connectivism is more than just providing resources.

In my first 10-page assignment at FSU about my personal epistemology, I established my passion toward the ‘connectivism’ theory framework. Now, in my 10th week of summer semester, I once again look at ‘connectivism’ in a more meaningful way.

When looking into “connectivism,” it becomes clear that “self-direct learning” does not refer to “me, myself, and I learning on my own.” It is important that the instructor provide some level of facilitation for this.

According to Siemens, Downes, and Cormier (2011), a framework of design for connectivism can be found within this paradigm, and it revolves around four primary activities: aggregate, remix, repurpose, and feedforward. Let’s explore this concept.

1. Aggregate: Granting participants access to a diverse array of resources.
   
   These resources can be read, watched, or interacted with, facilitating a comprehensive and multifaceted learning experience.
   
2. Remix: Encouraging participants to keep track of and reflect on their in-class activities.
   
   Blogs and other types of online posts are both viable mediums for the purpose of reflecting on these topics. Not only does this make the learning experience more meaningful, but also provides instructors with valuable feedback and sometimes, serves the employers as well to understand about their candidates further.
   
3. Repurpose: Encouraging particpants to create their own content.
   
   ‘Fake’ your successful model ‘until you make it’ by creating your own content based on what they said rather than simply reiterating what they said. This process promotes critical thinking and creativity, both of which are legitimate ‘buzz-word’ key competencies in the 21st century.
   
4. Feed Forward: Encouraging participants to disseminate their work with their peers within or outside the course
   
   You can go as far as you want by utilizing hashtag systems or exploring communities that share similar interests and soliciting feedback (Twitter, Facebook). Alternatively, you can go small and secure for students to share with their peers (Discord, Slack, Facebook Group). By disseminating networked knowledge, you can create a vibrant, collaborative learning community where you can meet real friends, colleagues, and even strangers.

That’s my thought on how to leverage connectivism in the context of social media. What about you?