Professor, Centre for Distance Education; Researcher/Strategist, Technology Enhanced Knowledge Research Institute (TEKRI), Athabasca University
Associate Director, Research & Development, Learning Technologies Centre, University of Manitoba
Canadian researcher and theorist in educational technology best known for originating Connectivism (a learning theory for the digital age) and for pioneering early Massive Open Online Courses (MOOCs). He co‑founded and served as founding president of the Society for Learning Analytics Research (SoLAR), helped shape the LAK conference series, and has led influential work on learning analytics, digital/online learning, and human–AI cognition in learning. He currently serves as Professor of Practice (Psychology) at the University of Texas at Arlington and as Professor and Director of the Centre for Change and Complexity in Learning (C3L) at the University of South Australia.
International Journal of Instructional Technology & Distance Learning • Journal
Introduces Connectivism as a theory for learning in technology‑saturated contexts. Argues that learning can reside outside the individual in networks of people and non‑human appliances; emphasizes pattern recognition, connection‑making, and the importance of knowing where to find information. Outlines principles of Connectivism and discusses implications for learning design, knowledge flow, and decision‑making in rapidly changing information environments.
• Book
A book‑length exploration of how knowledge and learning are changing in networked, information‑abundant environments. Siemens examines shifts from hierarchical to networked knowledge structures, implications for organizations and education, and the theoretical foundations that informed the development of Connectivism.