Connectivism and Cognitivism

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Throughout my research I have begun looking into different theoretical concepts. The two that resonated with me most were those of collectivism and cognitivism.

And these are?

Connectivism is a learning theory. It relies on technology creating global platforms in which students and tutors alike can share knowledge. It looks at the evolution of learning-networks.

So what is Cognitivism ?

Cognitivism is the idea that a student isn't just a 'receptacle for knowledge' (Lave and Wenger, 1991) but is also a participant and creator. Some argue this has been replaced by connectivism.

These theories resonated with me for several reasons. 

First of all my learning on the BAPP course. We are all studying together across continents and sharing our knowledge. Connectivism would barely have been possible twenty years ago. The fast paced evolution of the web 2.0 platform has made global social networks not only possible but instantly accessible. 

With this in mind, a year out of drama school I was cast in a music video, for a German band, by a German company. The production team visited the UK for less than 24 hours to film the video. 48 hours later it was edited and on YouTube.

Do drama school students need to be taught with this in mind? During my time at drama school self tapes became one of the most prevalent way of casting TV and film. With the corners of the globe becoming increasingly closer, do steps need to be taken to ensure the next cohort of actors entering the industry are proficient in all areas of technology, allowing them to procure work anywhere in the world?

Reflecting on my own training I was incredibly lucky to be taught at least the very basics of self-taping. I was caught in the cross-over period where older tutors were still teaching us the ins and outs of screen tests, which are now rarely used. 

This brings me onto my thoughts on cognitivism. The idea of a student being more than just a body to take on knowledge was really exciting for me, especially coming from a vocational training background. This kind of learning is more than often the 'norm' for creative courses. The majority of my drama school tutors were still working in the industry, therefore it wasn't unusual for a student to graduate and work alongside someone who had taught them. My first professional audition found me signing in next to the director of my second year show. Allowing students and respecting them enough to see them as more than just 'passing through' is a really challenging idea to the educational system. Especially at drama schools where more often than not tutors can become friends. There were only 7 people in my graduating year, therefore we all weathered many storms together. 

Screen workshop with Steven Hartley, I promise I enjoyed it.

I would also like to touch on the idea of social constructivism. 

This deals with the idea of learning in context. If learning has exchange value, for example, learning specifics to pass an exam or gain a diploma. Is learning affected if it is weighted with this sort of value, as opposed to simply for necessity or the joy of it?

I found at drama school this was a real mixed bag. I rarely cared about my 'grade' as I simply wanted to put on a good performance, be truthful and work. However sometimes I found those who were simply jumping through hoops were achieving more on paper than I was. 

Where does this sit morally? Is it fair or simply the nature of the beast? Where creative subjects are concerned more often than not 'results' and 'grades' can be subjective. I left in-house productions thinking an actor had been phenomenal, for them to tell me they were gutted at the low grade they'd been handed. 

I'd love to hear everyone's thoughts on this and these learning theories!

My tiny little year group post Cyrano De Bergerac 2017