Blog Post #3: Connectivism
1. Introduction
After I read the article about Connectivism by Tony Bates, I found it to be a meaningful way of learning how knowledge can be learned, shared, and expanded through connections. It made me reflect on how knowledge in the digital era is often expanded not only through teachers and textbooks, but also through interactions with peers, communities, and information sources.
2. When Connectivism Works
To me, Connectivism seems very effective in fields where goals can be clearly defined and progress can be measured such as computer science, engineering, public hygiene, disaster management and so on. In these areas, knowledge evolves rapidly, and learning depends on connecting to up-to-date information networks where solutions are shared, revised, and reapplied almost in real time.
For example, open source software is a thing where Connectivism is used. A lot of people can join a project and contribute to the development of software services, tools, and frameworks etc. Knowledge and Code are distributed across participants who learn by engaging, sharing feedback, and integrating updates from others.
3. When Connectivism Doesn’t Work
On the other hand, Connectivism tend to be less effective in fields such as philosophy, literature, or the arts. In these areas, defining goals and measuring progress do not align with the nature of learning itself. Learning these things is not about solving problems or producing tangible outcomes, but about cultivating understanding, reflection, and sensitivity. The aim is to make one’s life more meaningful and to enrich cultural and emotional awareness, not to reach a specific end point, but rather to sail a boundless and bottomless sea of thought. Although sharing opinions and engaging in dialogue are essential in these fields, the purpose is not to find the right answer but to see the same subject or topic through different perspectives. Through conversation and interpretation, learners develop empathy and deepen their grasp of what it means to be human. It’s something that cannot be captured by a network of information alone.
In the article, Siemens (2005) identifies several key principles of learning:
- 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.
However, I believe that in these areas, learning is more than connecting nodes or information. It involves real human presence. the students sharing the same topic with you, the teacher in front of you, the author whose text you read, and the concrete situation that shapes understanding.
4. Personal Reflection
As a computer science student, I have experienced moments that align with the idea of Connectivism. For example, what I learned in a computer networks course later helped me understand backend development more deeply. Making unexpected connections between ideas gives me a strong sense of excitement, and this is one of the reasons I enjoy learning. These experiences showed me why the Connectivism perspective feels intuitive in technical fields — knowledge grows by connecting ideas rather than staying isolated.
5. Personal Takeaway / Now What?
Through this reflection, I realized that Connectivism is a powerful model for learning when combined with human relationships. In the future, I want to keep using online networks and technical communities to expand my knowledge, but without forgetting the role of discussion, mentorship, and real human interaction.
6. Conclusion
Overall, Connectivism provides a valuable framework for understanding how to learn things in the digital era. Yet as I mentioned, education itself is more than the transmission or management of information. It is a deeply human process that depends on trust, dialogue, and genuine relationships. While Connectivism works well in technical or collaborative problem solving contexts, it must be supported by moral, emotional, cultural and traditional foundations if it is to serve as an educational philosophy.
I used AI to check grammar and expressions, and improve wording, and to help organize pros and cons. However, all reflections, experiences, and opinions in this post are my own.
References
Siemens, G. (2005) ‘Connectivism: a theory for the digital age’ International Journal of Instructional Technology and Distance Learning, Vol. 2, No. 1.