New Views On Learning...

Over the course of the last several months I have had an opportunity to study and learn about the nuances of various learning theories that exist out there. During this time I have also given pause and had time to reflect on my own learning.  The work of Malcolm Knowles, known as the father of andragogy, which is the study of helping adults learn, has opened my eyes as to when my best learning occurs.  Knowles mentions that the adult learner is mainly interested in learning about subjects that are relative to his or her job or personal life.  When thinking about my own learning I know this holds true and not only do I process information better, but there is almost an excitement to it.  However, when I am disengaged or disinterested in the subject matter I often have a hard time concentrating and tend to “drift”.

During this time I have also come to realize the importance of visualization in my own learning.  Visibly seeing a diagram, chart or demonstration to go along with reading or hearing information helps me develop a deeper understanding.  This learning strategy is mentioned in a number of different theories as they relate to instructional design.  George Siemens, in regards to not only connectivism but also academics, states “visualization permits us to see the connections that are inherent in a data set or that are inherent in a particular concept that we might not have recognized ourselves.” (Video program, 2010)

Throughout school and my coursework I have always preferred to work alone on projects and such.  However, my recent studies of various learning theories have made me recognize the benefits of social interaction in obtaining new knowledge.  I have come to realize that through collaboration with others, discussing topics and connecting with other learners also is a preferred method of gathering valuable information.

Lastly, there is a real excitement for the potential learning that can occur through current educational technologies.  A common misconception is that technology, like the internet for example, is mainly used for entertainment purposes and communication.  However, a vast array of educational opportunities are alive and ready for learners to utilize.  Search engines, blogs, mobile device applications and discussion boards to name a few, are all valuable ways to connect with and discover new information.  As Siemens points out, “Our knowledge literally is distributed across other networks of human beings, technological devices, and other ends.  So that’s the application of the technology to aid and to extend that dimension as well.” (Video program, 2010)

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Siemens, G. (n.d.) Connectivism. [Video Production]. [Transcript]. Laureate Education, Inc.

The Personal Learning Network

Having never put much thought into my own learning I have found the theory of connectivism to be quite fascinating.  Connectivism can be thought of as the integration of technology, social network and information. (Siemens, 2010)  Oh how things have changed since I was in school.   The significant change in the way I learn that I didn’t even realize was happening was the ability to access a vast array of information so quickly through the use of technology.  For example, if I have a question about any number of topics I can search for the answer on the internet, post the question on a blog, or find an email address for an expert in that particular area.

The creator of the theory of connectivism, George Siemens, states that “We must create networks which, simply defined, are connections between entities.  By using these networks – of people, of technology, of social structures, of systems, of power grids, etc. – learning communities can share their ideas with others, therby “cross-pollinating the learning environment.” (Siemens, 2005, para. 21)  I believe that my own learning network achieves the connections that connectivism is based around, but also supports and blends the social learning theory of constructivism as well.  The capability to interact socially with such a diverse group of learners has extended the attainability of knowledge and to create meaning through interaction.  This also builds upon the constructivist viewpoint that learning is a social process and learning stems from the involvement in social activities. (Kim, 2001)

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Siemens, G. (n.d.) Connectivism. [Video Production]. [Transcript]. Laureate Education, Inc.

Connectivism