Connectivism is a theory of learning in a digital age that emphasizes the role of social and cultural

context in how and where learning occurs. Learning does not simply happen within an individual, but
within and across the networks. What sets connectivism apart from theories such
as constructivism is the view that "learning (defined as actionable knowledge) can reside outside of
ourselves (within an organization or a database), is focused on connecting specialized information
sets, and the connections that enable us to learn more are more important than our current state of
knowing". Connectivism sees knowledge as a network and learning as a process of pattern
recognition. While other theories pay partial attention to context, connectivism recognizes the fluid
nature of knowledge and connections based on context. As such, it becomes increasingly vital that
we focus not on pre-made or pre-defined knowledge, but on our interactions with each other, and the
context in which those interactions arise. The context brings as much to a space of knowledge
connection/exchange as do the parties involved in the exchange. Constructionist learning is when
learners construct mental models to understand the world around them. Constructionism advocates
student-centered, discovery learning where students use information they already know to acquire
more knowledge.[1] Students learn through participation in project-based learning where they make
connections between different ideas and areas of knowledge facilitated by the teacher through
coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that
learning can happen most effectively when people are active in making tangible objects in the real
world. In this sense, constructionism is connected with experiential learning and builds on Jean
Piaget's epistemological theory of constructivism. In constructionist educational settings, a
fundamental significance is placed on the development of positive technological fluency in
students and the promotion of learning through designing and sharing within collaborative
environments (Papert, 1996). The constructivism learning theory argues that people produce
knowledge and form meaning based upon their experiences. Two of the key concepts within the
constructivism learning theory which create the construction of an individual's new knowledge are
accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into
the old experiences. This causes the individual to develop new outlooks, rethink what were once
misunderstandings, and evaluate what is important, ultimately altering their perceptions.
Accommodation, on the other hand, is reframing the world and new experiences into the mental
capacity already present. Individuals conceive a particular fashion in which the world operates. When
things do not operate within that context, they must accommodate and reframing the expectations
with the outcomes.

https://en.wikipedia.org/wiki/Connectivism

http://wiki.p2pfoundation.net/Connectivist_Learning_Theory_-_Siemens

https://en.wikipedia.org/wiki/Constructionism_(learning_theory)

http://www.makerspaceforeducation.com/constructionism--constructivism.html
http://www.teach-nology.com/currenttrends/constructivism/