 Hello, good morning to all of you, I welcome you all once again to my channel Explore Education and I am Dr. Rajne Singh, Assistant Professor, Department of Education at this Khanna Girls Treaty College, University of Palahava. And today I am going to discuss a learning theory, the latest learning theory in the field of psychology that is Connectivism. It is also called as Biblical Age Learning Theory and the lecture will be in Bilingual mode and must be useful for various teaching examinations, okay? So, let's start. How did Connectivism come about? We were not talking about Connectivism till now, we were talking about behaviorism, cognitiveism and constructivism till now. Connectivism is a new theory, few people know about it, but you can say that it is very interesting and we should know and understand how the concept of Connectivism came about, what things were not telling us about behaviorism, cognitiveism and constructivism. These three, the learning theory, it has mostly impacted psychology and educational psychology. Whatever we see in our classroom teaching, it is behaviorism, cognitiveism and constructivism. Now, we will not talk about behaviorism, cognitiveism and constructivism, otherwise we will get stuck in our class, the video will be very long, I have a video on behaviorism, I have a video on constructivism, I have a video on cognitiveism, so you can see the previous videos, I will share their link. So, we just need to know quickly how Connectivism came about, how it came about, what was the reason behind it, what were the things, the very important learning theories were missing. So, behaviorism and cognitiveism, view knowledge is external to the learner and the learning process as the act of internalizing knowledge. If we do a quick review, then we believe, we get to know that the behavior is there and the understanding is there. We believe that the knowledge is not external to the learner, that is, it is not within the learner. And the learning process as the act of internalizing knowledge and the learning process, the process of learning, we have to internalize the knowledge. What constructivism means is that the knowledge is only constructing the learner, that is, the knowledge is within the learner and we have to construct it. Whereas, behaviorism and cognitiveism believe that the knowledge is external to the learner, it is somewhere outside the learner. Because behaviorism is only talking about the act of internalizing. But cognitiveism has also included the act of internalizing the learning process. Whereas, constructivism goes one hand further and says that constructivism means that the knowledge is somewhere inside the learner and the knowledge itself will construct the learner. Here, another basic difference between behaviorism and cognitiveism is that we often miss that behaviorism and cognitiveism are a major philosophical paradigm of objectivism. Whether constructivism comes under interpretivism or subjectivism comes under interpretivism. How? Because behaviorism and cognitiveism is not the role of the learner, it is a major one. That is why it perceives the knowledge objectively. But in constructivism, the learner is acting on it, he is constructing it himself. That is why it comes under interpretivism or subjectivism. So, what does constructivism support? What it says is that learners are actively attempting to create meaning. What our teacher does, what our students do, what our teachers do, what our teachers do, what our teachers do, means that the whole work is done so that they can make meaning. That is to say, they can extract the earth, whatever the knowledge is. Then, behaviorism, cognitiveism and constructivism are the theories that were developed in a time when learning was not impacted by technology. The most important thing we need to pay attention to is that when the development of cognitiveism, behaviorism, and constructivism occurred, these learning theories, when we were talking about learning at that time, were not of technique at that time. Or they were also very nominal, it did not have such an impact that we could connect with technique that how it would impact learning. The theories that describe learning principles and procedures should be reflective of underlying social environments. That is, the principles that we talk about and the procedures that we talk about, should be reflective of the social environment and should be reflective of it. So, behaviorism, cognitiveism, and constructivism do not address learning that occurred outside of people. It has been talked about. And learning that is stored and manipulated by technology. Nowadays, learning is being governed by technology, and they also fail to describe how learning happens within the organization. Look, for the first time in cognitiveism, we have included the organization within the learning network. Knowledge, then people, then organization. Now we will understand how this happens. So, what we mean is that behaviorism, cognitiveism, and constructivism are the theories at that time when there was no technology in the society. So, this does not include the impact of technology. That is why it was necessary that a new learning theory came which tells us how learning is going on in the technological world. Because today, what is the world like? Everything is governed by technology. Everything is based on that. That is the