We all live within an environment. Part of that is obviously our physical environment, but the bit I am writing about is our learning environment. Looking at what each of us, as an individual, uses to support our learning gives rise to the concept of a Personal Learning Environment, or PLE. The term PLE, however, is typically used with regard to the technological toolset an individual uses, rather than the sum of all factors in the learner's environment.
In a rejoinder to Pløn Verhagen, entitled "Learning theory or pastime of the self-amused" George Siemens makes the observation
"The content-central view of learning loses effectiveness in environments that are rapidly changing and adapting. Text in itself is a codification of knowledge at a point in time—a snapshot. In contrast, conversation is fluid and continual."
Knowledge is also fluid and continual, with each experience going towards our own sum-of-knowledge, but also having the ability to engage the mind in a bout of revisionism. We adjust our world model according to the latest information available (according to my empirical epistemology) - and the strength of this is such that we can suffer from source confusion (for a simple description, see Brewer and Williams, 2007).
I have just blogged over at RedGloo about identity, trust and reputation and how they affect connectivism (to some extent). I want to explore that some more in a series of posts, but for various reasons, I don't want to post too much on RedGloo.