Reflection

Future Perceptions of Distance Education In the next ten (10) to twenty (20) years, learner demographics will show that the learner population will consist of a large high proportion of "net generation" learners. (Oblinger, D., & Oblinger, J., 2005, pp. 1-264 ). These learners will not only be comfortable communicating at a distance, but will also have an immense facility with the technological tools which drive online engagement and collaboration (Laureate Education Inc.). As a result, distance education will be more accepted as a "main stream delivery method of education" (Moller, L., Foshay, W., & Huett, J. 2008b p. 67). In fact, the " Distance Education and Training Council (DETC) predicts a three hundred percent (300%) increase" in student enrolment in distance education in the next five (5) years (Moller, L., Foshay, W., & Huett, J., 2008b p. 57). Notwithstanding, profound changes in the perceptions of distance education will depend on a number of factors. This week, course surveys revealed that many individuals had misconceptions about the quality of distance education programs and how distance programs compare to face-to-face offerings. Before one can change people's perceptions of the quality of distance education, one must first assure the public of its quality. I join Moller et al (2008b) to aver that this is a "stand and deliver time" for instructional designers (p. 69). They can improve the pedagogical value of online courses by "increasing learner interactions, and providing appropriate activities to meet the needs of individual learners (p. 69). This will go a long way towards dispelling related to distance learning. Colleges and universities could also become change agents in the way they advertise their distance programs. They can convey the value of these programs by assuring clients of their academic fidelity and integrity. For example, research shows that "not even one-third of the universities [that offered online programs] had an online education reference on their home page" (Gambescia, S., &  Paolucci, R., 2009 p. 19). In order to change current perceptions, these institutions need to give more "visibility" to their distance education programs. Moreover, they should promulgate the message that they have invested significant assets in their distance education programs because they consider them equivalent to, and just as valuable as  their face-to-face offerings (Gambescia, S., & Paolucci, R., 2009 pp.17- 19). Also, in promoting distance education, institutions should not only inform prospective learners of the flexibility and convenience of this modality, but should also highlight the learner attributes, such as  self-direction, motivation, and time management, which determine success in the distance environment. This too will serve to minimize learner misconceptions and dissatisfaction with distance education (Gambescia, S., & Paolucci, R., 2009 p. 18). The Role of the Instructional Designer in Changing Social Perceptions of Distance Education Watson (nd) describes distance education as a "catalyst for change" (p. 16). Such changes will include the conversion of face-to-face content to blended or asynchronous learning, and the customization of educational packages. Many institutions might be tempted to adopt the ineffective "craft approach" for course conversion (Moller, L., Foshay, W., Huett, J., 2008b p. 67). As instructional designers are trained to design effective "cost-effective models and tools for distance education", they should be in the vanguard of the change movement towards the adoption of distance education (Moller et al , 2008a p. 70).As mentioned earlier, instructional designers can be important agents in changing negative perceptions about the quality and effectiveness of distance education. Moreover, it is the duty of the designer to establish the quality standards which will assure society that "the products of sound professional design practice lead the e-learning enterprise" (Moller, L., Foshay, W., & Huett, J. ,2008a p. 70).   My Role as a Positive Force for Continued Change in Distance Education First, I will establish a reputation as a designer who serves my clients with "integrity, competence and objectivity” as I seek to add value to their various projects (ISPI Code of Ethics http://www.ispi.org/ p. 2). I will also remain current with emerging information, technologies and best practices in distance education and instructional design, and apply them to my practice. I will be a champion for the continued advancement of distance education in my country, sub-regionally, and further afield. Last but not least, my dream is to increase the value of my contributions to distance learning by pursuing doctoral studies in instructional design or Distance Education. References: Robert, G., (2005). Technology and learning expectations of the net generation.Retrieved from: www.educause.edu/educatingthenetgen/ Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1) Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63–67. ISPI Code of Ethics http://www.ispi.org/ Laureate Education, Inc. Walden University. (2011) "The Future Of Distance Education [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Moller, L., Foshay, W., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75. Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70. Oblinger, D., & Oblinger, J., (2005). Educating the net generation. Educause. Retrieved from: http://net.educause.edu/ir/library/pdf/pub7101.pdf Watson, J., (nd). Promising practices in online learning blended learning: the convergence of online and face-to-face education. North American Council for Online Learning. Retrieved from: http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf

Converting F2F Instruction to Blended Delivery

The Best Practice Guide aims to guide any trainer through the process of converting a face-to-face course to a blended format. The guide describes the learner and content analyses which must occur for effective transformation, it advises on effective activities for online learning, describes the change in role of the facilitator in the online environment, and ends with tips for ensuring student participation.

