how does connectivism inform assessment

This system gives the learner control to explore self-selected objectives within organized domains of knowledge fields. First, connectivism is characterized as the enhancement of how a student learns with the knowledge and perception gained through the addition of a personal network (Siemens, 2004). Siemens suggests that education has taken the wrong approach.

Constructivism: Learning is a process of building an understanding. Message posted to Siemens, G. (2011). “[Education] is trying to achieve a task (learning) with a tool (teaching) in an artificial knowledge construct (course) (Siemens, 2005). Without these elements, courses cannot keep up with the pace of learner’s needs. Students still need experiences that deepen their understanding through scaffolding. .

Having knowledge of the best places to go to get your tickets saves you time and money, and in the case of my classroom challenge, gives you a chance to excel in an assigned task.The intention of this writing is not to argue that all other learning theories should be ignored at the expense of connectivism. Verhagen (2006) believes Siemens' notion of connectivism is a pedagogical view rather than a learning theory. I would then choose my method of travel based on their findings. Students still need opportunities to make their own meaning and to learn from others. Message posted to Siemens, G. (2005, September 2). Siemens'(2004) contention that "learning may reside in non-human appliances" is of particular interest to Verhagen who takes issue with this principle as being the basis for the shortcomings of existing learning theories. (2006). This involves higher-level thinking skills such as evaluation, analysis and creation (Bloom, 1956). 4. “A community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together" (Siemens, 2003). Message posted to This resulted in each group having a different price and length of travel time. From Cumulative Files. This does not suggest that all curriculum be abandoned but that design of a connectivist learning environment should “balance the needs and intent of the designer with the end user” (Siemens, 2007). Much information is found in these files. Connectivism suggests that designing ecologies should replace designing instruction (Siemens, 2005). They also do not afford the learner the ability to interact in the learning environment after the course is complete. In a connectivist environment, a teacher blends his educator expertise with learner construction.

In this era of ubiquitous information, wouldn’t it make more sense to assess students on their ability to access and make meaning of the information they need in order to solve a problem or complete a challenge? This is a big problem. I also have to know how to interpret, connect and apply that information in order to successfully solve the problem or complete the task at hand.Part of my conversation with the students (all of whom are preparing to be teachers) had to do with the implications of connectivism in the classroom. We could digress into a very long discussion on what information is worth memorizing. Challenges in regard to whether or not connectivism should be considered a new learning theory have been raised by Plon Verhagen, professor of Educational Design at the University of Twente also contends that connectivism is not a learning theory. There are still things students need to memorize. There are certainly more things to add to this list, but the bigger question, I think, is how much of the content we teach still needs to be memorized by our students?I also think it is very important to question the appropriateness of assessing our students in isolation, with no resources other than their memories. Connectivism: Learning is a process of connecting nodes or information… Learning therefore is not dynamic, ongoing, social, complex or diverse. They were allowed to use any resource they had access to, but they only had 10 minutes to complete the task. Learning objectives may still be present in this environment but are implicit rather than explicit (Siemens, 2005). Here, we take a glimpse at four types of educator roles:


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