From twitter I just happened to stumble upon a wiki-page on Constructivism which is being developed as part of the Connectivism and Connective Knowledge/09 online conference. While I find many of the ideas of connectivism appealing and really interesting, I think there are some problems in calling it a new learning theory or paradigm in itself (as the criticism section of the Wikipedia entry on Connectivism also suggest, and which is explored by Kop & Hill in the article: Connectivism: Learning theory of the future or vestige of the past?).
I really do not mean to make a long-winded criticism or dismissing a perspective which I truly find interesting, but looking at the wiki I also think there are some problems. For instance I found the following passage, which I think is quite curious:
What then, do we find to be distinct about connectivism?
1. Existing theories of learning fail to account for the expansion and creation of knowledge
I think it is rather curious that the authors use the word expansion without making reference to e.g. Yrjö Engeström’s theory of expansive learning, which he wrote back in 1987 (is available here). And in the table describing different theories of learning PIaget and Vygotsky are placed under ‘Constructivism’ – although I think there are many commonalities, there are also some differences, which I think would place Vygotsky more within a ‘socio-cultural’ approach (e.g. as also explored in Dillenbourg et al. 1995 who differ between socio-constructivist, socio-cultural (and then situated cognition)). However, there are many different attempts to group learning theories and is difficult to provide overviews without simplifying a bit of course. However, I think it is not quite right to suggest that existing theories fail to account for the expansion and creation of knowledge, as I do find that socio-cultural theorist (Engeström, Saljö and many many others have provided very interesting and extensive accounts of this) – also I would say that others have contributed to this as well (as discussed by Paavola et al. (2004))
Furthermore, I do find there are or could be some very interesting links between Networked Learning and Connectivism – e.g. when looking at the definition from Goodyear et al. (2004):
“Networked learning is learning in which information and communications (ICT) is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resources”
I think it would be interesting to further explore how connectivism resemble, differ from, extends or in some ways lack thought from some of these frameworks. Therefore I am also very happy that George Siemens and Stephen Downes will be hosting an online seminar in relation to the Networked Learning Conference from the 26th of October – I am sure some very interesting discussions will emerge from that, and I am also really looking forward to getting to know more about their perspective! (hopefully I will have all the time in the world to participate vividly during those days )
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The Evolution of Research on Collaborative Learning. In E. Spada & P. Reiman (Eds.), Learning in humans and machines: Towards an interdisciplinary learning science (pp. 189-211). Oxford: Pergamon/Elsevier Science. http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.1.10.pdf
Goodyear, P., Banks, S., Hodgson, V., & McConnell, D. (2004). Advances in Research on Networked Learning. Dordrecht: Klüwer Academic Publishers.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74(4), 557-576. http://rer.sagepub.com/cgi/content/abstract/74/4/557