From Traditional Learning theory to Connectivism: Educational Renaissance

Boise State University

By: Barry Janzen

B. Janzen Ed Tech 504 - July 2011

Abstract: The intention of this paper is to examine the connection between traditional learning theory and the emerging theory of connectivism. There will be an examination of behaviorist, constructionist and cognitivist learning theories as well as the concepts that are becoming known as connectivism. The paper will then assign connections between the traditional learning theories and connectivism, while examining how earlier theory provided the basis for modern theories in education. The deficiencies in traditional theories in a modern, technologically advanced society are also examined in the context of connectivism.

Connectivism Thesis: The theory of Connectivism is a result of the natural evolution of learning theories such as behaviorism, cognitivism, and constructivism into a connected, twenty-first century learning environment that brings together learners across the globe to each other and to resources not previously accessible. As the amount of knowledge known to man doubles every ten years (Gonzalez 2004), the speed in which we must access and process this information and apply it in our everyday lives must equally accelerate. Traditional learning theories such as behaviorism, cognitivism, and constructivism commonly define learning as a ...lasting changed state (emotional,mental, content physiological (i.e. skills)) brought about as a result of experiences and interactions with or other people (Siemens 2004). All three theories attempt to define and outline how we learn. After an analysis of traditional learning theories one could conclude that each approach has merit; however, none of these theories takes into account benefits and potential negative consequences of the infusion of technology into the everyday lives and learning environments of students or how technology has rewired the way people learn. This is the genesis for the development of connectivism. Connectivism is the twenty-first century response to the results of academic studies into the impact of educational technology on learning theory and learning environments. This alternate theory acknowledges a new understanding in learning theory that emphasizes the importance of experience in the acquisition of knowledge. Learners are more apt to retain knowledge and develop skills if they are given the experience of manipulating the material in a realistic setting. Educational technology and access to Internet connected devices allows students to virtually

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explore environments and investigate the world, affording relevant experiences that lead to knowledge. Principles of connectivism: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. (Siemens, 2004). Connecting Traditional Learning Theories and 21st Century Learning Applying traditional theory to education has always reflected the assumption that learning occurs within a constant setting, at a consistent time of day, in the presence of an instructor and other students of similar age and ability. This has been a correct assumption for the last two centuries; however, we are now at a point in the evolution of technology and education that the two fields have intersected, resulting in the need for an entire overhaul in the way educators approach education and the theories behind how we learn. According to Siemens (2004), A central tenet of most learning theories is that learning occurs inside a person. This seems logical and cannot be argued; however, it does not consider the impact of an Internet enabled society and its ability to create networks of learning. It does not factor-in the importance of evaluating and accepting, or discarding, the importance or relevance of the incoming knowledge as a condition for learning. Siemens continues that, in todays environment (of rapid increase in knowledge) action is often needed without personal learning. In effect stating that not all learning is internalized and that there is value in using personal knowledge and experience in deciding what is necessary for the individual to absorb. Siemans asserts that it is equally important for learning theory to address the needs of individuals to assess what is important to know, as it is for learning theory to address how we acquire that knowledge. Behaviorism Behaviorism in education has long been a standard approach with which instruction is reinforced with reward or punishment. A behaviorist learning environment emphasizes external stimulus as a catalyst for learning; all learning takes place as a result of the environment. One of the main arguments with this approach is the exclusion of the mind in learning process. Learning is defined

