LT17Asia Presentation Slides

Connectivism and the Future of Learning
Amin Neghavati
@neghavati
www.linkedin.com/in/AminNeghavati

www.britishcouncil.org
How have we defined learning so far?

Learning so far
Behaviourism black box
behaviour
change
Cognitivism
information
processing
input,
processing,
storage, output
Constructivism
active
construction of
knowledge
experiences

Have they been working?

What is the problem?
school à career for life
Information development was slow.
The life of knowledge was measured in decades.

But now …
’Half-life of knowledge’:
the time span from when knowledge is gained to
when it becomes obsolete.
(Gonzalez, 2004)

But now …
Knowledge is growing exponentially.
The amount of knowledge in the world has
doubled in the past 10 years and is doubling
every 18 months.
(the American Society of Training and Documentation)

But now …
‘Information Obesity’

How are we learning?
• A variety of different, possibly unrelated fields
• Informal learning
• Communities of practice, personal networks and
work-related tasks

• Learning is a continual process, lasting for a
lifetime.
• Learning and work related activities are no
longer separate.

• Technology is re-wiring our brain.
• The tools we use define our thinking!

• Many processes can be off-loaded to
technology.
• ‘know-how’ & ‘know-what’
à ‘know-where’

The digital age
We can no longer personally experience and
acquire learning that we need to act.
We derive our competence from forming
connections.

The digital age
‘I store my knowledge in my friends.’
(Karen Stephenson)

The digital age
Meaning-making and forming connections
between specialized communities.

chaos
network
complexity
Self-organisation
connectivism

Connectivism
• Learning might reside in non-human appliances.
• Capacity to know more is more critical than what is
currently known.
• Ability to see connections between fields, ideas, and
concepts is a core skill.
• Decision-making is itself a learning process.

Connectivism
‘Our ability to learn what we need for
tomorrow is more important than what we
know today.’
(Siemens, 2004)

Connectivism
Potential learning
experiences
complex
information
landscapes
networks
communities
of practice

Connectivism
learner-generated contexts:
Contexts created by people interacting together with a
common, self-defined learning goal.
production vs usage à produsage (Axel Bruns, 2006)

Connectivism
offers a way to understand what learners do
and need to do in a digital era.
Knowledge exists everywhere and is accessed
and organised by individuals.

L&D strategy
Learning Management Systems
Learning Collaboration Systems
standardised L&D workshops
personal learning modules

L&D ecologies
creating content
creating spaces where content is explored

L&D ecologies
An environment that
• supports learning
• is dynamic
• is self-organising & individually directed
• is structured informally
• is alive

What do we offer?
• L&D strategy development support
• Workshop customisation
• Online support: learning collaboration platforms
• No one-size-fit-all blended learning programme
• Connectivisttraining spaces & workshop activities

What do we offer?
2018 corporate training workshops
corporate training directory

Keep in touch
@neghavati
www.linkedin.com/in/AminNeghavati
amin.neghavati@britishcouncil.org
www.britishcouncil.sg
#PDCsg

LT17Asia Presentation Slides

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