- A theoretical framework for understanding learning. Main proponents George Siemens (2005) and Stephen Downes (2006)
Key principles of connectivism are:
- the recognition that learning and knowledge resides in a ‘diversity of opinions’;
- that learning is a process of recognising and connecting information sources or nodes;
- that being able to distinguish between important and unimportant information is vital
- that ‘currency’ (up-to-date knowledge) is the driver of this connectivist learning (Bell, 2010).
- Activity theory attempts to examine an individual in the context of an activity system, rather than separate from their surroundings.
- The components (in Engstrom’s 1987 version of activity theory) which make up an activity system are
– Subject, an individual or group whose viewpoint is taken.
– Object which is the goal of that individual or group in taking part in the activity.
– Tools which mediate the activity e.g. books, computers etc.
– Community who are the other participants in the activity system and share the same object.
– Division of labour or dividing of tasks and roles amongst members of the community.
– Rules or explicit and implicit norms that regulate people’s actions and interactions within the system.