Evaluating Open CourseWare

Introduction to Massachusetts Institute of Technology (MIT) Open Course Ware Check Out the Biology Home Page! MIT takes pride in being one of the first institutions to offer its course materials, used in the teaching of almost all undergraduate and graduate subjects available on the web, free of charge, to any user anywhere" (MIT OpenCourseWare - Fact Sheet). Introduction to Biology is an excellent example of a course which was planned for a distance audience. Clearly, the use of the Web as a vehicle to disseminate information, and the separation of teacher and instructor in time and space, define MIT as a distance provider. However, this does not indicate that Introduction to Biology falls into the category of distance education. According to MIT News, April 2001, MIT Open CourseWare is "not a distance learning initiative because distance learning involves the active exchange of information between faculty and students, with the goal of obtaining some form of a credential" (para 6). Moreover, the degree to which course objectives could be aligned with learner characteristics is limited. In fact, MIT courses represent a repository of material which could be used for educational research, to assist institutions in the development of new curriculi, and also to provide students with study materials which could support their studies in the different subject areas (MIT News, April 1 2001, para 9). Click here for more information on MIT Open CourseWare Introductory Biology Shows Some Evidence of Pre-planning for a Distance Audience Notwithstanding the above, the structure and organization of Introductory Biology show some evidence of pre-planning for a distance audience. In the first instance, the very detailed syllabus suggests that MIT recognizes that the syllabus represents an important point of reference for distance learners, because it helps the learner"to understand the structure of the course, its expectations, assignments and the assessment process" (Laureate Education Inc; Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009) p. 191). The following video clip illustrating the structure of MIT Course - Introductory Biology. During the planning and design phases, instructional designers add the required course materials and resources to the distance environment, in a format which allows distance learners easy access. This ensures the quality of the distance learning experiences (Simonson, M., et al ,2009, p. 191). The availability and accessibility of course material and resources on the course site suggest some level of pre-planning. Moreover, the provision of course materials, assignments, recitations, and answer sheets for assignments also indicate some degree of planing for a distance audience.  Further, these resources are  rendered in PDF format which not only allows access to course material; but students can also download these resources to their local desktops. Worthy of note, also,  is the capacity, built into the course, for translating course content into at least three other languages beside English.  This too suggests that distance learners, whose native language was not English, were considered during the planning, design and developmental stages of the course. Does Introductory Biology Align with Recommendations for Online Instruction? Although the course had some characteristics of an online course, it does not meet many of the requirements of a distance course. The main strategy employed was lecture videos , some of which had a duration of over 40 minutes.  This points to an instructor-centered , rather than the preferred learner centered approach. Simonson et al (2009) posit that a "learner centered approach fits well into distance environments" (p. 185). Distance learners cannot be passive, they "must participate in the learning process" (Simonson M., et al 2009, p. 185). Other strategies that promote active learning include "small-group discussions, debates or virtual field trips ( Simonson M., et al 2009, p. 192) Simonson et al (2009) also emphasize the role technology in promoting student interaction, and enhancing the learner experience. Additionally, they recommend the use of "threaded discussions" which they describe as " one of the most powerful techniques in distance education" (p. 186). The value of  online discussions hinges on the fact that  they engender a collaborative environment where "students learn from each other, teach each other and construct knowledge together (Simonson, M., et al ,2009, p. 187). Blogs, Wikis are also examples of Web2 collaborative tools which could be used to motivate students and promote constructive learning.  There is no evidence of the employment of any of these strategies in Introductory Biology. Additionally, authentic distance courses are imbued with different layers of dialogue, and interactivities between the learner, content, and the instructor. These interactivities facilitate the learning process. Communication tools such as e-mail , bulletin boards promote learner-learner and learner-instructor communication. Learner-content interactivity is the only significant type of dialogue in the course, Introductory Biology. Besides the voluntary study groups which foster, learner-learner interaction, and the learner engagement with the course content, there was  no further evidence of interactivity in the course.  While answer sheets are detailed enough to provide significant feedback for learners, they still cannot  substitute effectively for instructor feedback. Thus, there is no real dialogue between the learner and the instructor in the Biology course environment. Do Course Activities Promote Learner Success? Given the diverse characteristics of the MIT audience, one must admit that the strategies employed were not designed to meet the needs of its potential learners. The study group represents the only effort to engage learners in any kind of collaborative activity. This lack of participation hinders deep learning, and demotivates students. In this regard, Simonson et al (2009) graphically describe passive learning as the "kiss of death for distance education" ( p. 192). Further, Videos were lecture style and had a duration of almost an hour.  All other course material was pdf downloadables.  . Conclusion  Although, attempts were made to include authentic scenarios in assignment problems, one must conclude that Introductory Biology not designed to motivate, and engage learners in a distance learning environment. The course does exactly what it was designed to do i.e. to provide distance learners and educators with a repository of information which could be used as study material or curriculum content. However, I believe that we should commend MIT for employing the study group strategy to promote student collaboration, and also for providing us with such a rich repository of learning objects. Thank You MIT. References: Laureate Education, Inc. Walden University. (2011) "Planning and Designing Online Courses" [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Massachusetts Institute of Technology Open CourseWare. (Fall 2004) 7.012 Introduction to Biology. Retrieved from: http://ocw.mit.edu/courses/biology/7-012-introduction-to-biology-fall-2004/index.htm Mc. Phail, S., (2011, July 29). Evaluating MIT courseware. [Video File]. Retrieved from: http://www.youtube.com/watch?v=Qavckl1UuHA MIT News (April 01, 2001, Retrieved from: http://web.mit.edu/newsoffice/2001/ocw-facts.html Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009). Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson

