Studiebot antwoord

Vraag gesteld door: Gisella van Dun - 1 jaar geleden

Vertaal de volgende tekst in de standaard Nederlandse taal: Editors Note: This is a milestone article that deserves careful study. Connectivism should not be con
fused with constructivism. George Siemens advances a theory of learning that is consistent with the
needs of the twenty first century. His theory takes into account trends in learning, the use of technology
and networks, and the diminishing half-life of knowledge. It combines relevant elements of many
learning theories, social structures, and technology to create a powerful theoretical construct for
learning in the digital age.
Connectivism:
A Learning Theory for the Digital Age
George Siemens
Introduction
Behaviorism, cognitivism, and constructivism are the three broad learning theories most
often utilized in the creation of instructional environments. These theories, however,
were developed in a time when learning was not impacted through technology. Over the
last twenty years, technology has reorganized how we live, how we communicate, and
how we learn. Learning needs and theories that describe learning principles and
processes, should be reflective of underlying social environments. Vaill emphasizes that
learning must be a way of being an ongoing set of attitudes and actions by
individuals and groups that they employ to try to keep abreast of the surprising, novel,
messy, obtrusive, recurring events (1996, p.42).
Learners as little as forty years ago would complete the required schooling and enter a
career that would often last a lifetime. Information development was slow. The life of
knowledge was measured in decades. Today, these foundational principles have been
altered. Knowledge is growing exponentially. In many fields the life of knowledge is now
measured in months and years. Gonzalez (2004) describes the challenges of rapidly
diminishing knowledge life:
One of the most persuasive factors is the shrinking half-life of knowledge. The half-life of
knowledge is the time span from when knowledge is gained to when it becomes obsolete.
Half of what is known today was not known 10 years ago. The amount of knowledge in the
world has doubled in the past 10 years and is doubling every 18 months according to the
American Society of Training and Documentation (ASTD). To combat the shrinking half-life
of knowledge, organizations have been forced to develop new methods of deploying
instruction.
Some significant trends in learning:
Many learners will move into a variety of different, possibly unrelated fields over the
course of their lifetime.
Informal learning is a significant aspect of our learning experience. Formal education
no longer comprises the majority of our learning. Learning now occurs in a variety of
ways through communities of practice, personal networks, and through completion
of work-related tasks.
Learning is a continual process, lasting for a lifetime. Learning and work related

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