primary factor. So, if we want to go to history, as you will know the history of cognitiveism, we will immediately relate it to the face. Because there are only two educators, there are terrorists, who have accepted the face, or you can say, they have already given the application to the face. The face means massive open online courses. So, cognitiveism was first introduced in 2005. Look, it is the latest theory. It has not been a long time since it was published. According to the literature, it is not enough. So, what are the two theorists? God, Simon, and Stephen Downs. We can immediately recall that we have heard the same name in the face. See, which article is Simon writing? He is writing, Connectivism Learning is a network creation. Look, he is telling that the connection that is going on, in that learning is seen as a network creation, that learning is nothing but a network. If you see here, I have given a diagram. If you think in your mind, as soon as we see the network of learning, that many things are connected to each other. So, let's move on. What are the nodes and what are the links? What are the nodes and what are the links that are learning? So, this article is published in 2004. Downs is the article and introduction to Connective Knowledge. It was published in the following area. In 2004, there is an article on Connectivism. In 2005, there is an article on Connective Knowledge. And these two people are starting Connectivism in psychology. See, how each has a slightly different viewpoint. So, in both the viewpoint, there is a little difference. Simon is talking about the social aspect of Connectivism. That is, what is the social change in the social aspect of Connectivism. Whereas, Downs is talking about non-human appliances and machine-based learning. Okay. For the first time in Connectivism, you will find that there is a connection between human and non-human and there is learning. See, there was no connection before. There was a connection between human and human. There was a connection between the TVT show and there was a connection. There was an association with you. There was a connection between the two. But why non-human? Because now machine learning has come. Now, artificial intelligence has come. So, we will connect with any such device. If we can provide learning, then learning will be done. So, for the first time, non-human appliances are also coming in the direction of learning. In which, it is in Connectivism. Okay. Then, Definition. Do you know how it has been defined? Stephen Downs has been defined in 2007. He writes that at its heart, in his heart, in his heart, in his heart, what is the main point of it? Connectivism is the thesis that knowledge is distributed across a network of connections. See, the network is coming again and again. The connection is coming again and again. That is why it is called Connectivism. And what is network? There is a network between nodes. What are nodes? Any learning resource. People can be, web page can be, any resource can be, all those are nodes. And those nodes are linked when they are connected. And this network is creating knowledge. So, it is said that knowledge is distributed across a network of connections. And therefore, that learning consists of the ability to construct and traverse those networks. That is, there is no learning. What is it? It is the purpose that we form a network like this and become our learning. See, that is why when we talked about learning for the first time we said that the definition of learning will always change according to this. There is learning in behavior, there is communication in behavior, there is construction in behavior, what is the first learning in behavior? Network of connections. How do you, you have to learn that you have to connect with a network. How do you connect? Where can you get knowledge from? You have to learn this. Because knowledge is knowledge, everywhere. There is a lot, there is so much to think about. We have already thought about it. But, all the things we have to think about are not right. There are myths, there are rumors, so we have to know this. This is the learning in behavior. When and how, where will we connect with the right nodes? Okay. Then, these connections include those we make with technological resources, such as social media and databases which provide significant learning opportunities. We are getting a lot of learning from social media, right? So, how do we, we have to decide the same technological resources, include social media or database, and we get significant learning opportunities. This is defined in WGU 2021. WGU is Western Governors University. It is a very good article. I mean, whenever you go to this site, it is always a very good matter. Then, connectivism posits the concept of nodes and links. See, this is the first time, we are talking about nodes and links repeatedly. What are nodes and links? Learners and sources of knowledge are nodes. You know what I mean? Any source of knowledge which can provide us knowledge, can be nodes, it can be anything. Evo, your web page, your Wikipedia, your social media, anything. And learning is there. Wildly, connections are the links. And when these connections are connected to each other, those connections are the links. In this theory, learning involves knowing where to find information you need. This also happened. Learning is that