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George Siemens and Gráinne Conole writes, "This special issue of IRRODL provides an opportunity to step back and reflect on how these dramatic social and technological changes impact education. In 2004, connectivism was presented as a new theory of learning that addresses learning in complex, social, networked environments."
Since that time, numerous articles, open online courses, and online conferences have explored connectivism’s application in education. As articles in this issue reflect, sharp criticism and support have been offered. We hope this issue will help to advance the discussion, to clarify areas of needed research, and to contribute to ongoing debate about the influence of the Internet on teaching and learning.Just look at this interesting line-up below.
Interconnecting networks of practice for professional learning | |
| By Julie Mackey and Terry Evans |
| The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course | |
| By Rita Kop |
| Emergent learning and learning ecologies in Web 2.0 | |
| Roy Williams, Regina Karousou, Jenny Mackness |
| EduCamp Colombia: Social networked learning for teacher training | |
| By Diego Ernesto Leal Fonseca |
| Three generations of distance education pedagogy | |
| By Terry Anderson and Jon Dron |
| Connectivism: Its place in theory-informed research and innovation in technology-enabled learning | |
| By Frances Bell |
| Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice | |
| Grainne Conole, Rebecca Galley and Juliette Culver |
| Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning | |
| By Andrew Ravenscroft |
| Proposing an integrated research framework for connectivism: Utilising theoretical synergies | |
| By Bopelo Boitshwarelo Source: The international review of research in open and distance learning |
