Does connectivism have a real shot at being a true learning theory?
Yes! Well…mainly yes!
As the new coordinator of primary history at our school (sorry if you have read any of my previous posts where I have mentioned this numerous times) I would argue that connectivism is now an essential part of a school’s structure. Let me begin with a few moans, then I will get onto the reasons why I think that certain aspects of connectivism are essential for a modern school.
I don’t know about you but I can’t begin to count the number of school training sessions where I am supposed to have been given a new skill, learning tool or pedagogical approach and then never used it; or have never been able to use it or have never had the time to use it. Of course this isn’t true of most training or INSET sessions. No! Credit where credit is due-most are very helpful and include speakers who provide you with a sense of drive and purpose!
Then there are planning sessions. During my time in education I have experienced all of the following while I have been part of a planning session: depression, enjoyment, frustration, happiness, boredom, apathy and jubilation. Generally, I have to say that I thoroughly enjoy planning sessions with my current year group; this is largely thanks to the great team I work with.
However, I am also aware that there are other teachers at my school whom I have never planned with and have always wanted to plan with. So I decided that I would create history planning groups where I could connect and plan with other teachers I don’t normally get the chance to plan alongside.
This term, I have taken three different plans from three different year groups and invited teachers from different year groups (YR to Y6) to help me deconstruct and improve each of the plans. And…the results have been promising; in fact they been extremely promising. I would actually say that the first of these planning meetings was probably the best planning session I have ever been a part of. The key to this meeting being such a success lay in the willingness of the different participants to share and trust each other with their ideas and knowledge. In essence they/we connected and shared our ideas, knowledge and concepts. This allowed us to develop completely new approaches to each of the lessons we had been adapting.
The management and marshalling of resources to achieve desired outcomes is a significant challenge. Realizing that complete knowledge cannot exist in the mind of one person requires a different approach to creating an overview of the situation. Diverse teams of varying viewpoints are a critical structure for completely exploring ideas. Innovation is also an additional challenge. Most of the revolutionary ideas of today at one time existed as a fringe element. An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Connectivism- a learning theory for the digital age
I am sure that many of you already have these sort of planning approaches in operation at your current schools. At the schools I have worked at, the process for planning certain subject lesson plans has always fallen to either the year group or subject leader with little or no input from outside those two areas. However, through the connections the other teachers and I formed in these planning sessions we created a foundation for a new, improved plan to be born.
These are some of the key principles of connectivism (taken from Connectivism- a learning theory for the digital age ) which I think were essential to the planning process we undertook when revamping the historical plan we were working on:
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- 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.
I have included the plan we reconstructed because I honestly think it may well be the best history plan I have had the pleasure to work on. I would also like to conclude that whether or not you truly believe connectivism has a shot at being a learning theory – I certainly do! And I will continue to believe that it needs to be considered as an essential and integral part of a modern school’s learning environment!