Le connectivisme (néo socioconstructivisme)
On ne fait pas la découverte d’une nouvelle théorie d’apprentissage tous les jours. Dans Connectivism: A Learning Theory for the Digital Age, George Siemens explique comment les nouvelles technologies affectent l’apprentissage et pourquoi elles sont désormais nécessaires. C’est une lecture indispensable pour tous ceux qui s’intéressent à l’acquisition des apprentissages. …
Essentiellement, le connectivisme constitue un modèle d’apprentissage qui reconnaît les bouleversements sociaux occasionnés par les nouvelles technologies, lesquels font en sorte que l’apprentissage n’est plus seulement une activité individualiste et interne, mais est aussi fonction de l’entourage et des outils de communication dont on dispose.
Quelques extraits saillants :
• 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.
• 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.
• Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
• The organization and the individual are both learning organisms.
• Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
• Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
• We derive our competence from forming connections.
• Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people.
• Chaos is a new reality for knowledge workers. [...] Chaos is