How Can We Understand The Learning That Takes Place In The Digital Era? Provoking a Discourse about Learning in the Digital Age
With the prevailing trends of web 2.0 and internet technologies, researchers, educationalists, and learning technologists started thinking about how knowledge is formed, processed and transmitted in a digitally mediated environment and claimed their tendency to create knowledge evolution governed by the use of technology. The most striking example of this is the proposition of Connectivism as a new learning theory for the digital age; however, little is discussed on to what extent is the educational implication of the Connectivist framework suitable to the developing context? What role does the concept of Connectivism play in the design of the educational course? And is Connectivism truly playing the role it advertises itself as playing? In this paper, I would like to provoke a discourse that emphasises the need of being theoretically open and to highlight that Connectivism could be regarded as one of the many increasing possibilities denoting the flexibility of knowledge; I will also discuss its origin, principles, why I think it is an emergent proposition and what are the critics that hover around it. Besides, by following the Connectivist trajectory, I will present three different possible scenarios that could be applied in the developing context in which the learner is the centre of the course design as he is the consumer and the producer of his own connections.
Keywords - Connectivism, developing context, learning in digital age,the design of educational course.