A Connectivism-Based Learning Model for Special Education Teachers Training

Brief Paper (Asynchronous) ID: 59643
  1. aaa
    Sharon Hardof-Jaffe
    Levinsky College of education
  2. aaa
    Rachel Peled
    Levinsky College of Education

Abstract: Teachers must nowadays be able to support, evaluate, and develop active learning environments. In this study, we examine a developed model which rests on the connectivism learning theory that regards learning in the digital era as a process occurring in nebulous, highly dynamic environments the learner controls only partially. Five principles underlie the new model: Integration of learning technologies; Personalized learning, independence, and creating one's own knowledge zone; Co-teaching; Multiple perspectives and professional teamwork in school; Cooperation between the academia and the school. Here we examined which connectivism learning theory characteristics emerged in the discourse and the reflective reports of 22 students who practiced this exceptional training model. We used a qualitative research method and found six themes that characterize learning in this unique practical model: (1) The digital environment has evident power to generate connections and learning. (2) Multiple peer connections are central to expanding one's practice. (3) Breaking place and time boundaries and creating connections to expand learning (4) The need to organize new information that keeps accumulating, (5) The need to take decisions at any given moment, (6) Personal and professional growth. Finally, the presentation will discuss the founded theme and its links to the connectivism principles.


Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.