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