Half an Hour: On the Three or Four Problems of Connectivism

Marc Clarà and Elena Barberà have advanced at least two articles now where they argue that there are three problems with connectivism. One of these is Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology (Distance Education, 34:1, 129-136). The other, behind a paywall, is Three problems with the connectivist conception of learning (Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12040).

Matthias Melcher was good enough to point out some of the problems with the latter article, including some noteworthy misquotations. In this post I would like to respond to the substantive criticisms, of which there are four:

– connectivist ideas have been widely and rapidly disseminated, but without the academic control procedures which the development of a learning theory needs to ensure rigour and systematicity in its postulates


– the ‘learning paradox.’ This paradox, first posed by Socrates (Plato, 2002), can be applied to connectivism as follows: How do you recognize a pattern if you do not already know that a specific configuration of connections is a pattern?


– connectivism underconceptualizes interaction and dialogue, by understanding it as a learner’s connection to a human node in the network.


– connectivism is unable to explain concept development… if a concept consists of a specific pattern of associations, how can it be explained that the concept develops but the pattern of associations remains the same?

Source: halfanhour.blogspot.ae

See on Scoop.itThe Future of Education – Where do we go now?


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