This journey through our exploration of learning theory has provided me with a wealth of insight and understanding regarding how people learn. Including myself! Behavioral and Cognitive theories have provided a foundation that gives structure, definition and language to articulate what, previously, were only intuitive glimpses into “what works”. However, some of the most meaningful ideas have been the more contemporary concepts that focus on the impact of technology on how people learn. As a result of our studies, I now understand that Connectivism best encompasses the breadth and depth of my learning process. Until I had taken the opportunity to map out my learning network, I didn’t realize how expansive the influences of my learning experience were. Nor did I realize how much technology AND relationships played a part. Another theorist who expanded my understanding is the work of Marc Prensky (see http://www.marcprensky.com ) and his contribution to the discussion on the impact of technologies on learning. He coined the phrases “digital immigrants” (which I am) and “digital natives” (the target audience of the training I support). His work provides insights and guidance to teach this new generation of learner (Millennials/Gen Y and Gen X students).
This journey has taught me that there is a world of thought, theory, data and ideas that speak to the many and varied styles of learning and what motivates learners. What I walk away with now is the notion that there is no one way to successfully meet learners needs. There is no single path to effective teaching or learning. Each theory and approach has evolved from earlier models and – based on agreement or challenge – one has built on another. There is truth and meaning in each evolutionary step. Today, as we move from the industrial age deeper into a technological/information age, we are in the midst of a revolutionary change in the way that we learn and, therefore, the way we must teach. This new territory is both exciting and challenging. My mind has been expanded and I have glimpses into how I, as an instructional designer, can create a meaningful learning experience for my students. More than anything I have a new appreciation for the NEED to do so. I trust that the depth and breadth of my understanding will continue to grow and drive my pursuit of better ways to meet the needs of today’s learners.
References:
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.
Prensky, Marc. (2009). Timeline of the History of Learning. Found at: http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html
Prensky, Marc. (2001). Digital Natives, Digital Immigrants – Part 1. Found at: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, Marc. (2001). Digital Natives, Digital Immigrants – Part 2: Do they REALLY think differently? Neuroscience says yes. Found at: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
Prensky, Marc. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Found at: http://www.innovateonline.info/pdf/vol5_issue3/H._Sapiens_Digital-__From_Digital_Immigrants_and_Digital_Natives_to_Digital_Wisdom.pdf
Prensky, Marc. (2009). Essential 21st Century Skills. Found at: http://www.marcprensky.com/writing/Prensky-Essential_21stCenturySkills.pdf
Sunday, February 28, 2010
Saturday, February 20, 2010
Fitting the Pieces Together
In my very first discussion post I expressed: “In one respect or another, each philosophy and [learning] theory resonated with me and my experience as a learner. However, I relate most to Humanistic theory because I am motivated by the notion of self-actualization and fulfilling my potential; Cognitive theory because it provides critical mental constructs that lead to integrative learning, while including many of the fundamental behavioral concepts associated with creating environments that are conducive to learning. I also learn well through the Social and Situational theory because it enhances the learning experience through interaction. I think, ultimately, ‘participation in a community of practice’ further solidifies and expands my learning through observing others, sharing ideas, and even teaching others. (Smith, 1999). I realize that I have been ‘operating under the constraints of a limited theoretical background.’ (Ertmer, 1993) and I am a bit embarrassed to admit that, historically, I have relied on the ‘naïve theory’ of ‘intuitive understanding’ (Ormrod, 2009), thus far in my career as an instructional designer.”
When I began this journey, through the land of learning theory, I believed that cognitive theory was the central construct of my learning. I also knew that my motivation for learning and development was anchored in my Humanistic desire to find meaning, purpose and self-actualization. The Learning Theories and Instruction course has provided me with the knowledge I’ve needed to either confirm what I knew intuitively or the knowledge to correct my course.
Now, after many weeks of studying various learning theories, I still believe that there is validity and value in each of them. There is no one approach that singularly meets the complex needs of todays learner. One of the most important things I’ve realized is that the evolution of learning theory has woven itself into a web of connections that now culminates in learning networks. While internal, cognitive processes help me find meaning and construct knowledge, external sources and influences nurture and feed that learning process. Today, as a result of this enlightening journey, if I had to subscribe to a single learning theory, my answer would be Connectivism. It best describes and encompasses the way in which I learn.
As a digital immigrant, I am personally experiencing the powerful impact of technology on the way I learn. From how I gather information, the way I fill information gaps to create understanding, assimilate that information and build my knowledge, how I apply that knowledge to what I do every day, to how I share and exchange knowledge with others. In my self-directed search for information and knowledge I Google, bookmark great finds using Delicious, brainstorm and map out ideas using Webspiration, quickly access my Google Dashboard to share their impact using Google Blogger and to learn from others using my Google RSS feed. This list will continue to grow as technology weaves its way into almost every aspect of my life. Technology is at the center of modern life.
