The term connectivism was first used by Georgie Siemens in 2004 and has particular relevance to the educational adaptions that occurred in the COVID pandemic.

Siemens used the term to explain what he sees as a way forward for pedagogy which is to embrace the technological opportunities provided by online learning.

Together with his research collaborator, Steven Downes, Siemens was responsible for creating one of the first MOOCs (Massive Online Open Course) in 2008 which revolutionized the concept of online learning. The MOOC, which was initially aimed more at university or college students, contained a variety of lectures, online forums, tasks, and research resources, and was delivered by specialists and lecturers. Thus, learning was possible from anywhere and at any time.

As with most internet technology developments, the changes have been huge and opportunities to learn have been transformed through our computers, laptops and smartphones.

The COVID pandemic and its impact on teaching and learning has highlighted even more significantly the potential for a connectivist approach to pedagogy.

While of course there are many financial implications for this approach, connectivists point to the inevitability of the role of technology in our lives and posit the need for teaching to embrace and allow this to happen.

In practice

Connectivism encourages the use of technology as a complement and an asset to more traditional teaching. Practitioners point to the potential for individual learning and to the fact that teenagers now live part of their lives online anyway, so enabling them to have the skills to enhance their academic progress seems to make sense.

Opponents of course point to the concerns of an over-reliant use of online technology in the lives of students outside school and also to the in-built potential for misuse, abuse and mis-learning.

However, proponents would argue that few schools or tutors would rely entirely on technology, most would be offering a hybrid approach. They would also argue that the opportunities provided by on-line forums or debates are far more effective and wide-ranging than a lesson that was a classroom centred discussion as students will potentially be hearing more perspectives and higher-level linguistics.

Strategies to avoid the dangers or drawbacks mentioned above are of course part of the tutoring responsibility. Connectivists believe that teaching students to safely use the internet to research and gain knowledge with an approach that questions and challenges validity is the way forward for all educational establishments.

Connectivism also advocates the use of technology to facilitate inclusion for students who have educational difficulties that are holding them back from their peers. The rise in reading pens, digital organisers, calculators, and other digital aids is huge. However, we must always remember that reading and writing will always be a fundamental skill that technology will struggle to relace.

Thematic application

Intelligence/mindset:

It is perhaps quite difficult to apply either of these themes to Connectivitist teaching approaches. Neither are assumed with this approach which is more concerned with the ability to find information.

Active/Passive learning:

In many ways the learning is active as the student must actively use the technology and engage with it. However, if the technology becomes overused, such as reader pens and digital writing, the child becomes passive in other areas of learning and their development.

Discovery/instruction

Connectivism is essentially a discovery approach. There is considerable potential for independent learning and purist connectivists would see this as the most important asset of this approach.

Atomisation/application

The element of independent learning in a pure connectivist approach means that the learning is more likely to be atomised: individual building blocks which lead to understanding of a broader concept.