Learning Theory: Connectivism

Overview of Connectivism

Connectivism is often described as a learning theory for the digital age. It emerged in response to the limits of traditional theories like behaviorism, cognitivism, and constructivism, which were all developed before the internet reshaped how we access and share knowledge. Where those theories focused on internal processes or individual meaning-making, connectivism shifts the focus outward: learning is no longer something that just happens inside our heads, but something that also happens across networks, systems, and relationships.

In simple terms, connectivism sees learning as the ability to make connections between information sources, people, and ideas -and to keep those connections alive. Knowledge doesn't need to be stored and retrieved in the same way anymore, because we now have access to external systems (like Google, databases, or AI tools) that help us find and use information when we need it. What matters more is knowing where to find knowledge, how to evaluate it, and how to stay connected to the right sources over time.

This theory was developed by George Siemens (2004) and Stephen Downes, who argued that learning in the 21st century requires a new model, one that reflects how people interact in complex digital environments. Their ideas were shaped by network theory, chaos theory, and the rise of online learning communities. Connectivism doesn't reject previous theories but builds on them to explain learning that's social, digital, and constantly evolving.

Here are a few defining characteristics of connectivism:

• Learning happens across networks:
  Not just in the individual mind, but through systems of people, platforms, and technologies.
• Currency of knowledge matters:
  Information changes fast. Staying connected to the latest and most reliable sources is key.
• Diversity of opinions strengthens learning:
  Exposure to multiple perspectives is seen as valuable, not something to eliminate.
• Decision-making is part of learning:
  The ability to recognise what information is important, and filter what's not, is a critical skill.

Unlike other theories, connectivism doesn't define learning as a change in behaviour or a shift in internal understanding. It's about navigating complexity, staying connected, and adapting continuously in a world where knowledge is always moving.

This theory also places a strong emphasis on digital literacy, not just knowing how to use tools, but being able to find, evaluate, and remix information from multiple sources. In a connectivist framework, digital literacy becomes a core competency. Learners need to think critically about the information they encounter, identify trustworthy sources, and manage how they interact with technology on a daily basis. It's not about memorising facts, it's about learning how to learn in a networked world.

Another key concept in connectivism is the Personal Learning Network (PLN). A PLN is the system of people, platforms, and tools that a learner builds over time to support ongoing learning. This might include colleagues, mentors, podcasts, online communities, or curated news feeds. The idea is that knowledge lives in these networks, and learning happens by engaging with them intentionally; connecting, contributing, and staying open to new input.

Connectivism is a relatively recent theory, shaped by two key contributors who responded directly to the challenges of learning in a digital world:

• 2004 - George Siemens
  Introduced connectivism as a learning theory for the digital age, where learning happens across networks and access matters more than memorization.
• 2005 - Stephen Downes
  Expanded the theory by connecting it to network design and early MOOCs (Massive Open Online Courses), emphasising that knowledge is distributed and built through interaction.

Together, their work reframed learning as a connected, ongoing process, driven by relationships, digital tools, and participation across platforms.

"Connectivism is less about what you know and more about how you stay connected to what you need to know"

Connections to teaching and learning

Connectivism shifts how we think about both what we teach and how we support learners. It's not just about delivering content or guiding internal meaning-making. It's about designing opportunities for learners to build, grow, and maintain their own networks of knowledge.

That starts with recognizing that no single person or course can hold all the answers. Learners need to develop the ability to find information, filter it, evaluate it, and connect it with what they already know. That means instruction has to go beyond "here's the content". It has to ask, "Where can you find reliable information when this changes tomorrow?"

In practice, this might look like:

• Encouraging learners to follow thought leaders, blogs, or curated feeds in their field.
• Creating tasks that involve finding, comparing, and synthesising resources from outside the course itself.
• Having learners map their Personal Learning Network (PLN) or reflect on where they get their best ideas, tools, or inspiration.

Teaching from a connectivist perspective also means acknowledging that technology isn't just a delivery tool. It's part of the learning environment itself. Tools like discussion forums, collaborative documents, RSS feeds, and even AI tools become part of how knowledge is accessed, shared, and grown. It's our job as designers and educators to help learners use those tools intentionally.

Connectivism reminds us that learning is never finished. The goal isn't mastery in a static field, it's the ability to keep learning in a changing one. That's especially relevant in digital industries, fast-moving sectors, or any area where upskilling and adaptability are constant. Teaching with connectivism in mind means designing for that kind of learning future.

"Connectivism challenges us to design for growth that doesn't stop at course completion. It's about helping learners build the habits, tools, and networks they'll need to keep learning long after the module ends"

Implications of Connectivism for Instructional (Learning) Design

Connectivism has reshaped how I think about what it means to "design learning". It's no longer just about delivering the right information at the right time. It's about building the skills, habits, and digital environments that help learners stay connected to knowledge in the long term.

One of the biggest shifts is designing with the assumption that learners won't (and shouldn't) try to store everything. Instead, I think about how to help them find what they need, when they need it, and stay plugged into reliable sources. That might mean building in curated content feeds, resource hubs, or encouraging learners to follow experts in their field. It also means teaching them how to evaluate what they're finding, because not every connection is helpful.

