Connectivism: Its place in theory-informed research and innovation in technology-enabled learning

The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented a...

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Autor principal:	Frances Bell
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	theory learning implementation research evaluation connectivism Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/db4cba943ca44594927c95c8c474429b
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id	oai:doaj.org-article:db4cba943ca44594927c95c8c474429b
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spelling	oai:doaj.org-article:db4cba943ca44594927c95c8c474429b2021-12-02T19:20:31ZConnectivism: Its place in theory-informed research and innovation in technology-enabled learning10.19173/irrodl.v12i3.9021492-3831https://doaj.org/article/db4cba943ca44594927c95c8c474429b2011-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/902https://doaj.org/toc/1492-3831The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.Frances BellAthabasca University PressarticletheorylearningimplementationresearchevaluationconnectivismSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 3 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	theory learning implementation research evaluation connectivism Special aspects of education LC8-6691
spellingShingle	theory learning implementation research evaluation connectivism Special aspects of education LC8-6691 Frances Bell Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
description	The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.
format	article
author	Frances Bell
author_facet	Frances Bell
author_sort	Frances Bell
title	Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
title_short	Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
title_full	Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
title_fullStr	Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
title_full_unstemmed	Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
title_sort	connectivism: its place in theory-informed research and innovation in technology-enabled learning
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/db4cba943ca44594927c95c8c474429b
work_keys_str_mv	AT francesbell connectivismitsplaceintheoryinformedresearchandinnovationintechnologyenabledlearning
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Connectivism: Its place in theory-informed research and innovation in technology-enabled learning

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