• Corpus ID: 10302016

Connectivism: A Learning Theory for the Digital Age

  title={Connectivism: A Learning Theory for the Digital Age},
  author={George Siemens},
  journal={International Journal of Instructional Technology and Distance Learning},
  • George Siemens
  • Published 2004
  • Psychology, Sociology
  • International Journal of Instructional Technology and Distance Learning
International Journal of Instructional Technology and Distance Learning (ITDL), January 2005 
Digital technology and the disengaged student: Enhancing the motivation of students with behaviour needs
iv Table of contents vi
Technology-Enhanced Learning Environments in Higher Education: A Review of the Literature
We wish to acknowledge the oversight provided by the Learning Technologies Task Force at the University of Calgary.
An investigation of communities of inquiry within a blended mode of delivery for technology education
PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014
The Role of Blogging in a Changing Society: Theory, Practice, and Implications
Cases on Teacher Identity, Diversity, and Cognition in Higher Education, 2014, Pages 342-370
Motivational Effect of Communication Technologies in Connectivist Science Education
The paper presents our long-term research results of the motivational effect of communication technologies on connectivist technology in science education. The main research method used in this study
Shifting landscapes in higher education: a case study of transferable skills and a networked classroom in South-East Asia
ABSTRACTThe rapidly changing workforce of the C21st places increasing demands on higher education institutions to produce graduates who possess sound academic credentials and key skills, and who fu...
Using Philosophy of Information to look at teaching, technology and networked learning
In this conceptual paper, Luciano Floridi's philosophy of Information (PI) is interpreted and used for generating and presenting alternative or deviating, even provoking, understanding and scenari ...
Agency, pedagogy and e-learning in TAFE educational development
The study is a deconstructive autoethnographic examination of the ways in which various discourses of agency shape the pedagogy of educational developers supporting the use of e-learning in Technical
Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner
Higher education is facing exceptional challenges due to an increased complexity on the labour market. The work life of today is highly specialized and demands continuous education, i.e. lifelong l


Joining Together: Group Theory and Group Skills
New edition of a text first published in 1975. Covers group dynamics, experiential learning, group goals and social interdependence, communication, leadership, decision making, controversy and
Preparing Instructional Objectives
Offers a programme on how to identify, select and write specific objectives to be achieved by instruction and provides guided practise for the lecturer or course designer through exercises and case
Situated Learning: Legitimate Peripheral Participation
This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Online Self-Organizing Social Systems: The Decentralized Future of Online Learning
Introduction The development of innovative network applications marches on at an astounding rate. Ten years ago who could have predicted the impact of the World Wide Web? Who could have predicted the
Cognitive Tutelage. (Book Reviews: Apprenticeship in Thinking. Cognitive Development in Social Context.)
PART I: The individual and the sociocultural context: Conceiving the relationship of the social world and the individual The sociocultural context of cognitive activity PART II: Processes of guided
Cyburgs. (Book Reviews: The Virtual Community. Homesteading on the Electronic Frontier.)
From the Publisher: Praised as "one of the ten best books of the year" by Business Week, this lively and provocative look inside the development, inner workings and future of the Internet is a
What Is Instructional-Design Theory and How Is It Changing?
This chapter looks at the need for a paradigm of training and education in which the learner is at the top of the organizational chart rather than the bottom, and the implications that such a paradigm has for instructional-design theory, including the extent to which some of the design decisions should be made by the learn­ ers while they are learning.
Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation
Recent ethnographic studies of workplace practices indicate that the ways people actually work usually differ fundamentally from the ways organizations describe that work in manuals, training
Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy
The purpose of this chapter is to introduce an instructional technology concept known commonly as the " learning object", a new type of computer-based instruction grounded in the object-oriented paradigm of computer science.
Objectivism versus constructivism: Do we need a new philosophical paradigm?
Many scholars in the instructional systems field have addressed the paradigm shift in the field of learning psychology and its implications for instructional systems technology (IST). This article