Another question and gap for me, prior to this class, was how we can meet the needs of the Millennials. Generational diversity is currently a challenge for my company and will become an even bigger focus as these digital natives enter the workforce. The days of flat, linear teaching, spoon feeding students content based on 30-50 year old curricula, will have to come to end. Self-directed, open, experiential learning will be embraced as more than just a “nice thing to do when you have the time”. One of the most impactful videos I watched was the story of Vicki Davis, a “teacherpreneur”, who has mastered use of technology in the classroom and whose teaching style should be a model for teaching this new generation of learners. She brought my level of excitement - about what is possible and how we can successfully meet this challenge - to an entirely new high. This is an exciting time to be an instructional designer. Technological change is coming fast. The question is, will educators be able to keep up and meet the emerging needs.
References
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. (2009). An Introduction to Learning. (video)
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Smith, M. K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/b-learn.htm
Edutopia: http://www.edutopia.org/ … Vicki Davis - Harness Your Students’ Digital Smarts … http://www.edutopia.org/digital-generation-teachers-vicki-davis-video
When I began this journey, through the land of learning theory, I believed that cognitive theory was the central construct of my learning. I also knew that my motivation for learning and development was anchored in my Humanistic desire to find meaning, purpose and self-actualization. The Learning Theories and Instruction course has provided me with the knowledge I’ve needed to either confirm what I knew intuitively or the knowledge to correct my course.
Now, after many weeks of studying various learning theories, I still believe that there is validity and value in each of them. There is no one approach that singularly meets the complex needs of todays learner. One of the most important things I’ve realized is that the evolution of learning theory has woven itself into a web of connections that now culminates in learning networks. While internal, cognitive processes help me find meaning and construct knowledge, external sources and influences nurture and feed that learning process. Today, as a result of this enlightening journey, if I had to subscribe to a single learning theory, my answer would be Connectivism. It best describes and encompasses the way in which I learn.
As a digital immigrant, I am personally experiencing the powerful impact of technology on the way I learn. From how I gather information, the way I fill information gaps to create understanding, assimilate that information and build my knowledge, how I apply that knowledge to what I do every day, to how I share and exchange knowledge with others. In my self-directed search for information and knowledge I Google, bookmark great finds using Delicious, brainstorm and map out ideas using Webspiration, quickly access my Google Dashboard to share their impact using Google Blogger and to learn from others using my Google RSS feed. This list will continue to grow as technology weaves its way into almost every aspect of my life. Technology is at the center of modern life.
Another question and gap for me, prior to this class, was how we can meet the needs of the Millennials. Generational diversity is currently a challenge for my company and will become an even bigger focus as these digital natives enter the workforce. The days of flat, linear teaching, spoon feeding students content based on 30-50 year old curricula, will have to come to end. Self-directed, open, experiential learning will be embraced as more than just a “nice thing to do when you have the time”. One of the most impactful videos I watched was the story of Vicki Davis, a “teacherpreneur”, who has mastered use of technology in the classroom and whose teaching style should be a model for teaching this new generation of learners. She brought my level of excitement - about what is possible and how we can successfully meet this challenge - to an entirely new high. This is an exciting time to be an instructional designer. Technological change is coming fast. The question is, will educators be able to keep up and meet the emerging needs.
References
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. (2009). An Introduction to Learning. (video)
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Smith, M. K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/b-learn.htm
Edutopia: http://www.edutopia.org/ … Vicki Davis - Harness Your Students’ Digital Smarts … http://www.edutopia.org/digital-generation-teachers-vicki-davis-video
Sunday, February 7, 2010
Connectivism and My Learning
When I think back to my method of study during my under-grad program – almost 15 years ago – and look at my learning network today, the difference is astounding! “Back in the day” it was stacks of books, visits to the library and – if I was lucky – locating an occasional online article or research project accessed via the university’s online library. My cohorts and I would sometimes meet for study groups or we would partner up to support each other.
Today, as you can see by My Learning Network below, the internet has blown the availability of information and connections wide open! As a result, time and space no longer limit access to information and social interaction. Today, I experience a robust variety of resources and support. Besides my Walden University IDT program, this includes many online resources such as professional and other educational organizations that act as clearinghouses for information and social networking. ASTD is an important resource for training and development information. LinkedIn is a great professional networking site. Google alone has opened up the world, providing instant access to all kinds of information regarding technologies, concepts, theories and ideas. Google Blogger and RSS Reader allow participation and tracking of an open exchange of thoughts and ideas; allowing me to engage in conversation with other IDT and training professionals and scholars, if I choose to. Delicious provides bookmarking and easy organizing & access to favorite learning sites. But one thing that has not changed is my reliance on social interaction. My peers and colleagues are essential to my learning as we discuss ideas and share our professional learning experiences.
It is through the process of linking concepts and putting the pieces together – from all these various sources of input – that has exponentially expanded my thinking and my learning experience. My personal learning experience supports the central tenets of Connectivism in the following ways:
Principles of Connectivism
1. Learning and knowledge rests in diversity of opinions. Use of blogs, wiki’s, forums and discussion boards, and discussions with peers and colleagues, provide diversity of opinions and build my ability to analyze, synthesize and evaluate my learning.