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as a change in behavior brought about by the application of stimuli in conjunction with rewarding the positive changes in behavior or withholding rewards as a result of negative changes. In the Journal of American Psychology (1984) a strong proponent of the behaviorist movement, B.F. Skinner addresses an emerging technology when he hypothesizes that American students could learn twice as much information in half the time with the aid of the Teaching Machine. His approach to this theory is still very much behavioral in that he envisioned students being rote taught by machines in a tutor based application that rely on the knowledge of software developers in an instruction and test approach. Today, the connectivism theory suggests that part of the role of computers, or teaching machines is to off load part of the learning process that is not integral to understanding. It suggests that we allow the machine to conduct the mundane, repetitive tasks that waste valuable time in the rapid evolution of knowledge. A 2001 study by Albert Corbett from Carnegie Mellon University looked at the learning results of using computers as cognitive based tutors. The study focuses on individual instruction using the computer as a source of individual, mechanized feedback and as the source for mastery learning (individualized pacing of instruction) (Corbett, 2001). This study used software that ... enables the tutor to trace the student's solution path, providing immediate step-by-step feedback on problem solving actions and advice on steps that achieve problem solving goals. (Corbett, 2011) The software also tracked a students increase in problem solving skills and provided feedback. In the mastery section the computer allows students to follow an outlined course of action within a learning area until such time as the student displays mastery of the material. This approach provides scaffolding of knowledge from basic principles to more complex ideas. The results of the study showed an increase in achievement for students using computers as tutors and a decrease in the amount of time required to master a subject. Behaviorism as a learning theory will produce positive results for students; however the theory falls short of being an all encompassing approach to education especially given the potential for technology to allow students to explore, investigate, and inquire about the world around them with the aid of modern computer technology. One might question, for example, the long term retention of information by learners who are asked to respond to external stimuli without any intrinsic motivation to retain and apply the knowledge in other areas of learning; a question addressed in connectivism and constuctivist learning theory. Constructionism The major precept of the constructivist learning theory is that learners apply previous knowledge to new experiences and must actively manipulate knowledge to make information relevant and meaningful. Learning must take place within a relevant context. Students must see a connection between what they already know, the educational content, and their lives in order to be motivated to learn. It is difficult to analyze the differences between these learning theories as definitions of constructivism seem to constantly be shifting. It is difficult to compare when one target is not stable. Constructionism and connectivism seem similar in that they both rely on social environments for the internalization of learning; however connectivism responds to the challenges

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of a society that is saturated with information. George Siemens addresses the cause of weaknesses in traditional learning theory as being revealed because of the pressures placed on the effectiveness of these theories placed by todays climate of knowledge and change.(Seimens, 2006) He asserts that any modern learning theory must address the twenty first century environment of information overload and complexity. (Seimens, 2006) Simply stated, what Seimens means is that any modern theory must take into account the sheer amount and difficulty of the amount of information learners must be able to process. Constructionist learning theory emphasizes concepts in problem based learning strategies where students explore relevant topics, of their choosing, and produce artifacts as evidence of their learning. A major element of this approach is the use of collaborative teams of students working together to solve problems. The result of this approach is that the individual internalizes information as a result of collaborative experiences. Connectivism seems similar, except that it stresses learning as a result of a network and using this connectedness to determine the value of incoming information. Cognitivism As with behaviorist learning theory, cognitivism deals with internal processing of information and is best retained through the process of repetition. Cognitive theory asserts that all new information is compared to existing cognitive structures called "schema", (Mergel, 1998) and that meaningful information transferred by distributing practices increases retention. In 1960 David Ausubel of the University of Illinois proposed a hypothesis that learning and retention of unfamiliar but meaningful verbal material can be facilitated by the advance introduction of relevant subsuming concepts (organizers). (Ausubel, 1960) His theory was tested on a group of undergraduate students which, after testing ...unequivocally supported the hypothesis. (Ausubel, 1960) This notion of supplying context to material prior to instruction is a cornerstone to cognitivism and continues to be a heavily utilized strategy in the classroom today. How does cognitivism fit into the world of twenty-first century learning? Instruction strategies that scaffold knowledge from previous experiences and require the delivery of the curriculum in a meaningful fashion is unequivocally effective and are elements found in a project based approach. The shortfall of the theory is found when one examines the concept in isolation. Traditional theory in isolation and together. Not one of the three traditional learning theories discussed can be thought of as the solution to education. Each approach has elements of merit that can continue to be applicable today. Behaviorism, cognitivism, and constructivism are all useful theories in the design of instruction when considering techniques for delivery. It is unmistakable, however that the way people learn has evolved; unfortunately the educational system has failed to evolve with it. It is commonly believed among scholars that the current educational system is failing our students. One reason suggested, and eluded to earlier, is the structure of our classrooms that group students solely based

