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/
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