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= Argument AGAINST Connectivism = =What is Connectivism?= ====Connectivism is a learning theory that George Seimens incorporates behaviorism, constructivism, and cognitivism. Seimens believes that the learning experience is connected to networking groups and technology. Connectivism is described by some as a learning theory for the digital age. ==== =Is Connectivism a Learning Theory?= ====Critics of Connectivism include Kerr and Verhagen. In Verhagen's paper, Connectivism: a new learning theory?, Verhagen challenges George Siemen's claim that Connectivism is a new learning theory. Verhagen feels that connectivism is a pedagogical not a learning theory. The prior philosophy has been that students make connections to the world to apply their knowledge properly. ====

====Verhagen argues that learning theories are relevant regarding how learning takes place, but since Siemen's theory deals with what is learned and why, this is at the curriculum level, not the instructional level. ====

1) Learning is not defined as a process but as a result.
====2) The significance Siemens applies to "non-human appliances" and the fact that using knowledge stored in "non-human appliances" has been done through the ages, from books to calculators and databases. ==== =**We will attempt here to address each of these critcisms in order to convince you that Connectivism should not be considered a learning theory.**=

1) Learning is not defined as a process but as a result.

 * ====Encyclopedia Britannica defines pedagogy as the study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on psychology, or theories about the way in which learning takes place. Throughout time, humans have acquired knowledge for themselves and sought to communicate that knowledge. The methods have evolved over time, changing as "technology" changes. These changes have at times evolved slowly, other times they have been rapid and widespread. These changes are known as paradigm shifts. They are "change(s) from one way of thinking to another. It's a revolution, a transformation, a sort of [|metamorphosis]. It just does not happen, but rather it is driven by agents of change." (taketheleap) Connectivism is defined by Siemens himself as “(being) driven by the understanding that decisions are based on rapidly altering foundations." (Davis, Edmunds, Kelly-Bateman) Examples of such altered foundations include the historical changes in agriculture. Throughout history humans have acquired food. However based on region, culture and technology, the methods have changed and evolved. This is also true of language. The same changes have occurred over time, based on need and technology. Therefore, as we look at the changes in education and learning that are occurring around us, as knowledge is acquired, shared and distributed, we see that Connectivism really part of a paradigm shift, not a learning theory. ====

2) "non-human appliances"

 * ====If learning rests in a community, a network or a database, how can it be considered a theory for individuals? Siemens states that nurturing and maintaining connections is needed to facilitate learning. If this is the case, isn't it also possible for learning to be done as an individual? For example, reading a book on your own or solving a problem on your own. Richard Dawkins once said that there is such a thing as becoming so open minded that your brains fall out. Siemens can be said to be falling into a similar trap, becoming so fixated on the power of the network, to the point of denying the importance of the individual and the learning that occurs inside “our heads”. ([|http://www.connectivism.ca/)] ====

=**The other main critic of connectivism, Bill Kerr, says that "networks are important but haven't changed learning so much that we need to throw away all of the established learning theories and replace them with a brand new one" (Kerr, 2006).**=

====In Bill Kerr's blog post, "A challenge to connectivism" (Dec. 26, 2006) found at [], ==== ====Kerr states that a good learning theory should do three main things: 1) contribute to a theory and/or learning reform, 2) provide a new perspective about how we see learning happening, and 3) represent historical alternatives accurately. He says connectivism fails on the first count because Seimens's language is " too generalised to guide new practice at the level of how learning actually happens." On the second point, Kerr says connectivism is not providing anything new as most of its perspective can be found in systems theory, chaos theory, and network theory. Finally, Kerr believes that connectivism misrepresents established learning theories such as constructivism, behaviourism and cognitivism. Therefore, since the theory misrepresents historical theories, the theory itself is not to be trusted. ====

**  Connectivism Cannot Teach the Basics! **  Connectivism fails as a source of fundamental knowledge/skills. In other words, students would have trouble learning the basics through connectivism. Imagine how difficult it would be to teach basic mathematics to young children through connectivism! Young students need structure to learn the basics. Once the basics have been mastered, then students can learn through connectivism.

=Impact of Connectivism on Students= ====While looking at Connectivism, we need to see the impact on our students. If this is a learning theory based on technology and networking with groups to enhance the learning experience, what happens when students do not have access to this technology? Some students are poor or underprivileged and do not have access to computers other than in school. Some districts are unable to provide daily access to computers for students since there is not enough funding to purchase large amounts of equipment. In these cases, students are not learning because they can not network or use technology. In addition, some school districts block access to applications and networks for the safety of students. If blogs, social networks, wikispaces, and other applications are among the blocked sites, then how is a student going to experience learning how to utilize them? ====

====Rural schools have limited access to internet access. Service providers are not able to connect all schools and homes. In some cases, the connection is slow at uploading sites and students become frustrated. ==== ====Public libraries and school districts are experiencing budget cuts are curtailing programs. Cutting the time that students have access to public computers at the library or after-school programs where a computer lab remains open are the result. Funding cuts for the upgrades of technology, repairs, and purchasing additional computers are another result. ====



RSA Animate – The Internet in Society: Empowering and Censoring Citizen? =Impact of Connectivism on our Teaching= ====If Connectivism is based on technology and networking to enhance the learning experience, then how are teachers going to learn how to use these tools? Due to budget cuts, teacher training gets cut as well as the Information Technology(IT) teacher position. ==== ====Time is another factor. It takes time to learn an new application, game, or tool. With the day packed with teaching, conferencing with parents, testing, and other duties associated with being a teacher, there is no time to learn a new program. When is there is time to hold an informative meeting? What about follow up meetings? When the technology is not used often or frustration sets in because you have no one to answer your questions or show you one more time, the teacher gives up. ==== =Argument AGAINST Connectivism= http://www.ucs.louisiana.edu/~isb9112/dept/phil341/myths/myths.html

http://plato.stanford.edu/entries/connectionism/

http://www.timothyjpmason.com/WebPages/LangTeach/CounterChomsky.htm

http://dbarker.edublogs.org/2010/11/24/what-is-connectivism/

http://www.elearnspace.org/blog/

@http://cck11.mooc.ca/

[|Verhagen]

=Resource Page=