CT-7300: Theories and Applications of Instructional Strategies

Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education, 10(2), 107-119.
This article specifically examines the application of connectivism in the K-12 classroom environment. Utecht and Keller provide examples of how K-12 and higher education have applied connectivism learning theory principles using the Internet and other technological platforms that currently exist in education. They maintain that educational institutions have not taken full advantage of connectivism and offer some ways in which learners can be engaged through connectedness and technology.

Goldie, J. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069.
Goldie discusses connectivism from the perspective of the e-learning environment and its application in the classroom. Although Goldie takes the perspective of medical education, there are applications of this article for all classroom levels.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1) 3-10.
Siemens, the founder of connectivism, discusses his learning theory and its relevance to distance and remote learning. He maintains that the classic learning theories (behaviorism, cognitivism, and constructivism) developed when technology did not exist. Therefore, while they have some applicability to the information age, the development of the Internet and other emerging technology calls for a learning theory that addresses technology and connectedness.

Transue, B. M. (2013). Connectivism and information literacy: Moving from learning theory to pedagogical practice. Public Services Quarterly, 9(3), 185-195.
The author of this article discusses connectivism from the perspective of application to instructional strategies. Some of these focus on teachers being able to help students identify and evaluate information.