I have decided to focus my discussion on connectivism, as it is an emerging learning theory or “element” (Jim & Lisa) of a learning theory that I am just learning about. According to Strong & Hutchins, the “primacy of technological enhancement differentiates connectivism from the more dominant learning theories.” In his Jan. 2012 blog entitled, What Does Connectivism Mean for Education, Justin Marquis stated that within the framework of connectivism, “Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain.” As such, he opined, “The application of connectivism to teaching and learning requires a thorough rethinking of the educational process and the role of the teacher, student, and technology in that process.” Jim and Lisa echoed similar sentiments about the changing roles of and relationships between the instructor, student, and content within the connectivism framework and presented a visual depiction of the relationships. Interestingly, within this framework the role of the instructor appears to be one of environmental designer. (Even more interesting though was how George Siemens has envisioned instructors as network administrators and curators).

So, as I contemplate my role as the environmental designer or curator of a nursing course, I cannot help but think that a course based entirely on the connectivism framework would be more appropriately scheduled during the last semester of a nursing program. Up until them, it is my opinion that instructivism, cognitivism, and constructivism would be the prevailing learning theories utilized as nursing students look to faculty as experts to learn from and clinical work as field experiences upon which to associate knowledge.