Fitting the Pieces Together

Examining the various learning theories can be very interesting and cause one to reevaluate how they learn.  Through the Learning Theories Matrix project, the way in which I learn was reaffirmed.  With the Constructivist Theory, Ertmer & Newby say that learning is created when meaning is created from and experience (Ertmer & Newby, 1993).  I am an individual that needs to be actively engaged when learning and be hands on whenever possible in order to get something into my memory.  Memory in Constructivist Theory is constantly being worked on and it is important that learners can interpret and elaborate upon information that they come in contact with (Ertmer & Newby, 1993).  This is exactly what happens with me when learning.  I take the information and then make connections with what I already know and apply it to situations as needed. 

Through this course, a lot has been learned about the various learning theories.  Although I learn predominantly through the Constructivist Theory, There are various things from the other learning styles that have been examined that I do see integrated into the way that I learn, now that I am familiar with them.  For example, with the Social Learning Theory, learning takes place through social and cultural environments (Ormrod).  In Connectivism, connections are made through materials by creating networks with information (Davis, Edmunds & Kelly-Bateman, 2008).  Through the use of social networking sites and encountering blogs through this course for example, I have come to use connectivism more than in years past which has enhanced my learning experiences.  Over the last seven weeks in this course, I have come to see how the different learning theories are connected in different ways and that we do not learn through just one.

Technology has become a very important part of learning.  Years ago, I used technological resources to do research for various school projects.  In recent years, however, I have been a part of social networks which provide me with information on various topics, I have come to learn a lot from various youtube videos, blogs, etc.  With the technology that is available today, I am in constant contact with information that keeps me continuously learning.  In addition, through new technologies, new ways of presenting information have also come about.  When we did the mind map in this course, it is the first time that I had used a mind mapping software program.  I am now starting to learn more and gain more insight about how these new technologies can be used in the educational environment and look forward to learning more throughout this program.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design

perspective. Performance Improvement Quarterly, 6(4), 50–71.

 

Ormrod, J. Theory of Social Cognitive Development. [Video production]. Laureate Education, Inc.

Connectivism

Earl's Mind Map

I find it extremely interesting to think about Connectivism, especially now in a world that is so dependent on various forms of technology.  There are more sources for learning today it seems than ever before.  Connectivism is based on the idea that learning and new information is constantly being obtained and the ability to distinguish between what is and is not important (Davis, Edmunds, & Kelly-Bateman, 2008).  Being a teacher, I see students as young as kindergarten utilizing computers to learn various things and I know technology for children younger than this is even being marketed, such as the Leap Pad which is a technological learning device for children as well. For other people, there is the ever increasing popularity of text messaging and other programs like Skype to stay connected with others regardless of the distance that may be between them.  With technology, barriers of distance have been torn down when it comes to learning.

After completing my mind map, I am better able to see how exactly I learn and what resources I typically use to learn from.  This was interesting because as I think about it, I see how easy it can be to take learning for granted and not really truly think how we are learning or that we are learning from some things that we may not realize.  For example, television shows meant for entertainment can still provide a means for learning.  It is clear after looking at my learning network, I learn from many things that I had not realized until I sat down to really think about it.

There are a variety of digital tools that I rely on to facilitate my learning.  The ones that best facilitate for me include search engines and websites.  One reason for this is that search engines and websites can provide access to information that may be needed on virtually any topic.  In addition, working on an online degree requires the use of websites which also provide additional resources to learn from as well.    For example, in EDUC 6115 and other classes, there are videos and other resources embedded in the website for the class so actually the resources are connected which I feel actually enhances my learning experience because several learning styles can be addressed this way as well.  In addition to websites and search engines, I also learn a lot from Facebook as well, which helps me to keep up with current events in the area of education because many of my friends post links to articles regarding education issues.  In addition, Facebook also helps me to keep up with what is going on with friends and family back home since I live in a different state.  Television is also a big resource for me as I frequently watch it to keep updated on local, national, and world news.

With the variety of technology that is available today, there are a variety of ways to gain new and additional knowledge when I have questions.  One way is to utilize search engines and websites to search for information to answer these questions.  Also, with working on an online degree, I have been exposed to discussion forums through which peers and professors have addressed questions that I have had regarding content.  Finally, blogs have because a new resource for me that I was not familiar with previously.

There are several principals associated with Connectivism.  These include learning can be contained in nonhuman things, the ability to know things is more important than what is known already, and fostering and maintaining connections is needed to keep learning continuously (Davis, Edmunds, & Kelly-Bateman, 2008).  After considering my personal learning network and these different principals, I see that my network supports these ideas.  Not only do I rely on other people to learn new information but I also rely on other resources as well such as technology and books.  In addition, I am constantly looking for new ways to obtain information if I cannot find it when I look in one place so I am wanting to knowing and at the same time building and keeping connections so that I can learn.

