History

          George Siemens is an internationally known author, researcher, and theorist in the field of learning, knowledge management, and technology (Staff , n.d.).  Ironically, the foundation for his very technology-driven contributions to the learning community was laid in a home with no newspapers, television, or radio. Born in the mid-1960s to a Mennonite farming family in Mexico, Siemens did not have access to electricity for the first six years of his life.  His family life, however, did influence Siemens’ future ideas of how education should work. Adults in the Mennonite community would often gather in the Siemens’ home to discuss news that those who did have access to a radio had heard (Kolowich, 2014).  In was in this context that Siemens began to develop his concepts of network and connecting.  The Mennonite community was his network, and through their connections with each other, he recognized a better way to “seek to know and understand the big things of the world” (Networks, 2008).  His first exposure to technology was in 7th grade when he received his first computer (Kolowich, 2014).  

Click here to read Siemen’s blog post discussing his background.

          These humble beginnings set the stage for a specific research interest in online learning while an instructor at Red River College.  In 2005, he started working at the Alberta University conducting research in learning and teaching with technologies (George Siemens, 2013).   In 2014, Siemens joined the University of Texas at Arlington to lead the Learning Innovation and Networked Knowledge (LINK) Research Lab, exploring the critical demands new learning technologies place on higher education (Digital learning, 2014).   He holds a Masters of Arts in Distributed Learning (Leadership and Technology) from Royal Roads University (Staff, n.d.) and a doctorate at the University of Aberdeen where he studied “wayfinding and sensemaking” in complex information systems (Kolowich, 2014).  His unique background and interests have led to his most notable contributions to education – connectivism and Massive Open Online Courses (MOOCs).

 

Connectivism

            Siemens’ seminal article is “Connectivism: A learning theory for the digital age”.  In it, Siemens (2004) asserts that a new learning theory is needed to recognize the particular role that technology plays in how we learn.  He argues that the most recognized learning theories – behaviorism, cognitivism, and constructivism - focus on the learning that occurs within the individual.   He suggests that learning – defined as “actionable knowledge” - often occurs outside of people (i.e. learning that is stored and manipulated by technology).  Because of the overwhelming amount and complexity of knowledge (or learning) that is continually updated, created, and stored through technology, a state of chaos exists for most of us.  Although seemingly unpredictable and lacking order, the science of chaos sees connection in everything. Thus, the ability to form, synthesize, and recognize patterns through networks of connections becomes a way to make meaning out of chaos and leads to a new definition of learning.  The ability to access knowledge becomes more important than personally acquiring knowledge.

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.  The basic principles of connectivism are:

-Learning and knowledge rests in diversity of opinions.

-Learning is a process of connecting specialized nodes or information sources.

-Learning may reside in non-human appliances.

-Capacity to know more is more critical than what is currently known.

-Nurturing and maintaining connections is needed to facilitate continual learning.

-Ability to see connections between fields, ideas, and concepts is a core skill.

-Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

-Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. Although there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision (Siemens, 2004, p. 5).

          Although primarily described as a learning theory, Siemens views connectivism as having implications in other aspects of life such as management and leadership, media, personal knowledge management, and design of learning environments.  Because of its radical view of learning and knowledge, connectivism as a suggested learning theory has been the subject of much scrutiny.

          To read Siemens seminal article on connectivism click here.

 

Challenges

            One of the common and basic questions raised is - does connectivism meet the criteria to be considered a theory?  According to Kerr, a learning theory should contribute to a practice of learning reform, provide a significant new perspective on how learning happens, and represent historical alternatives accurately.  Although recognizing the importance of networks, Kerr believes that connectivism fails to meet the criteria of a new theory by using terms that are too broad to guide new practice, misrepresenting the current state of alternate theories, and basing its principles on already existing theories (Kerr, 2006).  In the same vein, Kop and Hill believe that connectivism has a role to play in developing new pedagogies, particularly around the use of technology to deliver curricula and widening the learning community.  They agree, however, that connectivism does not warrant being treated as a separate learning theory (Kop & Hill, 2008).   

            Siemens addressed this criticism in his paper “Connectivism: Learning Theory or Pastime of the Self-Amused? (2006)”.  His primary arguments for connectivism as a theory rest on the definitions of learning and a theory.  Siemens defines learning as “actionable knowledge” and believes that it occurs in the space between knowledge and meaning-making.  This definition is broader than most learning theories and provides a different lens through which to evaluate them.  He also believes that theory is primarily a link between knowledge and implementation; it should explain phenomena and provide guidance for decision-making. It should also allow for fluidity of definitions and classifications.  By doing so, connectivism meets the criteria to be defined as a learning theory.