we know from where we can get the information. Like we are talking about plagiarism these days. You are being told that you don't want to write a plagiarized text or you don't want to use copyrighted material. So, we will talk about where to find the material which is not copyrighted. So, it is about creative comments, OER, and resources. So, we teach all these webinars, seminars, webinars, or FDP, or different training programs. How to search material which is not under copyright act. How to search images which are free of copyright act. So, this is the learning. How to find that thing. To find the learning. Because, knowledge is knowledge everywhere. Earlier, the less knowledge, the less sources. It was the same book. And now, there is something that you cannot think of. Aseemid. Yesterday, we talked about that half-life of learning is being shrinked. That is, it is becoming redundant to think very quickly. That is, what we have to think today is ruined. It is obsolete. There is no role in it. We have to think about it tomorrow. We have to think about it. In this theory, learning involves knowing where to find the information you need. It is about knowing which node you need to connect with and how to get there. We have to know how to get to that node. Okay. Then, principles. Some of its principles follow this. It is based on these eight principles. Learning and knowledge rest in the diversity of opinions. You cannot say that you are right. Because, you have to connect with different nodes. If you don't, then you will be ignorant in today's life. So, you will get different opinions. The process of connecting with learning means that you do not want to be in peace. You can say that you are left with wrong thoughts. But, we have to learn to interact with wrong thoughts. But, we have to be disconnected. Learning may reside in non-human appliances. Because, machine learning, deep learning, artificial intelligence, we have to learn in non-human appliances. Learning is more critical than knowing. It is more critical than knowing. So, learning is more critical than knowing. Then, nurturing and maintaining connections are needed for continual learning. That is, what is the role of teacher? Student is constructing and connecting with nodes. They have to think about everything. So, what we will do? We will nurture their connections. We will maintain their connections. We will maintain the right connection. We will refuse to connect with wrong connections. We will reject them. We will explain to them that this is wrong. Get away from here and connect with them. Then, the ability to see connections between fields, ideas and concepts is a core skill. And this is a core skill that connects with the right, feel, idea and concept. Then, accurate, quick, and updated. This is new in our field. This is new in our field. So, these are our social media and databases. Then, decision making is a learning process. So, decision making because you have to decide which node you have to connect. So, decision making is the connection for you and for which connection it is imperfect. Then, as a teacher, how do you implement a Connectivist Classroom? How do you apply Connectivism in the classroom? So, the first thing is use of social media. Do make WhatsApp, Broke, Twitter, blogs, etc. And if you don't post anything on the blog that this is happening. Think about this. So, we can talk to our students side by side. We can make any logic on Twitter that you can talk to them side by side or you can talk to them in a peaceful way. So, you will get a view point. You will get creativity and diversity of students. So, if you are doing Connectivism or you are connecting your students with a new theory, you will get connections and learning. Then, gamification. This is a very good concept in Connectivism. What do you want to do? Use of game-like techniques like do-ho-lingo, kahoot is very easy. In game-like techniques, you can get points. So, our learning is interactive. Everyone wants to see the top post. Then, simulation engages students in deep learning that implies understanding as opposed to surface learning that requires memorization, understanding and then reflective level. Memory is the lowest level. We simulate students to engage in deep learning activities. If we do such activities in our classrooms, then we are following Connectivism. Then, how do we conclude Connectivism? Connectivism is defined as actionable knowledge. Answering how or what that knowledge encompasses. It is so important to find the right knowledge. What is more important is that we can find it right. Because we know how much harm can be caused by wrong thinking. So, actionable knowledge. The learner is acting on knowledge. As the name implies, we are a chronic shift in society. We are learning is no longer an informal individualistic society. We can't be individualistic. We can't be informal. We have to make connections. We have to make connections. We have to make connections. Connectivism provides insight into learning skills and tasks that are being done. Connectivism provides insight into the way we become digital era teachers. Okay. That's all about Connectivism. Thank you. And don't forget to like and subscribe to my channel. I have a floor education. Get learning material. You can ask your query there. You can provide feedback there. to tell you about it. Okay, so done from my side.