From a design standpoint, I also pay more attention to networked tools and environments. Forums, Slack groups, peer review spaces, shared documents, these aren't just add-ons. They're part of the learning process. I'll often build tasks where learners have to research beyond the course, share findings with others, or reflect on what's influencing their thinking. The learning happens in those connections, not just in the content.

Connectivism also reminds me that learners are already learning informally all the time. The challenge isn't getting them to start, it's helping them become more intentional. So I try to design in ways that acknowledge this: by asking questions like, "Who do you follow on this topic?", "Where do you go for updates?", or "How do you keep your skills sharp in this area?"; Those answers become part of the learning experience too.

Instructionally, it means thinking less about completion and more about continuity. The goal isn't just to get learners through the course. It's to leave them better equipped to keep learning beyond it. That's a very different design goal, and one I've found incredibly valuable.

Strengths and Limitations of Connectivism

Corporate Training

Connectivism makes a lot of sense in today's corporate world, especially in fast-moving industries where information changes daily and continuous learning is the norm. It's built for environments where employees need to find answers quickly, adapt to change, and stay connected to evolving knowledge sources. But like any theory, it's not without its challenges.

Strengths

• It supports ongoing learning beyond the course. When learners are taught how to build and maintain their own Personal Learning Networks (PLNs), they're more likely to keep growing after the training ends.
• It's a great fit for modern workflows. Many roles already rely on tools like Slack, LinkedIn, shared drives, and peer networks. Connectivism acknowledges these tools as part of how learning actually happens on the job.
• It builds digital literacy and adaptability. These are core skills in any organisation dealing with change, innovation, or complex information.
• It encourages autonomy and critical thinking, as learners learn to filter sources, stay updated, and evaluate new information on their own.

Limitations

• It assumes a level of self-direction not all learners have. Some people expect clear instructions and structured content, and without that, they may feel lost or unsupported.
• It's harder to align with strict training outcomes. If a company needs everyone to complete the same learning path and demonstrate the same knowledge, the open-ended nature of connectivism can make that difficult.
• Measuring success is tricky. Because the focus is on network-building and long-term growth, it's not always easy to track what's been "learned" in a measurable, short-term way.
• It relies heavily on access to technology and digital fluency. Not every learner starts with the same tools, habits, or confidence online.

"Connectivism is powerful when the goal is growth in fast-moving, digital environments. But it's not a plug-and-play solution. It needs thoughtful design, support for different learning styles, and alignment with real organizational goals”

Personal Learning Network (PLN)

Chosen Entities/Influencers/Like-Minded Professionals

1. Devlin Peck

More information:

LinkedIn: https://www.linkedin.com/in/devlinpeck/

Website: https://www.devlinpeck.com

Description:

Devlin Peck is a learning experience designer and founder of a popular online community that helps instructional designers grow their portfolios and careers. Through his website, YouTube channel, and mentorship programs, he shares practical content about eLearning development, portfolio-building, and transitioning into ID roles,especially in corporate and freelance spaces.

2. Cathy Moore

More information:

LinkedIn: https://www.linkedin.com/in/cathy-moore-5383187/

Website: https://blog.cathy-moore.com/about

Description:

Cathy Moore is a thought leader in scenario-based learning and performance-focused instructional design. She's best known for her "Action Mapping" model, a widely used framework that helps designers link learning interventions to real business goals. Her blog, workshops, and book (Map It) are considered essential reading for anyone focused on results-driven learning design.

Benefits of Integrating Them into My PLN

Adding Devlin Peck and Cathy Moore to my Personal Learning Network (PLN) has had a practical and ongoing impact on my growth as an instructional designer. Each one offers something unique when it comes to accessing resources, receiving guidance, and staying current in the field.

Devlin Peck

Access to Resources:

I've completed all of Devlin's tutorials and lessons, many of them more than once. His site and YouTube content are full of practical tools/portfolio examples, workflow walkthroughs, and development tutorials that are immediately useful. I often revisit them when working on client projects or refining my design process.

Opportunities for Guidance or Mentorship:

While I haven't engaged in direct mentorship, his coaching content and community stories feel like a form of peer-supported guidance. Watching others apply his feedback gives insight into how to improve my own work, and the structure of his feedback videos makes it feel like being mentored by observation.

Staying Current with Trends and Practice:

Devlin is well-connected to the current state of learning design, especially in corporate and freelance spaces. His updates reflect what's actually happening in tools like Storyline and Rise, and his insights on portfolios, freelancing, and workflow keep me aligned with industry trends.

Cathy Moore

Access to Resources:

I've read her book "Map It" twice and use it regularly as a planning tool for new projects. Her blog and downloadable action mapping resources give me a repeatable, practical framework for aligning learning with real business goals. It's become a core part of my instructional design toolkit.

Opportunities for Guidance or Mentorship:

I've found a strong sense of guidance through her writing and resources. I regularly read her blog for design insights and scenario-based thinking, and I've explored her Train the Trainer courses (Partner from the Start and Scenario Design), which offer targeted guidance on applying action mapping and facilitating performance first design. Her approach consistently challenges me to rethink how I structure content and what really drives behaviour change.

Staying Current with Trends and Practice:

While Cathy isn't focused on the latest tools, her voice is crucial for keeping learning aligned with outcomes, not trends. She reminds me to design with intention and impact. Something that's easy to lose when you're moving fast or trying to follow every new innovation.

© Images from Wikimedia Commons in the public domain.