Five types of wayfinding behaviors exist in PSKNThis study identified five types of wayfinding behaviors in PSKN for learners: creating nodes, finding important nodes and forming cognitive maps, connecting important nodes, and finding and filtering information. Our findings verified the diversity of wayfinding in the PSKN. Previous studies have focused on wayfinding difficulties, such as information evaluation (Kammerer et al., 2013; Kiili et al., 2020), resource disorientation (Wang et al., 2022) and technical difficulties (Kop, 2011; Li et al., 2016). However, few studies have examined technological factors influence the ways learners access resources in connectivist learning, such as the PSKN. Four wayfinding behaviors were defined in this study based on a connection-forming model (AlDahdouh, 2018). We further defined a new wayfinding behavior, creating nodes, in the PSKN, with three types of creating behavior: learning communities, knowledge nodes, and course knowledge bases. Consistent with previous studies, the results demonstrated that generating knowledge nodes facilitated learners acting as teachers or content producers (Griesbaum, 2014), contributing to more connections (Duan et al., 2019; Yu et al., 2019).Furthermore, we revealed creation of behavior-supported indirect wayfinding for individuals, through which learners can navigate the network and identify diversity nodes effectively (Kizito, 2016). Our results indicated that all learners navigated the PSKN and oriented additional nodes. Compared with previous studies, this study found that creating nodes was an essential wayfinding feature in the PSKN. This may be because, with the increase in network connectivity, resource navigation moved from relying on pre-existing nodes to wayfinding by creating nodes to identify more important nodes and make connections. This reflects a change in the role of learners during the wayfinding process, that is, a gradual move from finding to creating nodes. This also means that indirect wayfinding was a crucial wayfinding feature, and creating nodes was a critical behavior in the PSKN. Moreover, as the connection proceeds, the learner becomes like a teacher, and creating nodes becomes a critical wayfinding behavior in connectivist learning.

differences in wayfinding behavioral patterns between high- and low-performing learners." Most interesting to me is the finding that "creating nodes was an essential wayfinding feature in the PSKN." The best way to make connections is to contribute. "As the connection proceeds, the learner becomes like a teacher, and creating nodes becomes a critical wayfinding behavior in connectivist learning."

Chatti notes that Connectivism misses some concepts, which are crucial for learning, such as reflection, learning from failures, error detection and correction, and inquiry. He introduces the Learning as a Network (LaaN) theory which builds upon connectivism, complexity theory, and double-loop learning. LaaN starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN).[18]

them build a network of connected knowledge

connectivism

“a learning theory for the digital age”

Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009-2012.

digitally mediated networked learning

con-nectivism

EthosandPractice of a ConnectedLearningMovement:Interpreting Virtually ConnectingThrough AlignmentwithTheory andSurveyResults

Both of these learning theories have a place in the spectrum of adult learning for the next generation of learners, however, with the increasing influence of social media and other connecting forces, and with the advent of Smartphone technology, communities are emerging where a clustering occurs of similar affinities (areas of interest), coupled with technology that is allowing an open environment of interaction, sharing, dialoguing and thinking together (Siemens, 2005).

What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?

A PLN is a self-directed system meant to support lifelong learning through the development, maintenance, and leveraging of digital networks.

content as the center of learning

learning is the act of recognizing patterns shaped by complex networks

Knowledge is, on this theory, literally the set of connections formed by actions and experience.

the learning is the network

The capacity to know is more critical than what is actually known

Secondly,instructionaldesigners,duetothedevelopingcomplexityoftoolsandavailabilityofopeneducationresources,playaneducationalroleofdirectingeducatorstotoolsandresources.Thesetwofoundationalchanges,whilepresentedhereasaconceptualdiscussionandinneedofadditionalexperimentationandevaluation,mayserveasleversforbroaderchangeswithintheacademy