Connectivism: The (in)formal cohort and its’ implications in knowledge construction

Virtual Brief Paper ID: 40366
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    Donna Murdoch
    Columbia University Teachers College
  2. Francesca Socolick
    New York University
  3. Jenna Murdoch
    Barnard College, Columbia University

Abstract: Connectivism: The (in)formal cohort and its implications in knowledge construction This paper examines connectivism within both the digital technology infrastructure used and the question of whether or not we are offloading the process of meaning-making. Connectivism may be further extended as the distribution of knowledge outside of the learner. We conclude with implications that call for further research, as there is a growing movement which reflects the increasing social application of these learning environments. Connectivism is a constructivist-based social learning theory where the learner and their connections to their ideas and others becomes central to the educational experience. Whereas Communities of Practice (Wenger, 2006) deconstructed how members develop knowledge through social practice, mentorship, and skill acquisition, connectivism (Siemens, 2004) is defined by the creation and visualization of ideas that are constructed and further shared and manipulated with


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