Screenshot of the top of the cited paper.

Finally, there is a comprehensive, more easily citable, work on Connectivism available (see also Tony Bates’s coverage). It explains the details of the theory as much as it reveals the major flaw of the competitor theories.

For me, it reveals how traditional theories just deal with “the process of doing the same sort of instructional activities teachers and researchers have always done”, and that they don’t even question what should be learned, but just avoid that question and go on as always.

Connectivism, by contrast, has a clear response to the core question:

“connectivism is based on the core skill of seeing connections “

N.B. it doesn’t say ‘learn connections’. If traditional content is challenged, the excuse is often that we don’t just learn single knowledge items but relationships between them. The paper acknowledges this by mentioning understanding: “you understand the parts of something, or you understand the rules, […] But […]”. But seeing the connections by oneself, is a totally different challenge.

This is also what I was trying to express in my paper on Distant Associations (5 pages PDF).

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