Connectivism and Instructional Design
Siemens (2004) attributes connectivism as belonging to the Digital Age where individuals learn and work in a networked environment. As such, the learning is constantly evolving. Instructional Designers can apply this theory by placing the learner at the centre of the learning and the teacher as more of a facilitator, mentor or ‘guide on the side’. By providing opportunities for learners to collaborate and independently research current information, learners are able to acquire a current knowledge based that is specific to their context and needs. Ensuring that hyperlinks are refreshed and updated and that research examples provided are current, instructional designers are able to support learners in exploring current research.
Connectivism has informed the instructional design of my own course. One of the topics that students explore is ‘Jobs of the Future’. Links to videos and articles were provided to students however due to the increase in A.I and technology, a lot of the content was outdated (such as driver-less cars and robots). Rather than provide students with the content, the lesson has now been restructured with prompts that encourage students to find their own information and share this a class discussion. By unlearning old information and instead learning current information that is more worthwhile and important, students are able to better evaluate and explore Careers of 2030.
Siemens. G (2004) A Learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm