Connectivism Mind Mapping Learning Theory

Connectivism, is a learning theory that integrates technology, social networks, and information. Connectivism helps in aiding the spread of knowledge through a network process between human beings, technological devices and other communication methods.

Complex environments that are system based have an emphasis on the learning environment.  Connectivism utilizes social dimensions for learning. The work of previous learning philosophers such as Bruner and Bandure, Vygotsky and Lave and Wenger all suggested how important social dimensions are to knowledge distribution’s sequence of critical points. 

These critical points are points where connection details are stored. The sequence of events begins with the student initially obtaining the correct information from his choice of resources.  Second, the student is then has to decide whether this information is the correct source that is needed. Once these requirements are fulfilled, then the learner obtains the reward and finishes use of the connection.  It is recognized that during this present decade, there has been a significant explosion in how we connect with other people and how we connect with technological data sources.  Whether the connection is via computers, mobile phones, ipads, or any other technical source, the connection of network relationships play a huge role in the learning process. 

As learners, including Instructional Designers, it is imperative that we learn how to form individualized learning networks. The use of the internet can be amazingly used for educational research and online classroom learning.  Class room content can be developed, managed and updated accordingly to include the latest knowledge possible by using connectivism.  I use the internet for learning, communicating, designing and delivery of content in the areas of work and play.  Websites are great informational locations and the internet serves as an excellent research tool.  I can use the internet on many technical devices to send and retrieve information relevant to the task at hand.

Although, some technical sources are still a work in progress for me, I am most familiar with utilizing the computer to help me with connectivism resources.  I use the computer in connecting with school as I am obtaining a MS Degree via online education. I use the computer at home for my personal information and at work for agency business.  I use networks that I have saved according to the information that I have found useful in the past for easy retrieval from My Favorites section.  When the My Favorites section does not contain information that is needed, I get onto the internet to conduct research according to the topic that I am researching.   

Connectivsm helps to reduce the cost of education. The use of the internet helps to serve as a barrier reducing system. Teaching content can be easily produced and duplication costs are greatly reduced for both schools and learners. The internet can be used to capture learner’s classroom work and even carry the dialogue that the instructor uses to communicate with the learners.  Web conferencing can serve as the teacher and allow education to be distributed around the world. Some cost reduction is even carried on to the classroom learners allowing some of the cost savings to be redistributed to use for the learning process.

Connectivity refers to the capacity to form connections between sources of information, creating useful informational patterns used to simplify learning.  In the advanced educational learning systems used today it would be almost impossible to refute connectivism.  For those who choose not to use this learning theory, they will be left behind in cognition.

Although, I use connectivism for many reasons, I have not ruled out the old fashioned communication or research methods still used today to gather information. Sometimes, nothing beats a face to face interview, or a current qualitative survey done in person to prove a valid point. I am a huge fan of the Connectivsm Learning Theory, as it has supported my learning, working and playing experiences.

References:

Connectivism networked and social learning, Aug. 2010. www.waldenu.edu retrieved Oct. 2010.

Siemens, G. (2004). Connectivsm:  A learning theory for the digital age.  ElearningSpace.  Retrieved June 4, 2010 from Google Scholar

Siemens, G. Connectivism Transcript  www.waldenu.edu retrieved Oct. 2010

Learning Theories and Instruction Reflection

REFLECTION

The last eight weeks have gone by so fast.  I have consumed a wealth of new knowledge about how people learn.  Not only did I learn how people learn, but I learned why they learned in the style that they did.  I was surprised that the study of learning started before  Christ and that it continues today, with different learning theories being discovered.  From Socrates, B.C.,  utilizing discussion to encourage his students to find answers to Gardner's multiple intelligence theories, the human brain is a fascinating body part that is that can be manipulated to be intellectually flexible to learning.

It was also surprising to learn how technology has played such an important part of education in some of the schools around the United States.  Web based information such as the Horizon Report and websites such as http://www.edutopia.org have helped instructors with their delivery of valuable educational information to learners of all ages. 