Collaborative Training Environment

Adobe Connect in a Collaborative Learning Environment Advanced telecommunications technology has enriched distance learning by removing the constraints of geography, space and time (Laureate Education Inc.).  Adobe Connect can provide a learning environment where learners could participate, share content, collaborate and construct knowledge together. These and other features make Adobe Connect ideal for the training solution described in example 1. In this scenario, the trainer is expected to implement a workshop for training office staff in the use of a new information system.  The staff members, who are located in six (6) different regional offices, are unable to meet at the same time or in the same space.  What is Adobe Connect and How Can it Provide a Solution for Example 1? Adobe Connect is a Web 2 collaboration tool which can facilitate synchronous or asynchronous meetings of participants who are separated in space or time.  A meeting is created with a URL and participants can connect to the meeting via this URL.  The Adobe Connect interface comes equipped with pods which provide the following functionalities: Desktop sharing – Participants can entire desktop or windows in the desktop Audio visual experience Question and Answer File sharing – Participants can download files to the local computers (Images, Videos, Documents, interactive images, interactive white board) Polls – Participants can give feedback on the session Thus, Adobe Connect can be described as an interactive telecommunication system which connects “learners, resources and instructors (Schlosser & Simonson, 2006, as cited in Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009 p. 7). The Adobe Connect meeting room offers a variety of instructional strategies which reflect the tenets of sound learning theory.  For example, having the capacity to record training sessions, the instructor can make these meetings accessible to learners who were unable to attend the meeting.  In addition, these absentee members, as well as others who might wish to consolidate concepts, can have asynchronous access the meeting room at any time or place.  Hence, with the aid the synchronous and asynchronous distance delivery tools of Adobe Connect, instructors are able to transcend the barriers of time and space. Adobe Connect also fosters a learning environment which encourages learner interaction and social constructivism.  In such learning environments, learning occurs not by “assimilation but through the process of knowledge construction that the learning community supports (Bielaczyc 7 Collins, 1999 as cited in Beldarrain, 2006, p. 148). In the Adobe Connect room learners are assigned different participatory roles, they interact in chat rooms, and can also express feelings of agreement, disagreement or they can ask a question and receive immediate feedback.  Adobe Connect also utilizes tools called Emoticons “for asking group questions and getting group response” (Sinha, H., McCauly, J., & Kumar S, nd, p.3). Moreover, break-out rooms facilitate group collaboration and team work.  Beldarrain (2006) cites Kearsley & Schneiderman (1999) to indicate that authentic learning is derived from collaborative efforts, project-based learning and non-academic interactions (p. 148). The level of interaction and the ability to see and hear each other imbue the Adobe Connect learning environment with a “social presence” which is often lacking in the distance environment.  This "social presence, learners helps learners to interact more comfortably, and  to develop relationships which lead to the establishment of an “online community’ (Beldarrain, Y., 2006, p. 149).  Thus, staff across the six (6) regional offices could interact  and participate in the training exercise, using the tools described. Adobe Connect meetings also support learning through expert modeling.  Participants can act as presenters, or guest presenters can perform the role of expert models.  For example, experts using desktop sharing could demonstrate how to use the information system to perform essential tasks.  This modeling of behavior reflects Bandura’s Social Learning Theory which “places a high value on observation and modeling of behavior” (Beldarrain, Y., 2006, p. 148).  