• 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
  • Education
  • 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.

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

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

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 ...

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

Re-thinking online education: definitions, frameworks, myths and future

s of Keynote Speeches 20 Abstracts of all Presentations 26s of all Presentations 26 Conference Organising Committee 188

Framing perceived values of education : when perspectives of learning and ICTs are related

This thesis offers dialogue about the relations between learning and Information and Communication Technologies (ICTs). The dialogue is guided by the question of how to design education to increase



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

Situated Cognition and the Culture of Learning

Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits

Problem‐based Learning: A Review of Literature on Its Outcomes and Implementation Issues

It is recommended that caution be exercised in making comprehensive, curriculum‐wide conversions to PBL until more is learned about (1) the extent to which faculty should direct students throughout medical training, (2) PBL methods that are less costly, (3) cognitive‐processing weaknesses shown by PBL students, and (4) the apparent high resource utilization by P BL graduates.