The Learning Theories and Instruction course has deepened my understanding of my own personal learning process by helping me to understand how I learn and how and where my intelligence areas need to be developed.  I now understand that it is okay if I am not  an expert in every one of the eight, and soon to be nine intelligence areas that have been recognized by learning theorists.  I now know that if I need to develop knowledge in an area of intelligence that I am not clever in, I can enrich my intelligence by learning from subject matter experts, life and culture experiences or sometimes learners in the classroom.  I am anxious to take Gardner's suggestion and try to develop the areas of intelligence that are underdeveloped.

As an Instructional Designer the use of connectivism is highly important in designing online instruction. The connection between learning theories, learning styles and educational technology is important for successful learning outcomes. The use of the internet, whether it is via computers or mobile devices helps to develop both instructor's and student's intelligence. These technical devices have helped to replace some classrooms. There are devices that enable us to connect to a classroom or retrieve and send information from almost anywhere in the world.  Learners can choose to explore a vast number of educational websites with various information on subjects that are geared toward helping the learner become an expert, as long as the learner is motivated to do so. 

The Instructional designer can help the student to stay motivated in learning new content by designing an interesting and fulfilling course.  One of the ways this can happen is by utilizing Keller's ARCS Motivational System.  According to Keller, these four areas should be addressed to keep the distance learner interested in completing the course:

1. Attention - gaining and keeping the learner's attention.
2. Relevance - making sure the course applies to the learner-What's in it for me?
3. Confidence - making the objectives achievable in a reasonable time period. 
4. Satisfaction - earning a reward, a sense of achievement, some external reward must be given.

 The Learning Theories and Instruction course has added to my increasing motivation to become an Instructional Designer. It has certainly fulfilled the qualifications of Keller's ARCS model. The course serve as a foundation for me to further my career as an Instructional Designer by helping me to understand the basics of adult learning theories and learning styles.  I realize that if I am going to be a good Instructional Designer, and I intend to,  I will need to understand the different styles that people learn from and I need to know how to vary my own style of instruction.  

There are so many different avenues to take when learning, as Gardner pointed out.  I hope you enjoy discovering them, as I will.  Happy Instructional Designing!

References:

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Core Concept: Technology Integration.”Why Integrate Technology into the Curriculum?” retrieved from http://www.edutopia.org/tech-integration

Fitting the Pieces Together

In my present class, Learning Theories and Instruction, I am studying the different learning theories that help people to transfer information from a teaching source to our brains, and retain the new information as knowledge.

During my first class, I was asked "how do you learn best?"  My answer then in September was that I learned best from examples and practice.  At that time I stated that I was a mixture of a cognitivist and a constructivist.  Presently, I still believe that I am a mixture of a cognitivist and a constructivist.

Now in October, the eight week class is nearing an end we have almost completed the course.  Our instructor asked us to reflect upon our learning style then and compare it to our learning style now, since we have studied the various philosophers of learning and their learning theories.

These are the questions that the class was asked to consider:

1.  Since we have a deeper understanding of the different learning theories and learning styles, how has our view on how we learn changed?
2.  What have we learned about the various learning theories and learning styles over the past weeks that can further explain our own personal learning preferences?
3.  What role does technology play in our learning?

My answer to question number one:  I have not changed my answer to how I learn, but now  I understand more of the theory that applies to the way that I learn. People who learn through cognitivism learn through problem solving. I do enjoy a challenge most of the time.  However if the learning materials are too easy, I will get bored with it quickly.  On the other hand, if the new material is out of my proximal zone, then I will get bored with the research it takes to figure out what I should be learning.  People who learn through constructivism, learn through social interaction.  These people learn from models, or examples, such as I. When I don't have some form of social interaction or an example to go by, I struggle to figure out what is expected of me.  This unsureity usually produces feelings of confusion.