Additionally, Adobe Connect technology aligns with the cognitive theory of how people learn.  The audio and video pods are consistent with Pavio’s (1986) notion that humans possess audio and video channels both of which must be activated for learning to take place (as cited in Meyer, R., 2003, 129).  Beyond that, Meyer (2003) also contends that people learn better when presented with words and pictures than with words alone, and Meyer’s modality theory also suggests that learning is even deeper if words are narrated as opposed to a written format (Meyer, R., 2003, 129; Laureate Education Inc). Thus Adobe Connect can deliver learner centered instruction which reflects the way people learn, In considering Adobe Connect as a solution, the instructional designer will have to take into account the challenges of implementing this software. Sinha, McCauly, & Kumar (nd), after completing a study on the ‘Usage of Adobe Connect within the Penn State [University] Community, concluded that Adobe Connect had “three categories of challenges: organizational, technical and social” (P. 7).  Organizational challenges involved the leadership not providing the equipment such as web cams and microphones necessary to start the meeting on time, and their slow adoption of technology impacted on the effective use of technology in the institution.  Technology challenges were related to bandwidth constraints in the locations where people had to access the meeting room.  Finally, social issues stemmed from the general consensus that, despite attempts to socialize the Adobe Connect learning environment, technology could not take the place of face to face interaction (Sinha, H., Mc Cauly, J., &  Kumar S, nd, p.8). Notwithstanding the above, I end by reiterating that Adobe Connect is a perfect solution for a collaborative training environment which requires staff members to share desk top information, documents and participate in ongoing collaboration. Resources 1. The following video gives an overview of Adobe Connect and its functions. 2. This article was also useful. Adobe Connect Study View more documents from Jennifer McCauley References: Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education 27(2), 139–153. Laureate Education, Inc. (Walden University). (2010). Technology of Distance Education [Multimedia Program]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. Walden University. (2011) Triarchic Model of Cognitive Load: Parts 1 and 2 [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Lee A. (2011, July, 16). Adobe Connect meeting overview [Video file]. Retrieved from http://www.youtube.com/watch?v=Oyx_hutZtzA Mayer, R., 2003. The promise of multimedia learning: using the same instructional design methods across different media, Learning and instruction 13 125-139. Retrieved from: http://projects.ict.usc.edu/dlxxi/materials/Sept2009/Research%20Readings/MayerMediaMethod03.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009).  Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson Sinha, H., Mc Cauly, J., & Kumar S,(nd). Online collaboration across university campuses: An analysis of the usage of adobe connect within the Penn State Community.  Retrieved from: http://www.slideshare.net/jnfrmccauley/adobe-connect-study

Distance Education

Original Definition

Distance Education occurs when students, separated geographically, and connected by technology, participate, at different times, in educational activities. These activities emanate from a formal institution.

I now recognize that this definition is too simplistic for such a complex and dynamic phenomenon as distance education. I have learned, from this week's resources, that distant education is in a constant state of evolution, and that this movement is fueled by advancements in telecommunications and information technology, diversified customer markets, and a more highly educated work force (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009, p.55). Thus, distance education has evolved to meet the changing needs of society and also in a way which allows it to take advantage of the rapid advances in technology. Today, distance education has come a long way, and so the definition has changed from the era when correspondence courses were the only form of distance education.

