Enabling connectivism & social constructivism for learning on Edmodo

Organization and design of activities largely determines the effectiveness of learning and, therefore, needs to closely reflect the current perspectives on the theory of knowledge and learning process. 

Although connectivists do not clearly define the role of teachers in learning and knowledge creation, placing the focus on the individual and the network, as well as the flow of information (Bates, 2019), it seems obvious that to avoid chaos, there is a need for a teacher to provide the framework for the inquiry channels, to facilitate the establishment and growth of networks and the exchange of information across, and to facilitate practice and reflection in learners. 

Siemens (2005) confirms that the "Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning." According to the author within social networks, well-connected people serve as so-called hubs to foster and maintain knowledge flow. Should the teacher not be that knowledge hub then?

Social constructivism, like connectivism, does not attribute the teacher a domineering role. Yet, social constructivism suggests that learners create knowledge as they interact with each other in a learning process structured by a teacher (Vygotsky, 1978). Connectivism, in the meantime, is more recently criticised for the lack of methodology for new knowledge creation or construct. "Connectivism underconceptualises 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” (Clarà and Barberà, 2013 cited in Downes, 2019). 

I personally stand with the opinion that the teacher has an important role in the process of learning, particularly in facilitating the various prompts for inquiry and connectivity. This is evident in the way the new Orientation course on Edmodo is being organized. In designing the activities for the online course, particular focus was placed on establishing the role of the teacher as the connecting hub, facilitator of connections amongst the learners, between the learners and the information repository, facilitator of discussions, small group activities, facilitator of independent inquiries, problem-solving activities, facilitator of interconnectivity on the social "wall".

The course is large. Likely to include as many as 1000 students. There is a wall that is shared by everyone, the whole class and managed by the teacher. Once all the students are enrolled, they are solicited on this wall as in the following post pinned to the top of the page:

Through the post the students find out about the general navigation pages: very simply (1) the main wall where they are now (2) the database of materials they will be using to learn (3) the wall for interaction and connection with their specific classmates/groupmates. From this point on they are able to manage where they need to go next. In line with the general principles of facilitation, the steps offered are the ones aimed at establishing connectivity - introducing oneself through a self post in a group. 

Further steps are engagement in asynchronous and synchronous activities and effective use of online tools to make online learning engaging and not letting students feel isolated. This will be discussed in a separate post. 

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References:

Bates, T. (2015). Teaching in a digital age : guidelines for designing teaching and learning.

Burnaby, Bc: Sfu Document Solutions, Simon Fraser University.

Downes, S. (2020). Recent Work in Connectivism. European Journal of Open, Distance and E

Learning, 22 (2), 113–132. Available from https://doi.org/10.2478/eurodl-2019-0014.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal

of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.itdl.org/

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press. Teaching Guide for

GSIs.