2. Learning is a process of connecting specialized nodes or information sources. The knowledge received through my IDT program, the opportunity to apply it within the context of my work and the discussion that takes place around the learning – both in class and at work – greatly enhance and solidify my learning. Again, the internet allows me to research and fill the gaps that sometimes occur.
3. Learning may reside in non-human appliances. Most of my learning occurs through acquiring knowledge from my online degree program, online research, online communication and social networking tools and online work relationships.
4. Capacity to know more is more critical than what is currently known. My desire to learn and know more feels endless. Each piece of information that I receive builds on the last and the connections come from piecing together the wealth of knowledge and information that flows from all of my learning network resources.
5. Nurturing and maintaining connections is needed to facilitate continual learning. This is so very true for me. My work connections and the interactions shared in our IDT course discussions, and of course with my professors, are instrumental in applying and expanding my learning.
6. Ability to see connections between fields, ideas, and concepts is a core skill. This ongoing gathering of information, from so many resources… and the ability to access new and desired information so easily, as needed… continues to link pieces of information and put the puzzle pieces together to create deeper knowledge and understanding. The connections are at the center of it all.
7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. The self-directed approach to learning, used in the IDT program, creates learning that is current and individualized. Relying on current and accurate resources that provide valid information coupled with the dynamic discussion on topics provides a current, fresh learning experience.
8. Decision-making is itself a learning process. I have learned that for me to make good decisions I have to understand the key elements effecting the situation. This drives my desire to gather new “pieces” of information and to fill gaps in understanding. Finding a context and a place to plug in newly gathered pieces of information is at the center of my learning process.
Reference: see Principles of Connectivism at http://www.elearnspace.org/Articles/connectivism.htm
Today, as you can see by My Learning Network below, the internet has blown the availability of information and connections wide open! As a result, time and space no longer limit access to information and social interaction. Today, I experience a robust variety of resources and support. Besides my Walden University IDT program, this includes many online resources such as professional and other educational organizations that act as clearinghouses for information and social networking. ASTD is an important resource for training and development information. LinkedIn is a great professional networking site. Google alone has opened up the world, providing instant access to all kinds of information regarding technologies, concepts, theories and ideas. Google Blogger and RSS Reader allow participation and tracking of an open exchange of thoughts and ideas; allowing me to engage in conversation with other IDT and training professionals and scholars, if I choose to. Delicious provides bookmarking and easy organizing & access to favorite learning sites. But one thing that has not changed is my reliance on social interaction. My peers and colleagues are essential to my learning as we discuss ideas and share our professional learning experiences.
It is through the process of linking concepts and putting the pieces together – from all these various sources of input – that has exponentially expanded my thinking and my learning experience. My personal learning experience supports the central tenets of Connectivism in the following ways:
Principles of Connectivism
1. Learning and knowledge rests in diversity of opinions. Use of blogs, wiki’s, forums and discussion boards, and discussions with peers and colleagues, provide diversity of opinions and build my ability to analyze, synthesize and evaluate my learning.
2. Learning is a process of connecting specialized nodes or information sources. The knowledge received through my IDT program, the opportunity to apply it within the context of my work and the discussion that takes place around the learning – both in class and at work – greatly enhance and solidify my learning. Again, the internet allows me to research and fill the gaps that sometimes occur.
3. Learning may reside in non-human appliances. Most of my learning occurs through acquiring knowledge from my online degree program, online research, online communication and social networking tools and online work relationships.
4. Capacity to know more is more critical than what is currently known. My desire to learn and know more feels endless. Each piece of information that I receive builds on the last and the connections come from piecing together the wealth of knowledge and information that flows from all of my learning network resources.
5. Nurturing and maintaining connections is needed to facilitate continual learning. This is so very true for me. My work connections and the interactions shared in our IDT course discussions, and of course with my professors, are instrumental in applying and expanding my learning.
6. Ability to see connections between fields, ideas, and concepts is a core skill. This ongoing gathering of information, from so many resources… and the ability to access new and desired information so easily, as needed… continues to link pieces of information and put the puzzle pieces together to create deeper knowledge and understanding. The connections are at the center of it all.
7. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. The self-directed approach to learning, used in the IDT program, creates learning that is current and individualized. Relying on current and accurate resources that provide valid information coupled with the dynamic discussion on topics provides a current, fresh learning experience.
8. Decision-making is itself a learning process. I have learned that for me to make good decisions I have to understand the key elements effecting the situation. This drives my desire to gather new “pieces” of information and to fill gaps in understanding. Finding a context and a place to plug in newly gathered pieces of information is at the center of my learning process.
Reference: see Principles of Connectivism at http://www.elearnspace.org/Articles/connectivism.htm
Wednesday, February 3, 2010
Connectivism
The theory of Connectivism is reflected in this depiction of My Learning Networks and the many resources and interactions that support my learning process.
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