Theories Underpinning Multimodal Learning: Connectivism
Connectivism, as a learning theory, emphasizes the role of social and cultural context in the learning process, particularly in the digital age. Proposed by George Siemens and Stephen Downes, connectivism suggests that knowledge is distributed across a network of connections and that learning occurs through the exploration of these networks.
In the context of multimodal learning, connectivism highlights the importance of various modalities—such as visual, auditory, and kinesthetic approaches—in the acquisition of knowledge. Learners engage with diverse formats and sources, including videos, podcasts, social media, and interactive platforms, which cater to different learning preferences and foster deeper understanding.
The interconnected nature of information in connectivism encourages learners to create and maintain a network of resources and relationships. This personal learning network helps individuals to stay current with evolving information and facilitates lifelong learning. In multimodal contexts, learners use multiple channels to gather and share knowledge, enhancing their ability to synthesize information from various perspectives.
Overall, connectivism aligns with multimodal learning by recognizing that processing information through various modalities reflects the complexity of real-world learning experiences. By embracing multiple forms of communication, learners can develop critical thinking skills and adapt to rapidly changing environments.