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Impact ournal of pplied esearch in orkplace -learning, 1 (1) – Strong & Hutchins (REFEREED) 54 New paradigms of learning are emerging to address the explosion of information and changing nature of knowledge creation, access and use. For example, Hase and Kenyon (2000, 2007; see also Hase’s article in this inaugural issue of Impact ) propose a learning theory called heutagogy as an answer to pervasive change, uncertainty and ambiguity. Heutagogy is a paradigm that focuses learning on developing individual capability as well as on enabling and empowering others, and it relies heavily on sharing information. Unlike andragogy, which relies on teacher facilitated and self-directed learning, the self-determined learning of heutagogy shifts control of both the ‘what’ and the ‘how’ to the learner. Heutagogy aligns with a proposition tendered by futurist Alvin Toffler in Future shock (1970), “Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn” (p. 414, emphasis added). Similarly, Tom H. Brown (2006) proposes a learning theory called navigationism, based on how learners seek and use the information as a learning process. According to Brown, “In a navigationist learning paradigm, learners should be able to find, identify, manipulate and evaluate information and knowledge, to integrate this knowledge in their world of work and life, to solve problems and to communicate this knowledge to others” (p. 113). The development of skills and competencies for managing, making sense of and applying information is at the heart and core of navigationism. An attempt to marry the ideas of heutagogy and navigationism is offered in a theory labelled connectivism (Siemens, 2004). Connectivism integrates principles explored by chaos, network, complexity and self-organisation theories into a coherent learning theory for the digital age. Not only is connectivism an apposite response to the advent of the information society and knowledge economy, it embodies the core attributes of heutagogy’s self-determined learning and navigationism’s skills and competencies. Put simply, connectivism picks up where traditional learning theories leave off in preparing learners for a world of growing complexity. Learning, according to the connectivist view, is distributed within a networked environment that is technologically and socially enhanced. Despite the attention it has enjoyed over the last few years, there is little research investigating connectivism as a feasible learning paradigm and even less that examines its relationship to workplace e-learning. Thus, the purpose of this article is to explore connectivism as a learning theory amenable to workplace and organisational contexts. Specifically, in the various sections of the article, the tenets of connectivism are reviewed and an attempt made to situate connectivism within existing learning theory, before suggesting and discussing applications to and implications for workplace learning. Overview of connectivism Although Siemens’ (2004) seminal paper, “Connectivism: a learning theory for the digital age”, appeared on the Internet prior to Downes’ (2005a) “An introduction to connective knowledge”, Downes’ theory of distributed knowledge forms the epistemological foundation for Siemens’ theory of connectivism. Connectivism describes how learning transpires in the digital age as a network-forming process. Put another way, “ knowledge and cognition are distributed across networks of people and technology and learning is the process of connecting, growing, and navigating those networks” (Siemens & Tittenberger, 2009, p. 11). The metaphor for connectivism is “our mind [as] a network… an ecology” (a knowledge sharing environment) where individual points of knowledge are distributed across the entire entity, not housed fully in one centralised location or area (Siemens, 2006a). The result is that users are perpetually adapting to the dynamics of the environment and co-creating new structures of knowledge (Siemens, 2006c). Networks exhibit flexibility and responsiveness in a world driven by waves of continual change, and knowledge and learning are viewed as both processes and outcomes of this dynamic. The key principles of connectivism as described by Siemens (2006c, p. 31) are as follows: 1 Learning and knowledge require diversity of opinions to [re]present the whole… and to permit selection of best approach.
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