Roots of Connectivism

Roots of Connectivism

September 29, 2009EC&I 831

“What we have here is a transition from a stable, settled world of knowledge produced by authority/authors, to a world of instability, flux, of knowledge produced by the individual...”

Institute of Education, London, 2007

1. Psychological/social/learning theory

2. Philosophy of Mind/Connectionist/Artificial Intelligence

3. Brought together/unified (corrected) in neuroscience

Behaviourism

Concept: Learning is a change in behaviour…mind is a black box

Figures: Pavlov, Thorndike, Watson, Skinner

B.F. Skinner

Epistemology/Pedagogy

Knowledge is objective, but secondary to behavioural considerations

Teaching is stimulus/response-based (conditioning)

Behaviourism

Cognitivism

Concept: information processing, metacognition, thought process, knowledge is organized/organizable

Figures: Ausubel, Gagne, Bandura, Bruner (both socially-focused)

Cognitivism

Motivation– Attribution– Self-efficacy– ARCS

• Attention• Relevance• Confidence• Satisfaction

Epistemology/PedagogyKnowledge is objective, acquired through

cognition (objectivistic)

Information processing: attention to STM, LTM, and interaction between systems (encoding, retrieval, cognitive load)

Cognitivism

Constructivism

“Knowledge constructed by learners as they attempt to make sense of their experiences”

Driscoll

Piaget

Piaget: – Process of development– Stages of development

“I think that all structures are constructed and that the fundamental feature is the course of this construction: Nothing is given at the start, except some limiting points on which all the rest is based. The structures are neither given in advance in the human mind nor in the external world, as we perceive or organize it.”

Social Constructivism

Vygotsky– Language (symbols)– Social and cultural context

Constructionism

Concept: people learn through making things – “creative experimentation”

Learning vs. Teaching“find ways in which the technology enables

children to use knowledge”

Seymour Papert

Situated Learning

Concept: “learning as it normally occurs is a function of the activity, context and culture in which it occurs”

Brown, Lave, Wenger

Activity Theory

Concept: “More than ever there is a need for an approach that can dialectically link the individual and the social structure”

“Transcending Context”

Leont’ev (based on Vygotsky)Engeström (in current iteration – expansive

learning)

Epistemology/pedagogy

Knowledge is personally constructed, socially generated, contextually held

Teaching is indirect, supportive, learner-driven, experiential

Constructivism

Move from folk psychology

To scientific psychology (neural net view of learning/knowledge)

Philosophy of mind (Churchland, Clark, Damásio)

Connectionism

Concept: Learning - neural networks, not symbol processing

Figures: – Early: Thorndike (behaviourist)– More recently modular models of learning

(Minsky), and AI focus: Bechtel, Abrahamsen, Pinker, Churchland, Hebb

Neuroscience as parent science for learning

Biological views of learning

“It appears that complex and distributed systems of neurons are implicated in learning, with some systems centrally involved with the development and representation of a memory trace, and others peripherally involved in the expression of learned behaviour”

Donegan & Thompson

“To the neuroscientist, learning is a whole-person/whole-brain activity what confounds received organizations”

Theodore Marchese

Epistemology/Pedagogy

?

Connectionism/Neuroscience

Networked Learning

Learning in relationship to knowledge and mind

Distributed – Hutchins – Not “in skull”– Spivey et. al. – “not always inside brain”– Bereiter – “knowing outside the mind”

Externalization – Wittgenstein, Vygotsky

Socialization & negotiation – Papert, Piaget, Bruner, Bandura

“The intelligences…are distributed…across minds, persons, and the symbolic and physical environments”

Roy Pea

Connectivism

Knowledge & learning as networked and emergent

SynchronicityAmplification

Resonance

Undiscovered public knowledge

When connections are weak…not more research, but better connections

Undiscovered public knowledge: systems of information that are similar but

distinct or not normally connectedDon Swanson

Participatory sense making

Our world makes sense through our interaction with information and others

....(and in turn, their interactions with information and others)

De Jaegher, Di Paolo, 2007

Depth and diversity of connections determines understanding

Frequency of exposure

Integration with existing ideas/concepts

Strong and Weak Ties

Determining understandingDetermining understanding

The primacy of the connection

Connections are to learning as atoms are to the physical world…

What connections are

How they form

What attributes/structure they exhibit at formation

What various formations mean

How attributes of connections reflect learning

But what about technology?

New media adds new opportunities for connections/relations, enacting latent ties

Haythornthwaite, 2002

Extension of mind

External mind

Epistemology/pedagogyKnowledge as constellation of connections

Sensemaking/wayfinding

Network (social/technological) as assistive cognitive agent

Technology as externalization/extension

Connectivism

Thinking about tomorrow

Given the changes in how we interact with content and each other (make sense) and growing mediative role of technology, how should we change the educational process?

CCK08 & CCK09, EC & I831, OSIWA mindsets of design

Learnometer?

Physical device, network aware:-Active search-Semantic analysis-Location-aware-Tracks connections-Links conceptual development-Meaningful metrics

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