Connectivism

 

My mind map is too small for this page, so click here to view the document in Google Docs. Make sure to click on the thumbnail once you are on the Google Docs page to enlarge the image. My network is divided into three categories: formal learning, career, and informal learning. The mind map is a great tool, and helped me to define the different components of my personal learning network as described by connectivism.

Reflection:

How has your network changed the way you learn?

My network now relies heavily on outside resources and technology.  Because of this, I am able to connect to an abundance of information (Siemens, n.d.) In the past, my learning was dependent on a single instructor, in a face to face classroom and I did not have much say in how the content was presented.  Now, I am able to choose the best sources (either technological or otherwise) that work with my learning style, and that deliver the most pertinent information to the topic I am studying. I can choose which topics I would like to research further and access that information more easily. 

Which digital tools best facilitate learning for you?

For my formal education, the digital tools that have been the most beneficial are podcasts, flash-based videos, and mind-maps. I create mind maps most frequently when I am reading my course text, or other course material. This helps me to create and see links between concepts. For my informal learning or career, I use search engines and websites to seek out specific information.

I have also found that discussion boards, whether used for informal or formal learning, are great ways for me to gain knowledge from experts in the virtual world.

How do you gain new knowledge when you have questions?

I usually begin with an online search engine when I have questions, and I look for websites, articles or books that are available on the topic I am interested in.  

I also seek out knowledgeable individuals who may be able to answer my questions. I may have to seek  out answers through discussion boards, email, blogs, or video podcasts. Luckily, I am able to ask questions in my cohort through the Walden University discussion board, and I am also able to access university resources when needed.

In what ways does your personal learning network support or refute the central tenets of connectivism?

          The tenets of connectivism state: (Davis, Edmunds, Kelly-Bateman, 2008)

          1. Learning rests in a diversity of opinions

          2. Learning is a process of connecting specialized information sources

          3. Learning may reside in non-human appliances

          4. Nurturing and maintaining connections is needed to facilitate continual learning

          5. Connections can be made between fields, ideas, and concepts

          6. Connections are current and provide up-to-date information

My learning network supports tenet one because I use search engines and discussion boards to seek out information. A search engine holds millions of diverse opinions from many different  perspectives, and discussion boards contain unique individuals with their own experiences and thoughts to share. My learning network also supports tenets three and four because I find a variety of sources that are related to my topic of interest, and many of my sources are computer-based. Tenets four, five, and six can also be seen within my network because I am using my connections everyday to support and stay up to date in my formal learning, informal learning, and my career.

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

Siemens, G.Connectivism. (n.d.) [Video podcast]. Retrieved from: www.waldenu.edu

Blog Response Week 2

This week I read and responded to the blog titled, Reflecting on Your Instructional Design Practices. The main idea of the post was to challenge instructional designers to reflect and consider ID best practices.
My Response:

It is critical to evaluate your organization, and set goals for improvements in weak areas. LSA: Learning Solutions Global provides four principles that all instructional designers should strive for when involved in eLearning or training programs.

Here are the four principles of best instructional design:

1.      Continuous design that uses multiple resources and modalities

2.      Concurrent design that simultaneously conducts analysis, design, implementation, evaluation, and revision

3.      Creative design that requires and rewards learners to think innovatively based on a “performance test” which participants master

4.      Co-design that requires learners to take on the roles of subject matter experts, trainers, teachers, and evaluators

These four principles are proven effective in the Information Processing Theory and the Constructivist Learning Theory.

By instructing with a continuous design, the instruction will involve the learner in more than one way. By doing so, information will be encoded and elaborated on in the brain through the use of multiple resources, and will be easier to retrieve for later use (Omrod, Schunk, & Gredler, 2009). Concurrent design allows for the learning experience to be adjusted to the learners needs through the designer's use of evaluation and revision strategies.

Creative and co-design are techniques that challenge the learner to transfer declarative knowledge to procedural knowledge (Omrod, Schunk, & Gredler, 2009). Creative design also challenges the learner to develop problem- solving abilities that can later be automated in other generalized settings (Omrod, Schunk, & Gredler, 2009). Ultimately, the learner is able to see the practical use of their learning in their roles as trainers, teachers, and evaluators.

