nodes (people, organizations, digital resources) and connections. By harnessing the power of these interconnected networks, individuals can tap into a collective pool of knowledge, insights, and perspectives that extend far beyond their own personal experiences and understanding.

This collective intelligence emerges from the synergistic interactions and collaborations within the network. When individuals share their knowledge, ideas, and experiences, they contribute to a collective understanding that is greater than the sum of its parts. Through this process of sharing and connecting, new insights and perspectives can emerge, leading to the generation of novel ideas and solutions.

However, it is important to note that the realization of collective intelligence relies on effective collaboration, communication, and the establishment of trust within the network. Participants must be willing to share their knowledge openly and engage in constructive discourse, while also being receptive to diverse viewpoints and perspectives.

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Connectivism shares some points with theories like socioconstructivism, for instance, both branches recognize the importance of social interaction and the active participation of each individual in their learning process. However, it also differs in that socioconstructivism focuses on building knowledge through face-to-face interaction in different environments, while connectivism has a focus on the influence of digital connections and the collective intelligence that arises from them, thus taking into account the importance of these online connections and distributing knowledge through the network.

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Connectivism emphasizes the role of networks in the learning process. It means that online platforms such as online courses collaborative tools enable learners to access a vast network of knowledge and expertise beyond the confidence of traditional classrooms. So that learners are encouraged to actively participate in knowledge creation by engaging in activities such as online discourses, collaborative projects, and research. For this reason, educators play a crucial role in helping learners develop skills such as strategies for effective online literacy, media literacy, and responsible digital citizenship. Another important characteristic of Connectivism is its personalized learning that recognizes learners have different backgrounds, interests, and learning styles; in other, words is an adaptive learning process where online tutorials and personalized feedback mechanisms enable learners to take control of their own learning process.

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How to introduce connectivism theory in the classroom?

Connectivism relies heavily on technology. Online courses, webinars and dedicated forums are mainstays of this pedagogy. So the first step to creating a connectivist classroom is to introduce technology that complements and strengthens learning.

The secondary element in connectivism is freedom. Giving students autonomy in their work, can create a higher sense of ownership. It also encourages collaboration and better team working amongst the class.

The development of classroom technology and edtech brings with it profound benefits that were not available just two decades ago. Students have more freedom than ever before. With almost uninterrupted access to the internet wherever they go, it’s feasible that they could be completing homework on the bus, at grandma’s or at a friend’s house.

By teaching students to navigate the internet, and its infinitely expanding communities, we aren’t simply showing them a tool they can use wherever they go. We’re teaching them how to use it specifically for their own development. Where to find valuable information, how to learn using this vast universe of data and opinion.