Connectivism: A learning theory for a digital age (Credit: Google images)

Fair enough the question. After all, I’ve been participating in the Massive Open Online Course (MOOC) called, “Connectivism and connected Knowledge 2011 (CCK11) for the past five (5) weeks. More than the superficial question, “What is it?”, you ask me the more profound question, “What is it to you?”

I shall give you three answers, my friend:

1. Connectivism, to me means currency, how I manage to stay up to date, current, in my profession, Teaching English as a Foreign Language.

I do this by interacting with colleagues, sharing my knowledge, both factual and opinionated, with my colleagues, who in a mutually beneficial, reciprocal fashion, do the same with me.

Being connected facilitates this connective, interactive practice, in which what I know, is not as important, as my ability to know more. In other words, being current is as simple as understanding the following phrase:

“I store my knowledge in my friends”.

2. Secondly, for me, connectivism means I am able to enrich my students learning experience by better understanding the digital world in which they are at home. At my age, 49 years old, it would be quite a simple thing for me to be a stranger to the interests and significant points of contact which define their current passage through life.

Connectivism ensures that I not only have access to the same contents, but that I am also able to consider how I can best offer learning experiences which are inherently in harmony with what engages them.

In short, I exploit the positive nature of connectivism to allow students a greater opportunity to have meaningful learning experiences which engage their minds, their joys, and therefore, to ultimately find and /or develop their own unique individual and collective passion(s) for learning.

Connectivism is...

3. Thirdly, my first two responses influence my third point. Currency and enhanced student learning experiences, in my view, contribute to a better world. Let me explain how I see this.

If I am current, up to date, in my own knowledge of teaching and learning, and am able to offer learning experiences which truly engage my students, to likewise do the same, then I am of the aspiration that they will employ their knowledge to the benefit of mankind.

I see this as for the greater good of all, each according to his or her own individual talents, skills, abilities, and interests, in an individual sense, that multiplies itself, in a collective sense.

Now, if you ask me for proof, for evidence, I can only ask you for the time in which to deliver the evidence you ask me for.

Give me twenty-five (25) years, and before the time is up, we will be able to ask each of my current students what has been their contribution to mankind.

I am certain each one will have a satisfactory answer for you….

Best regards,
Thomas