The Story of Learning in University: An Introduction to Connectivism

1. THE STORY OF LEARNING IN
UNIVERSITY
Hamideh Iraj
about.me/HamidehIraj
Dr. Babak Sohrabi
www.babaksohrabi.com
University of
Tehran

16. I was studying all my life.
Four years for my
bachelor's degree, three
years for my master’s
degree and five years for
my PhD but they did not
help.

17. I was always the top
student

18. There were a lot of
students on my bachelor's
program. The professor
was teaching according to
the textbook and It was
clear what we are supposed
to study.

20. The master's program
was quite similar.
Textbooks and
assignments were
clear and we were
supposed to do pre-
defined projects.

22. The PhD program was
a little bit different. We
were involved in
research projects but
again it was my
supervisor who was
deciding on what to do.

24. I delivered thesis and
projects successfully.
Why they did not help?

25. Here I should learn from
scratch. I have to decide
myself and I do not know
where to start from.

26. I cannot decide on my own.
All my life professors were
deciding. I am confused.

27. Knowledge Transfer
The need for new Skills
What Happened?

28. What is the change?
• Many learners will move into a variety of different, possibly
unrelated fields.
• Informal learning is a significant aspect of our learning
experience.
• Learning is a continual process, lasting for a lifetime.
• Know-how and know-what is being supplemented with
know-where.

29. How Knowledge Changed?
“What we have here is a transition from a
stable, settled world of knowledge produced
by authority/authors, to a world of instability,
flux, of knowledge produced by the
individual...”
Institute of Education, London, 2007

30. What is knowledge?
Learning speed
Knowledge Creation Speed
Know What
Know How
Know
Where
The speed of learning and creating knowledge is more important than
the volume of the knowledge container.

31. The change in Information Flow

32. Connectivism
• Learning happens in networks
• Understand the nature of required connections then design
the course or program
George Siemens
The University of Texas at Arlington
Stephen Downes
National Research Council of Canada

33. Learning in Networks

34. Connectivism Principles
•Learning and knowledge rests in diversity of opinions.
•Learning is a process of connecting specialized nodes or
information sources.
•Learning may reside in non-human appliances.
•Capacity to know more is more critical than what is currently
known
•Nurturing and maintaining connections is needed to facilitate
continual learning.

35. Connectivism Principles –cont.
•Ability to see connections between fields, ideas, and concepts
is a core skill.
•Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.
•Decision-making is itself a learning process. While there is a
right answer now, it may be wrong tomorrow due to
alterations in the information climate affecting the decision.

36. Learning in University
• Teach fishing
• Teach students to realize
what to learn and how to
learn
• Teach students to learn by
the internet, discussion
forums and social networks

37. Learning in Organizations
•The high speed of environmental
change
•The need for diverse and changing
skills
•The advent of new jobs that are
incompatible with university
programs
•Employ life-long learners
•Manage the information flow in
your organization
•Pay special attention to knowledge
management in your organization

38. References
•Connectivism: A Learning Theory for the Digital Age by
George Siemens, 2004
• Roots of Connectivism by George Siemens, 2009
•Organizational Impact of Connectivism and Networked
Learning by George Siemens, 2007
•Connectivism and Networked Learning by George Siemens,
2011
•Pictures are made by www.GoAnimate.com

39. Thank You