NEW PERCEPTIONS

In the first week of the course, I declared that I was a cognitive, constructivist learner. I also indicated that I was an active learner, and also elaborated on the mental processing I required for leaning. However, at this juncture, I have in my possession a veritable toolkit of learning theories, and teaching and learning strategies which have given me a deeper understanding of learning and its determinants. Consequently, I submit that learning cannot be explained by any single theory. Although I am now more inclined to describe myself as a cognitive, constructivist, connectivist, adult learner, I believe that Behavorist principles can be applied to very young children with limited capacity for cognitive processing. In such circumstances, repetition and reinforcement might be important strategies for learning factual information.

Admittedly, I employ cognitivist strategies for learning as evidenced by the way I manipulate information: elaborating, organizing, creating mental images and ultimately transforming it into a format which facilitates storage and retrieval. However, cognitivism is premised on the philosophy that knowledge cannot be constructed; rather it merely exists. My learning experiences support the notion that knowledge could be “socially situated and constructed through reflection on the learners past experiences” (Ruey S., 2009, p. 707). This does not preclude the fact that some types of knowledge, like the physical laws of gravity, exist and cannot be negotiated. Notwithstanding, Anna’s story in week four (4), illustrate that learners often need to develop the knowledge and strategies required to conceptualize these laws, relating them to real life experiences (Jenkins, J. 2006 para 25).

I now have a greater appreciation for the contributions of my personal contributions to the learning process. Whether or not we actually embrace connectivism in its totality, at some point, we must admit that the concept of learning through the creation and the nurturing of network connections can bring clarity to how “digital natives”, and I daresay some “digital immigrants”, use technology to inform themselves and construct meaning (Darrow S, 2009 p. 3). In fact, Connectivism attempts to explain learning, and appropriate decision-making in a constantly changing digitally enhanced environment teeming with information, while the half-life of this information rapidly decreases and knowledge resources on the Internet continue to grow exponentially.
Overarching the principles explained earlier, are my adult needs for flexibility, and the ability to negotiate learning, and gain some degree of autonomy. I am also cognizant of the fact that goal orientation is a powerful motivational force which, in conjunction with other motivational factors, must supersede impeding factors contained in the briefcase of: job and home responsibilities, aging and other biological deficiencies which adults bring to the learning environment (Conlan, J., Grabowski et al 2003). It is now patent that, although I prefer audio-visual and experiential teaching strategies, human beings are multi-talented and are not restricted to any one intelligence or learning style. In fact, we have the potential to develop each intelligence to a functional level of competency (Gardner, H. 2003, p.15). Hence, learning can occur outside of my preferred comfort zone.

GOOGLE, in particular, Web Dictionaries, and WikiPedia are indispensable for research and problem solving. Microsoft Access is the tool of choice when I need to deconstruct data into smaller components for in depth study. Gone are the days when I traveled with a calculator in my bag. When I need to calculate I use Excel, or my Blackberry if I am mobile. I use Microsoft Word to document information, and Adobe InDesign and Photoshop for creating brochures or booklets. I also derive current network information from Emails and Blogs.

References:
Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, ...
projects.coe.uga.edu/epltt

Darrow, S., (2009). Constructivism learning theory: Instructional tools for college courses (Master’s Independent Thesis Research). Western Connecticut State University. Retrieved from: http://library.wcsu.edu/dspace/bitstream/0/487/1/Darrow,+Suzanne_

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration. Retrieved from the e-Reference from Sage database. 25 Sept. 2010. +Connectivism+Learning+Theory_Instructional+Tools+for+College+Courses.pdf

Ruey S, (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology 41(5) 706-720

LEARNING CONNECTIONS

Being cognizant of the fact that my network, provides me with a rich repository of accessible information, I no longer feel that I have to clutter my brain with every bit of information. I filter information and decide what is of immediate value and what I can access when the need arises. This prevents cognitive overload, and also helps me to manage the information explosion typical of our technological age.

Additionally, my network adds a global layer to my learning. I can now connect to, and learn from the experiences of people all over the world in an unprecedented way. For example, the W2W forum connects me with a community of women, who through a series of newsletters, address many issues related to the health and well being of women. I read their experiences, relate them to mine and have acquired new insight and meaning from them. The Virtual University of Small States of the Commonwealth (VUSSC) connects me to a community of practice of educators throughout the Commonwealth. Through VUSSC I have been share information with these educators, benchmark best practices and also gain access to open source educational resources.

Emails keep me connected to my family and friends. Subscriptions to a number of blog sites, such as the Rapid E Learning Blog also provide me with information about effective classroom e-learning tools, free software to enhance content delivery, and tips on how to use the software. Having the capacity to receive and respond to emails on my mobile phone is also an asset. I feel more connected as I do not have to sit at a commuter to access my emails. Blackberry messenger is also useful as it makes it easier to contact family and friends.

GOOGLE is my first recourse when I need answers to questions. Sometimes I use WikiPedia; but GOOGLE is my search engine of choice. GOOGLE Map also provides me with useful information about cities and countries.

According to Davis, C., Edmunds, E., & Kelly-Bateman, V. 2008, connectivism is premised on the facts that knowledge is distributed, and social interaction facilitates learning. The proponents of Connectivism also emphasize the role of technology in the proliferation of knowledge, and in the creation of networks evidenced by the creation of various communities of practice individuals working to solve a communal problem. They also posit that learning can reside in “non-human appliances” (Davis, C. et al, 2008).
I have to agree that my network makes information accessible, facilitates the sharing of information with individuals world-wide, and helps me to make current and meaningful decisions. In this way, I believe that my experience supports the basic tenets of connectivism. However, I cannot say that I have learned new knowledge by connecting my network nodes. I am conscious of the knowledge; but the conceptualization of this new knowledge requires reflection, cognitive processing and integration with information already stored in my memory. While Connectivitism explains the role of technology in the proliferation and rapid change of interaction: its role in the creation of networks which give learners large virtual social environments in which they could interact with information, and ultimately enable learners to make valid decisions; it does not explain cognitive processing and the role of memory. Furthermore, I have not yet encountered a non-human appliance which has the capacity to learn. Thus, based on my network experience, I must conclude that Connectivism does not explain the mental processing required for learning.

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

Connectivism: http://www.connectivism.ca/

CONNECTIVISM

Instructional Design and Education

http://agileinstructionaldevelopment.blogspot.com/


I found Dr. Miller’s description of the challenges experienced by an Instructional Designer using ADDIE to create instructional packages which are both engaging and informative. Above all, it warns the designer of the need to be flexible as sometimes the original specifications of the client might change during the process. This information is very useful for young designers.

http://www.sync-blog.com/sync/2010/09/ipads-in-schools.html

In this blog, Rhonda Callow informs that the California school district plans to replace text books with the iPad in the near future. Rhonda comments that the introduction of computers in school has revolutionized the way students learn. However, she appears uncertain as to whether student achievement has improved as a result of digital innovations in the classroom. In fact, in a related article entitled “Do Computers help or Hinder our Kids Educations?” Rhonda suggests that students often use computers for entertainment rather that for academic research, and this might explain the regression in student performance when computers are introduced in the classroom. . Interesting articles!


http://halfanhour.blogspot.com/2010/09/1.html


In this article, Stephen Downes answers questions about the impact of technology on schools. He points out that technology removes the boundaries from schools making education more open and public. He further explains that the value of technology cannot be determined from student test scores; but rather we should value how it engages diverse learners and evaluate its success on the “quality of life enjoyed, all other things being equal, by the learner”. Additionally, Downes maintains that technology must be "immersive" and should create a comfortable environment which promotes learning. This article is a must read for every educator.