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=A Review of Connectivism: a Learning Theory for the Digital Age=

Introduction
Connectivism is knowledge that is distributed across a network of associations and learning is the ability to create and travel across those networks. Connectivism is a process of growing and developing ourselves and making connections in society. This is the nature of the learning. Connectivism is to have a set of neural connections that collectively represent understanding (Downes, 2009). Siemens (2005, August 10) describes it as a continuum where “learning is the act of encoding and organizing nodes to facilitate data” and knowledge is transformed into meaning.

The definition of connectivism has subtle differences from other learning theories. For example, it is not cognitivist because it does not recognize knowledge as propositional or based in logic and language. It is not constructivist because knowledge is not created. It denies that knowledge is a thing, or that it can not be created or transferred (Downes, 2009).

===**Confusing Parts  of the Theory **=== These subtle differences can sometimes lead to confusion. Siven (2008) explains that confusion occurs because the words knowledge and learning are used interchangeably in connectivism discussions. Connectivism as a learning theory, according to Siemens, occurs in a “network structure[s] not entirely under the control of the individual…It can be the neural net inside your brain, your social network,” your company network or the Internet (Siven, 2008). Networks are dynamic and ever changing as new information is incorporated. The cornerstone of Siemens theory, according to Siven (2008), is “that learning exists outside of the individual and is distributed across a network”. Controversy also exists because Siemens believes the starting point is the individual (a node) but the larger the network the less significant the individual (node) becomes. (SIVEN, 2008). This seems contradictory to many. In order to avoid these criticisms perhaps we should include a list of definitions at the beginning of each discussion!

Stephen Downes's blog clears up a lot of the confusion about the [|Definition of Connectivism].

Eyal Sivan's discussion of [|connectivism as a learning theory] also helps shed some light on the subject.

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**Examples of Connectivism in Teaching Practice **

 * Email with collegues, former students, and parents.
 * Class blogging
 * Student groupwork using wikis
 * Voicethreads as a space for students to critique one anothers work
 * Penpals via video conference or email.
 * Online gradebook with an option for parent communication via email
 * Essay writing via blog page where students can edit and offer suggestions
 * Current events blogpage for students to contribute opinions with other classes contributing as well (maybe even classes from other schools)
 * RSS Feeds
 * [|CLICK HERE FOR EXAMPLE OF 3RD GRADE BLOG PAGE]

 Connectivism Supports Students!
Students are supported by connectivism in that they are empowered to determine the relevance and accuracy of the information they encounter, and not simply accumulate it. Additionally, the learning network model is one that has a very similar analogue in the world of work - and knowing how to contribute and participate as a member of a team will serve them well.

+++++++++++++++ citations: Downes Moncton, Stephen (2009, October 21). Half an hour. [] Giesbrecht, Natalie (2007) Connectivism: Teaching and Learning [] Siemens, George (2005, August 10). Connectivism: Learning as network-creation[]

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning 2 (1). [] (accessed May 7, 2008). Archived at []. Siven, Eyal (2008, August 26). Connectivism as a learning theory. [].