Important Landmarks in the Development of Distance Education

Dates	Distance Educational Technologies/Connecting Media
1833-1873	News Paper Civil Examinations Courses in Europe
1873-1882 1934-1964	Mail Correspondence Courses in USA University of Chicago introduces first correspondence course
1969	Introduction of statewide telephone course for medical doctors Invention of the Internet
1975	First use of Video for distance learning
1982-1983	Use of satellite television for distance education
1984	First on-line course
1993	First Virtual school
1997-2001	Development of Course Management Systems for Distance Ed
2000-2009	Emergence of new Web 2 technology tools to facilitate distance education, e.g Wikis, Blogs, Podcasts, and Multi-user virtual environments

Laureate Education Inc. (2010).

Mail correspondence courses and other forms of distance education typical of the 19 and early 20th Centuries were geared towards mass production of curricula for a uniform market. Consequently, instructional packages had little or no learner flexibility and organization, structure and content took precedence over pedagogical issues ( Garrison, R., 2000 p. 6). Moreover, learner access to resources and their ability to interconnect were constrained by the existing modes of connectivity.

Contrastingly, the post industrial era is characterized by "the ability to personalize and share control of educational transactions through two-way communication in the context of a community of learners. "Moreover, this can be accomplished in an affordable manner along with access to educational resources and information via networks that may well provide educational experiences superior to traditional face-to-face experiences Garrision, R., 2000, p. 11) This change was fueled by a need to provide access to education by an growing number of traditional and non-traditional students, economics, an increase in the availability of powerful and "high speed computer communications technologies"and also the development of technological tools such as wikis which facilitated the collaboration of learners in a distance environment. Post industrial distance education also stresses, learner to learner communication to construct knowledge and the need to foster communities of learning in the distance environment Moller, L., Foshay, W., & Huett, J. (2008a).Moller, L., Foshay, W., & Huett, J. 2008a p. 74).

I have also extended my definition to include asynchronous and synchronous modalities of distance education. Asynchronous or different place, different times distance education is especially beneficial for working adults or single parents who juggle work responsibilities with managing study time. The flexibility of this modality allows them to participate in discussions and complete assignments at times which are convenient to them. Notwithstanding, students often feel isolated and demotivated in an asynchronous environment, and consequently the students who achieve success are usually autonomous, metagonitive and self-motivated learners (Moller, L., Foshay, W., & Huett, J. ,2008, p. 64). On the other hand, the synchronous modality is more appropriate for intense corporate training and secondary school students who are unable to participate in conventional education.

The following video summarizes the characteristics of synchronous and asynchronous distance learning.

My Revised Definition

Distance education occurs when learners collaborate across distance at the same time or at different times in educational activities. Technology connects learners to each other, the facilitator, and abundant educational resources. Technological tools also enhance the learning environment by fostering collaboration and promoting deep learning.

My Vision for Distance Education

Distance education will continue to change with advances in telecommunications and information technologies. As a result of an increased focus on the didactic and learning outcomes of distance education, the role of instructional designers will become pivotal. According to Moller et al, instructional design should be at the forefront to create cost-effective models and tools for distance education (p. 69). Distance education will become less proprietary and more decentralized. Also, distance education programs will become more customized to cater for the individual learning needs of students (Samens, J., (nd) p. 9). Finally, asynchronous and synchronous modalities would develop as distinct arms of distant education. According to Samens (nd), "distance education will focus on improving methods by which the overriding goal of each sphere [synchronous & asynchronous] can be maximized (p. 9).

Concept Map

References:

Garrison, R., 2000. International review of research in open and distance learning. 1(1), 1-17

Laureate Education Inc. (2010).“Distance Education: The Next Generation” [Vodcast]. Retrieved from:

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7389572&ClientNodeID=984650&coursenav

=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Samens, J., (nd): The imapct of web-based technology on distance education in the united states. Retrieved from:
http://www.nyu.edu/classes/keefer/waoe/samans.html
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009).  Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson
Youtube. (Walden University). (2009). Asynchronous Vs Synchronous Interactions. [Video}. Retreived from:
http://www.youtube.com/watch?v=FVOVJggdt1I

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/