We discussed the learner as an agent . On this subject Downes and Siemens seem to have different opinions. “… In connectivism, a phrase like ‘constructing meaning’ makes no sense. Connections form naturally, through a process of association, and are not ‘constructed’ through some sort of intentional action.” says Stephen Downes. Tony continues, “Connectivism should still address the hard struggle within of deep thinking, of creating understanding. This is more than the process of making connections.” No, it is not more than the process of making connections. That’s why learning is at once so simple it seems it should be easily explained and so complex that it seems to defy explanation (cf. Hume on this). How can learning – something so basic that infants and animals can do it – defy explanation? As soon as you make learning an intentional process (that is, a process that involves the deliberate creation of a representation) you have made these simple cases difficult, if not impossible, to understand… .”
Siemens: ” … When we stop seeing knowledge as an entity that i s possessed within a person and start to cast i t as a function of elements distributed across a system, we notice a dramatic i mpact on the education process: the educator becomes a supporter (not the center), the content i s not as critical as the connections, learners find value i n their aggregated perspectives, learners become content creators, and learning i s continuous, exploratory, and sustained (not controlled or filtered by only one agent).