Connectivism: Its place in theory-informed research and innovation in technology-enabled learning

The sociotechnical context for learning and education is dynamic and makes great demands on those trying to seize the opportunities presented by emerging technologies. The goal of this paper is to explore certain theories for our plans and actions in technology-enabled learning. Although presented as a successor to previous learning theories, connectivism alone is insufficient to inform learning and its support by technology in an internetworked world. However, because of its presence in massive open online courses (MOOCs), connectivism is influential in the practice of those who take these courses and who wish to apply it in teaching and learning. Thus connectivism is perceived as relevant by its practitioners but as lacking in rigour by its critics. Five scenarios of change are presented with frameworks of different theories to explore the variety of approaches educators can take in the contexts for change and their associated research/evaluation. I argue that the choice of which theories to use depends on the scope and purposes of the intervention, the funding available to resource the research/evaluation, and the experience and philosophical stances of the researchers/practitioners

Action Plans and Socio-Economic Evolutionary Change

An important challenge to evolutionary economics consists of how to tackle with the dramatic tension between purposeful human action and the ‘blindness’ of evolutionary processes. On the one hand, economic action, if rational, has to be planned (which implies purposeful ordering of the means used to achieve objectives). On the other hand, an evolutionary process involves both the emergence of novelties (both intended innovations and unintended consequences of actions) and properties that manifest at meso and macro levels. Some recent papers have insisted on these issues. However, few analytical tools are yet available to cope with both, the analysis of intended dynamic action and ‘blind’ evolution. In this paper we propose the so-called ‘action plan approach’, a theoretical framework which could be useful for this task. The development of tools that permit us to analyze how individuals construct their plans, the projective (conjectural) and interactive nature of action, and the learning processes involved in ‘planning and acting’, may help us identifying and understanding new sources of complexity of economic processes. The close relationship of the ‘action plan approach’ with other systemic conceptual approaches is also highlighted.connections, action plans; novelty; intentionality; evolutionary economic process