My answer to question number two: I found Gardner's multiple intelligence theory to be very interesting, and one that I can easily apply to myself.  It is normal for everyone to have some under developed intelligence in some of his eight, possibly nine intelligence areas. Armstrong (2000) The reasons that I may have under developed intelligences, as a constructivist or cognitivist learner could be that I did not have an opportunity to learn in these categories.  Since I learn through problem solving and social interaction, I may not have had the chance to network in a culture or be in a situation that would allow me to apply and develop certain intelligences.  However, the article by Armstrong (2000) has prompted me to develop the intelligences that I am not yet intelligent in.  I now believe that it is necessary for an ID or any teacher to survey himself, and strive to learn whatever he can so that he can be a well rounded instructor.

My answer to question number three:  Technology plays a huge role in learning.  Technology plays a huge role in our lives. I find that I use some form of technology on a daily basis.  According to the Horizon Report 2009, during the next five years, there will be amazing technology integration introduced that will simplify learning for learners of all ages.  The use of technology to search for information that aids in the learning process will play a major part in retrieving information.  Although teachers, facilitators and instructional designers will still be needed, they will find that they will use the internet much more for instruction delivery.  I look forward to this new wave of upcoming technology. 

Reference:
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Andragogy v/s Pedogogy Learning

The subject of androgyny v/s pedagogy learning often appears to be a subject that is taken lightly by some educators.  Anyone researching this subject will not have to look far before finding people who use the terms interchangeably.  Some educators believe that an adult should be taught the same way as a child should be taught. There may also be a few learning theorists who believe the same. Are these people correct? Can an adult be taught using the same learning principles and theories used as when teaching a child?  Or does it depend on whether we view learning as a  product or a process?
Through my Adult Information Processing Research I came across a very interesting article titled Adult Learning Theory: It Matters. (http://faculty.darden.virginia.edu/clawsonj)  The writer, James G. Clawson, a professor who has taught at various higher learning facilities compares learning theories of Malcom Knowles to David Kolb.  Later, he collaborates with Gib Akin, and Gail Pearl to produce the Akin/Pearl/Clawson  learning model that was the result of he and his colleague's research studies on the subject of adult learning.
Another interesting article that I discovered during my web research which surveyed adult learning models is titled Learning Theory. (http://www.infed.org/)  This article produced by infed organization gives facts on the comparisons of viewing learning as a product or a process.  It looks at learning under the Behaviourist, Cognitivist, Humanist and Social and Situation orientations. 
Both of these websites offered valuable information for the beginner Instructional Designers that are interested in adult learning. It appears that most research indicates that adults do learn differently than children.  After reading the cited articles, let me know what you think.

What is Web 2.0 and Why is it Necessary for Instructional Designers to Learn?

The term "Web 2.0" is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design, and collaboration on the World Wide Web. Web 2.0 websites allow users to do more than just retrieve information.  It provides the user with more user-interface, software and storage facilities, all through their browser. 

Web 2.0 also refers to the second generation of the Web, which enables people with no specialized technical knowledge to create their own websites, to self-publish, create and upload audio and video files, share photos and information and complete a variety of other tasks.

Instructional Designers should learn Web 2.0 tools as a method of reaching some of the people that they are training.  In today's workplace, not everyone is able to sit at their computers, carry their laptops with them or even be in the same state all of the time.  If the ID is tech savvy with Web 2.0 or 3.0, valuable training information can still arrive to the end user, if needed. 

How Does One Become an Instructional Designer?

According to Christy Tucker, Experiencing E-Learning, there are two ways to become an Instructional Designer.  The direct way is to get your master's degree in Instructional Design, Educational Technology, or another similar field.  The other way is the indirect route.  These people come from an education or training background.
One should use planning and curriculum planning skills every chance he gets, for they are relevant to instructional designing.  Get into the practice of creating your own materials, lessons and extra handouts.  Keep a portfolio of your work and talk about it in the interview.
Christy also believes that people who are interested in moving into the instructional design field should learn and keep up with as much current technology as possible.  Basic html knowledge is generally expected, Captivate and Lectora training software is found in most corporations.  Experience with Learning Managements Systems such as Blackboard or Moodle would be helpful as well.  These are just a few of the technology tools that are needed to be successful in this field.  Depending upon where you work, the employer may use other training tools. 

What is Instructional Design?

Instructional Design (also called Instructional Systems Design ISD) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.  The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.