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on their age. Children develop cognitively and socially at different rates and If it is enforced completely, numerous children will necessarily be waiting bored while others struggle to keep up. (Osin, 1996) In their article published by the American Educational Research Association, Luis Osin and Alan Lesgold asserted fifteen years ago that Our children need to know much more than before in order to remain useful in an age when the predictable and pedestrian are done by machines. (Osin, 1996) This belief is made all the more explicitly relevant today as many employment opportunities that exist today did not exist in 1996. As our society continues to advance and the sheer amount of information mounts it is imperative that students become discerning consumers of information. The education system needs to help learners discover strategies to evaluate the validity and relevance of information. Outsourcing of low level data entry jobs to countries that can pay lower wages means that the education system must strive to prepare students for jobs that require higher level analysis, collaboration, and creativity across a global network. It is for these reasons that connectivism can be seen as a theory that attempts to address the demands of modern society on learners and leverages technology to build twentyfirst century relevance into learning. Connectivism in the classroom Traditionally the classroom teacher has been the focal point for the delivery of instruction. She would plan her lessons based on prescribed learning objectives, deliver the lesson (often with consideration of traditional learning theory) and assess her students based on the acquisition or mastery of learning outcomes. The connectivist theory would require the classroom teacher to relinquish control of learning to the students. According to Siemens teachers in a networked learning environment would have seven basic roles: 1. Amplifying 2. Curating 3. Way-finding and socially-driven sense-making 4. Aggregating 5. Filtering 6. Modeling 7. Persistent presence (Siemens, 2006) Teacher as amplifier will be able to evaluate and choose the most pertinent information to highlight. A curator of information will arrange the placement of information and resources so that students will inevitable discover them. The classroom teacher will act as a way-finder through the massive landscape of information available through the use of technology and arm students with the ability to critically evaluate the effectiveness of their personal network of sources to identify those that will help the most. As aggregator the teacher will assist students in
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finding ways to gather essential information and when filtering the teacher can use her skills and experience to suggest and guide learners. Teachers will continue to use modeling in the classroom, however the term shifts to an apprenticeship connotation where students learn by doing under the skilled expertise of a professional. Finally teachers have always strived to have a persistent presence in the classroom not only for instruction but also for classroom management. A teacher in a connected classroom must have a persistent online presence as well, leveraging social networks and collaborative tools. It is expected that teachers will remain a prominent influence in the direction learners choose to take in their investigation of the world, however the inter-connectivity of an Internet based society allows experts, advisors, specialists, and mentors to weigh in on any discussion or search for learning. The theory behind connectivism may not require an instructor or classroom at all. Students will connect with learning nodes that are in turn connected to other nodes that are connected to networks of experts and portals of information. Institutions will not decide the structure, content, or social make up of the learning group, allowing learners to collaborate based on areas of interest. Student autonomy promotes engagement and increases relevance, however the danger then becomes a lack of focus or direction. The instructor my still be required to facilitate according to the seven roles outlined above. Conclusion There are those that argue that connectivism does not satisfy the requirements for a learning theory and that it does not address the needs of all learners. Connectivism may indeed be a response to the meteoric increase in access to global resources and communication for learners and does seem to provide the framework for educational direction, but it will require a fundamental change in the structure and approach to education. Institutions may see the value in the approach, but a system that is so deeply rooted in tradition may not easily change its course. Without modernization the current system will continue to see students turn to e-learning and distance education as an alternative that allows more autonomy and self guided direction. Many teachers and administrators continue to view education through the same lens as the one in which they were taught and deliver instruction in the same manner. This system is no longer effective and is inadequate in addressing the needs of the twenty-first century learner. Behaviorism, cognitivism, and constructivism are traditional learning theories developed before the technology and information communication explosion. Their basic tenets are sound and provide the framework for effective instructional design; however they do not harness the capability of our modern society. Connectivism carries the genes of its predecessors and provides a framework for the development of a modern renaissance in education that utilizes the power of educational technology.

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References Ausubel, David P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of educational psychology (0022-0663), 51 (5), p. 267. Corbett, A. (2001) Cognitive Computer Tutors: Solving the Two Sigma Problem. Lecture Notes in Computer Science 2109/2001, p. 137-147. DOI: 10.1007/3-540-44566-8_14 Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. Retrieved July 11, 2011 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm. Hill, A & Kop, R. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distance Learning. 1492-3831, 9 (3). Mackenzie, B. D., (1977). Behaviourism and the limits of scientific method. Atlantic Highlands, N.J.: Humanities Press,. Pp. xiv + 189 Osin, L. (01/1996). A Proposal for the Reengineering of the Educational System. Review of educational research (0034-6543), 66 (4), p. 621.

Siemens, G (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning (1550-6908), 2 (1), p. 3.

Siemens, G. http://www.connectivism.ca

Skinner, B. F. (1984). The shame of American education. The American psychologist (0003066X), 39 (9), p. 947.

B. Janzen Ed Tech 504 - July 2011

B. Janzen Ed Tech 504 - July 2011