http://francesbell.com/2009/03/08/118/
0.1 Connectivism as a knowledge network
0.1.1.1 March 8th, 2009 · 3 Comments
Here is a reworked version of my conclusions from a paper on connectivism that I recently
submitted to a conference. I can’t publish whole paper prior to review and (hopefully)
publication at web site but I would be interested in comments on my findings. Related work
is under CCK08 category on this blog.
Cormier identified as a benefit of connectivism that it allows a community of people
(working with learning technologies) to legitimize what they are already doing. This is
reminiscent of Wenger’s recognition of the potential for the refinement and propagation of
knowledge through boundary crossing activities such as membership of multiple
communities.
We can think about connectivism itself as a large scale knowledge network in which the
practice of filtering to manage information overload is legitimate. But filtering can militate
against making new connections, and even against the nurturing of fragile connections.
Haythornthwaite (2002) and Jones et al (2008) identify the value of weak and latent ties in
sustaining and strengthening networks, in this case a knowledge network. Weak and latent
ties could enable knowledge propagation in and out of connectivism as a knowledge network.
CCK08 gave examples of weak ties between connectivism and actor network theory in that a
few of the participants on CCK08 brought up similarities between connectivism and Actor
Network theory on CCK08 Moodle forums.
My argument is that if connectivism is not willing to be mutable knowledge as it extends its
network, then it is self-contradictory. In other words, it is not behaving like the knowledge
and networks described in the theory of connectivism. I would recommend that it exploit its
current weak and latent ties to Actor Network Theory (ANT) and other descriptive theories of
change that have been used successfully in sociotechnical contexts.
What learners and teachers do could be explored in rich case studies that tell the stories of
networks forming (and decaying) in a context where learners and teachers use technologies to
support their actions. Connectivism could learn from ANT in developing a richer empirical
base to complement its theoretical principles and mitigate against the risks of normative
stances (such as Downes distinction between groups and networks)
It seems likely that the theories of ANT could also be relevant to connectivism, and would
certainly help to emphasise network creation and decay. Connectivism’s trajectory as a
knowledge network is currently unknown - is it mutable and open? Studies of connectivism
in use in specific contexts, and of connectivism itself will help to disclose its trajectory.of the
knowledge network.
Critiques of ANT, for example its limited contribution to a critical theory of organisation
(Whittle and Spicer 2008), may be relevant to connectivism that espouses emancipatory
approaches to education yet has largely been taken up by those employed in formal education.
Of course, ANT may also benefit from ‘connection’ to connectivism, learning how to speak
more broadly to practitioners, particularly within the field of learning. I really hope that this
dialogue can take place, bridging theory and practice, and informing both connectivism and
ANT.
References
Cormier, D. 2008. Rhizomatic education: Community as curriculum. Innovate 4 (no. 5),
http://tinyurl.com/6axkez (accessed 12 Feb 2009).
Haythornthwaite, C. 2002. Strong, weak, and latent ties and the impact of new media.
Information Society 18: 385-401.
Jones, C.R., D. Ferreday and V. Hodgson. 2008. Networked learning a relational approach:
Weak and strong ties. Journal of Computer Assisted Learning 24: 90-102.
Latour, B. On recalling ant. Department of Sociology, Lancaster
University.http://www.comp.lancs.ac.uk/sociology/papers/Latour-Recalling-ANT.pdf
Law, J. Actor network theory and material semiotics.
http://www.heterogeneities.net/publications/Law-ANTandMaterialSemiotics.pdf
Siemens, G. 2004. Connectivism: A learning theory for the digital age.
http://www.elearnspace.org/Articles/connectivism.htm (accessed 7 September 2008).
Wenger, E. 2000. Communities of practice and social learning systems. Organization Science
7 (no. 2), http://books.google.co.uk/books?hl=en&lr=&id=-6i9NcUbJ8C&oi=fnd&pg=PA76&dq=%22Wenger%22+%22Communities+of+practice+and+s
ocial+learning+systems%22+&ots=t3U5JCoI_-&sig=r5_DbeT0hw7Dtzm1labSGhgFNAw
(accessed.
Whittle, A. and A. Spicer. 2008. Is actor network theory critique? Organization Studies 29:
611-29.
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Tags: CCK08
0.1.2 3 responses so far ↓
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1 Ben Light // Mar 13, 2009 at 6:15 pm
I’m don’t really know too much about connectivism, but I like the idea you put
forward of connectivism being applied to itself. I also think referring to critiques of
other theories that might share common ground is also helpful - even if the result is,
for whatever reason, they don’t apply. Ben.
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2 CONNECTIVISM AS A KNOWLEDGE NETWORK: Online Education
Resources // Mar 15, 2009 at 6:10 pm
[...] Blog, March 13, 2009 [Tags: Traditional and Online Courses, Connectivism,
Networks, Wikipedia] [Link] [...]
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3 » OLDaily per Stephen Downes, 13 de març de 2009 TIC, E/A, FER / PER…: //
Apr 2, 2009 at 1:46 pm
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Frances Bell) [L'enllaç] [Etiquetes: cursos tradicionals i en línia, Conectivisme,
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