Networked Learning is a term used to describe a decentralized form of collaborative learning, where each student and/ or content unit acts as a node in the network, and the learning process is embodied in the forming of connections, or links, between these nodes. The idea is that the flow of knowledge should not be confound to traditional one-to-many structures, but rather be spread by the entire body of learners, in a many-to-many structure, possibly moderated by an instructor (similar to this discussion). This perception is sometimes extended to include external sources of information, such as databases or webpages, as part of the network.

Originally, the concept of MOOCS was created as a form of networked learning. This version, which later came to be known as CMOOCS (connectivist MOOCS) was introduced by Downes and Siemens in 2008. It presented a non hierarchical form of learning which was in line with the trend of Web 2.0 - the interactive, user content oriented phase of the Internet. In Downes' own words: At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.

Siemens originally presented connectivism as a learning theory for the digital age. This later struck a debate within the field of education, on whether it is in fact a learning theory, a pedagogical theory (or practice), or the expression of traditional learning theories within a new technological environment.

See in this video how Siemens himself describes connectivism and how this perception was formed.

Another related concept is Knowledge Building. Originally introduced by Scardamalia, knowledge building refers to the shared product of group learning in a successful networked environment. Knowledge building communities are engaged, through networked interaction, in forming knowledge by sharing and integrating information, and creating a shared understanding through a collaborative process. In good knowledge building setting, participants elaborate on their colleagues' input, ask thought and idea provoking question and engage in sense making.

Personally, I am interested in networked learning from a wider perspective, one that isn't limited to formal educational systems. In the "real world" outside of schools and universities, an enormous amount of networked learning is taking place. New parents are learning about parenting and acquiring parenting skills from fellow parents. Patients are learning about their conditions from other people suffering from similar conditions. Music lovers are learning about new (or old) music from their fellow music lovers, and travelers are learning about different locations from other travelers. All of this is going on outside of formal learning institutions, and portrays the great potential of networked learning.

Bereiter, C., & Scardamalia, M. (2014). Manuscript version of Bereiter, C. & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, J. Yeo (Eds.), 35–52.

Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. In P. Blessinger, K. Petrova, L. Stefani, S. Tegginmath, & B. Todhunter (Eds.), The International HETL Review. Orlando, Florida.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Elearnspace Everything Elearning, 2(1), 1–9. https://doi.org/10.1.1.87.3793

Siemens, G., & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. Manitoba, Canada: University of Manitoba.