 

Massive Open Online Courses (MOOCs)

            Siemens and colleagues have started to test connectivism as an implemented theory through the development of massive open online courses (MOOCs).  A MOOC is a course that is built around social networking, a subject-matter-expert facilitator, and freely accessible on-line resources. It is dependent on the active engagement of several hundred to several thousand learners who self-organize depending on their learning goals and interests (McAuley, Stewart, Siemens, & Cormier, 2010).

          Siemens, along with his colleague, Stephen Downnes, ran the first MOOC course called “Connectivism and Connectivist Knowledge” in 2008.  The course attracted approximately 2,300 nonpaying, noncredit students in addition to the 25 who took it for credit through the University of Manitoba (Kolowich, 2014).   In a 2010 blogpost (What’s wrong with (M)OOCs, 2010), Siemens recognizes the evolutionary nature of the modality and raises areas of concern/potential research areas.  He specifically notes the high drop-out rates, the degree of technical skills needed to participate, and the “disconnected” feelings expressed by students. 

          Since then, the concept of the MOOC has risen and fallen in main-stream popularity.  Based largely on the claims of one practitioner, Sebastian Thurn, the New York Times declared 2012 to be “The Year of the MOOC”.  This was followed in late 2013 by Thrun’s renouncement of his earlier claims by stating that he “had a lousy product”, largely demonstrated by the completion rate of 10% (Deamicis, 2014).   Siemens expressed his thoughts regarding this episode’s contribution to the knowledge about and conversation around MOOC’s, “No one will do more damage to MOOCs as a concept than Thrun now that he realizes how unfounded his statements actually were” (The Failure of Udacity, 2013).  The concept, however, has not been abandoned.  The Bill and Melinda Gates recently funded the MOOC Research Initiative to explore the potential of MOOCs to help students gain access to affordable further education.  Siemens is the director of this initiative and is actively accepting research papers.

          To read Siemens blog post regarding the failure of Udacity click here.

 

Impact on Education

            Siemens’ impact on education is just beginning to be seen.  Although the efficacy and future of MOOCs is still being debated, the fact that they are in existence and are being tested can be tied directly to Siemens’ influence and ideas.  As higher education costs continue to rise, innovative and affordable educational formats will be needed to provide accessibility.  Even though the concept might need to be modified, MOOCs are a first-step to a possible solution.

            One of the most profound influences Siemens has had is to begin a conversation about the changing nature of education, particularly related to technology.  Technology influences almost every aspect of our lives - the way that we communicate, the way we work, the way we spend our free time.  For the millennial learner, this use of technology is not a change; it is the norm.  As educators, it is imperative that we develop education that complements and supports our learners’ experiences and environments.  Although connectivism might not provide all the answers, it leads us to ask the right questions.

 

References

Deamicis, C. (2014, May 12). A Q&A with “Godfather of MOOCs” Sebastian Thrun after he

disavowed his godchild . Pandodaily. Retrieved from http://pando.com/2014/05/12/a-qa-with-godfather-of-moocs-sebastian-thrun-after-he-disavowed-his-godchild/.

 

Digital learning innovator to lead new research at UT Arlington. (2014, January 9).  Retrieved from http://www.uta.edu/news/releases/2014/01/georgesiemens-uta.php.

 

George Siemens and the future of higher education. (2013, October 21).  Retrieved from

http://cursus.edu/article/20839/george-siemens-and-the-future-higher/#.VPOSJGgo5Ms.

 

Home page. (n.d.). Retrieved from http://www.moocresearch.com/.

 

Kerr, B. (2006, December 26). A challenge to connectivism .  Retrieved from http://billkerr2.blogspot.co.uk/2006/12/challenge-to-connectivism.html.

 

Kolowich, S. (2014).George Siemens gets connected. The Chronicle of Higher Education.

Retrieved from http://chronicle.com/article/George-Siemens-Gets-Connected/143959/.

 

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?.

 

The International Review of Research in Open and Distributed Learning, 9(3).

 

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice.

 

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from:

http://www.elearnspace.org/Articles/connectivism.htm.

 

Siemens, G. (2006). Connectivism: Learning theory or pastime of the self-amused. Manitoba, Canada: Learning Technologies Centre.

 

Siemens, G. (2008, May 12). Networks are getting faster . . . . Retrieved from http://www.connectivism.ca/?p=108.

 

Siemens, G. (2010, December 19). What’s wrong with (M)OOCs?. Retrieved from http://www.elearnspace.org/blog/2010/12/19/whats-wrong-with-moocs/.

 

Siemens, G. (2013, November 15). The Failure of Udacity. Retrieved from http://www.elearnspace.org/blog/2013/11/15/the-failure-of-udacity/.

 

Staff. (n.d.). Retrieved from http://www.uta.edu/linklab/about/staff.php.