While these four principles outlined by LSA are important, there are other factors that instructional designers should consider. Students will be much more engaged to learn information when a purpose for learning has been established, and  motivational goals have been set.  Other factors that influence student engagement are:

1. Feedback                               

2. Collaboration

3. Self- efficacy

4. Connections to prior knowledge 

5. Student reflection

References

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

LSA Global (2009). Learning solutions. Retrieved from: http://www.lsaglobal.com/learning-solutions/Instructional-Design-Consulting.asp

Maiers, A. (2008) 26 keys to students engagement. Retrieved from: http://www.angelamaiers.com/2008/04/engagement-alph.html

Hein, G. ( 1991). Constructivist learning theory. Retrieved from: http://www.exploratorium.edu/IFI/resources/constructivistlearning.html

Thadani, R. (2010). Information processing theory. Retrieved from: http://www.buzzle.com/articles/information-processing-theory.html

Learning and the Brain: Awesome Resources!

Blog Assignment Week 2
This week has been overwhelming, and incredibly interesting at the same time. Today will mark my 3rd time rereading the text because every time I go back to it, I find something that I missed before. I can't believe the capabilities of our minds, and how intricate its design really is. Here are some websites that I found really interesting:

First, I browsed a website titled Benchmark Education  and I found reading comprehension metacognitive strategies that can be taught to students. While the strategies are specific to reading, I believe you can transfer them to other subjects. The site offers planning and assessment guides, as well as sample lessons. I also found another site titled, Metacognition that provides an in-depth explanation of metacognition and provides a broad set of study strategies (generating questions and answers, writing summaries, writing elaborations, and using organizers).

Another great resource titled, Brain Connection provides many scholarly articles related to learning and brain- based research. The article that I chose to read was written on Gardner's Multiples Intelligences theory and how it impacts learning. The intelligences range from musical to linguistic, and reinforces that the brain must have information presented in different modalities so that various connections within the brain can be elaborated upon (Ormrod, Schunk, & Gredler, 2009). Other articles on the site discuss topics such as problem-solving, I.Q. tests, ADD/ADHD, motivation, reading, and behavior. The broad spectrum of topics allows you to find an article that interest or baffle you on the topic of brain-based research.

Positscience is a website that I found helpful when I was reading through the anatomy of the brain in this week's resources. I used the site for additional visual aides to the topics discussed on pg. 32 in Learning Theories and Instruction.

Lastly, the Teach Hub is a website that offers specific strategies for incorporating brain-based techniques into your classroom. An article on this site that I read was written on the topic of getting the attention of your students. The ideas listed were unique, as well as helpful, and allowed me to see how to apply brain-based research in my teaching. For example, you can get the attention of your students by varying your daily routines and using visual cues or music. This also relates to the suggestions for maintaining the attention of your students on pg. 58 in Learning Theories and Instruction.

My Real- World Connection
This week I have been in training for a language-arts program that my school has adopted. This program is based in brain research and believes in using sight, sound, and touch to deliver a more effective program. It also delivers explicit instruction in spelling, grammar, reading, and writing. Most spelling, grammar, reading, and writing skills constitute procedural knowledge, and therefore the teacher is expected to model all initial learning. Then, the teacher coaches and fades away as the children become more automatic in their skills. The program also believes in connecting spelling, grammar, reading, and writing so that the children can form more elaborate connections between the subjects in their LTM Here are all the principles that make this language arts program effective (Spalding, 2003):
1. It is student-centered
2. It establishes high expectations
3. It defines a purpose and meaning for learning
4. It requires higher-level thinking (Bloom’s taxonomy)
5. It prescribes sequential instruction
6. It provides multi-sensory instruction
7. It requires active participation
8. It believes in diagnostic teaching (constant assessment- formal and informal)
9. It integrates instruction between subject areas.
These principles can also be used by instructional designers to evaluate an elearning or training classrooms.

References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Spalding, R.B. (2003), The writing road to reading. New York: HarperCollins.

Overbaugh, R. & Schultz, L. (n.d.) Bloom’s taxonomy. Retrieved from: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm