Connectivism is the learning theory within the umbrella of Connectivism that states that learning is a network-forming process.  Unlike other learning theories, Connectivism is an everchanging arena where knowledge is constantly being evaluated and replaced when no longer relevant.  This is the theory that is the most likely to change with the advances in technology, especially with technology being at the heart of it.

Instructional Design and Connectivism can work together to improve specific aspects of each other.  As Siemens stated, “ID theory needs to move in the direction of flexibility and learner-empowerment if it is to allow ID to keep up with technological and institutional changes” (2002).  Connectivism would contribute to the flexibility and learner empowerment of the planning and production of instructional materials.  ID can also provide a solid framework for Connectivism teaching specifically around meeting the needs of learners and providing clear goals to meet those needs.

Connectivism holds that decision-making is an integral part of learning.  By deciding which information is obsolete and unneeded and which information to replace it with learners create new networks of knowledge.  Providing the necessary instructional materials to facilitate this learning through ID cannot be overlooked.  Within the study of Genocide Studies and Social Justice, the judging of information is essential.  Students need to be able to discern which information is correct and relevant.

 

References

Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd.

Siemens, G. (2002). Instructional design in elearning. Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm