Siemens (2005) points out that learning is no longer an individual activity. Rather, it is inherently social. Knowledge is constructed through social interaction. The video, “Rethinking Learning”, states how 21st century learners are “embracing change”, are curious, and have a “question disposition” (formerly known as a “gaming disposition”). New learning environments need to be able to actively display progress and show learners that they are gaining knowledge. Learning has shifted from simply learning content to “learning tools and skills to remake the content” (Rethinking Learning). In the video, Mimi Ito explains that learning outside of school matters just as much. It’s important for facilitators of 21st century learning environments to embrace and connect the various learning environments. This includes the digital space.
“Connected learning is defined…by a set of values, an orientation to social change, and a philosophy of learning.” (Ito, 2013, pg.33) Connected learning has an emphasis on connecting learners to a variety of learning opportunities. This learning approach utilizes the current technologies to connect learners with civic engagement, community, and the world outside the local community. Connected learning is also inherently social, helping students participate in diverse communities and activities. Connected learning pulls from sociocultural learning theory. The authors further build upon this base around three findings: 1) Formal education is often disconnected and lacking in relevance, 2) Learning is meaningful when it is part of valued relationships, shared practice, culture, and identity, and 3) Young people need connection and translation between in-school and out-of-school learning. Activities that are part of the connected learning approach are peer supported, interest powered, academically oriented, production centered, openly networked, shared in purpose, challenging and opportunistic.
Thomas & Seely Brown (2011) use the word “fusion” to describe how 21st century learning is occurring. They also explain how the learning is interest-driven. Students are motivated through self-driven interest in learning and gaining knowledge. While I agree with these pieces entirely, the part I disagree with is when they say there is a “bridge between TWO worlds”. Connectivism purports that connections and “bridges” are made across multiple modalities and environments, not just one bridge. However, I do agree with the concept that 21st century learners are eager to learn by doing. Learners take a experiential education route and choose to jump right in.
References:
- A New Culture of Learning (Thomas & Seely Brown, 2011)
- Connectivism (Siemens, 2004)
- Watch Rethinking learning
- Ito, Mizuko, et al. Connected Learning: An Agenda for Research and Design. New York. Digital Media and Learning Research Hub. 2013. pp. 32-87.