Connectivism
Theorist: George Siemens, Stephen Downes
The authors discuss the range of conversations around the theory of connectivism as it relates to other theories of education. They discuss the various critiques, as well as benefits that implementing connectivism in classrooms seems to have on learning. The purpose of this article is to advance the discussion, to clarify areas of needed research, and to contribute to ongoing debate about the influence of the Internet on teaching and learning.
While the Internet has brought with it the opportunity for a connected, collaborative learning landscape, many classrooms and academic institutions today do not take full advantage of the value this connectedness can have for their learners. Using the eight principles as a frame, this paper will offer concrete techniques for K-12 and higher education institutions to engage their learners in the collaborative learning environment of today’s technologically connected landscape.
This study examined the significance of connectivism theory and technology for knowledge creation in cross-cultural communication. The findings rely on the exercise designed and conducted by the facilitators of two different institutions/universities based in two different countries. This exercise was conducted for two intercultural management classes in New Delhi, India and Graz, Austria. This article used student-centric teaching approach and output-oriented methodology based on the principles of connectivism and knowledge creation. It demonstrates how these approaches foster lifelong learning in students.