Resources

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Learing and the Brain...

This week, I took some time to look at a few articles that dealt with the brain and learning.  I found these articles interesting because they had new insights into learning theories that we already know about.

Connectivism: A Learning Theory for the Digital Age

This article is very interesting because it recognizes that as times have changed and technology has become more important in people’s lives, the ways in which people learn have also changed.  The article does not dismiss behaviorism, cognitivism, and constructivism, but makes the point that learning theories and needs would be best if they reflect the surrounding social environment (Siemens, 2004).  In addition, the article points details some important trends in learning.  These include informal learning becoming more important, learning is continual and lifelong, etc.  One big trend to be noted is that many things that fell into the different learning theories can now be supported by technology.

The idea of connectivism  proposes that learning is not entirely under an individual’s control.  Instead, it can happen outside of oneself and focuses on the connections that can help us learn.  Connectivism appears to take into account the idea that as things change in society, the way people learn also changes and this is shaped by changes in technology as well.  This is valuable to consider as an instructional designer because it is important to keep learning theories and styles in mind when designing lessons but at the same time keeping in mind that technology is changing the face of things so also should be considered as well.

References:

Siemens, G. 2004.  Connectivism: A Learning Theory for the Digital Age.  http://www.elearnspace.org/Articles/connectivism.htm

How the Brain Reads and Writes

This article examines reading and writing and how the brain is involved with these two tasks.  In 1973, two individuals, John Marshall and Freda Newcombe suggested that when reading, there are two processes that play a part.  The phonological pathway deals with the sounds of words and then using it to create meaning.  Secondly, the semantic pathway produces meaning by looking at the different patterns of words.  The two pathway model goes hand in hand with the mistakes that people make when reading because of the corrections people make while still keeping the meaning of what is being read (Jamieson, 2003).  Words are first broken up into chunks which then join to provide a mental picture of the word (Jamieson, 2003).  This was interesting to read because it goes along with the week’s reading for class because it is breaking things down into meaningful parts which then allow them to be processed and put into memory more effectively.

This information is valuable because it also looks at how people read and write, which are important tasks for acquiring new knowledge.  Also, it serves as a reminder that there are different ways in which people acquire new knowledge and as a result, we must be conscious about this as we design lessons.

Jamieson, R. 2003.  How The Brain Reads and Writes.  http://www.e-speec.com/functions.htm

Instruction Design Resources

After an initial reading about learning styles in the first week, I started looking at other resources regarding instructional design, knowing that everyone does not learn the same way.  This must be taken into consideration when designing instruction so that everyone has a chance to succeed.  I will share some internet resources that I found which were interesting and relevant.

10 Qualities of the Ideal Instruction Designer is a blog that shares what is thought to be important qualities for an individual in instructional design to possess.  Some of the things that are mentioned include understanding how people learn, knowing how to connect with individuals on an emotional level, placing oneself in the shoes of the audience or learner, etc.   This is a helpful blog because I am new to the field of instructional design and I will be able to learn what qualities others have seem valuable which can help me self-reflect and see where I might need to try and improve to be successful.

These Simple Steps Will Help You Build the Right E-Learning outlines a variety of tips to be successful in an E-Learning environment.    The blog emphasizes that E-Learning courses are not an objective, but rather a way to help meet objectives.  In addition, it is important to examine the objectives and what one really wants to be able to achieve before looking at solutions to get there.  Finally, the blog stresses the importance of data.  It is important to find out was is causing certain problems from the start so that an individual can then find the best solution.  This is a helpful blog because it can be easy to look at the surface features of something and then jump to a solution, whereas it is more important to see if there is something below the surface that instead needs to be addressed.

Reading and Writing in the Digital Age is a blog that discusses a course an Instructional Design student created for a high school English class.  The course brought together literature and technology.  In addition through the course, the students gained additional technology skills.  This was interesting to read because learning is becoming more and more technology based, even at the younger grades.  Being an elementary school teacher, we have a reading program in place that is computer based and also assesses the students monthly to see their progress.  The school that I am at has gone to online testing, so it is beneficial, so learning about a class that was created integrating curriculum and technology could be very beneficial down the road.


References

Gogno, N. (2011, November 2). Reading and Writing in the Digital Age. [Blog message]. Retrieved from http://nickgogno.com/2011/11/02/reading-and-writing-in-the-digital-age/

Kuhlmann, T. (2011, September 13). These Simple Tips Will Help You Build the Right E-Learning. [Blog message]. Retrieved from http://www.articulate.com/rapid-elearning/these-simple-tips-will-help-you-build-the-right-e-learning/

Malamed, C. 10 Qualities of the Ideal Instructional Designer. [Blog message]. Retrieved from http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/