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Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
Bell, Frances

PublishedMarch 2011
JournalThe International Review of Research in Open and Distributed Learning
Volume 12, Issue 3, Pages 99-118
Original PublicationThe International Review of Research in Open and Distance Learning
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners.

Keywords activity theory · actor network theory · change management · connectivism · evaluation · implementation · learning · research · social shaping of technology · theory · zone of proximal development

ISSN1492-3831
Other number3
RefereedYes
Rightsby/4.0
URLhttp://www.irrodl.org/index.php/irrodl/article/view/902
Other informationIRRODL
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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