Blog Assignment: Fitting the Pieces Together – Learning Theories and Instruction

Fitting the Pieces Together 

Learning theories have emerged and will continue to do so to meet the demands of diverse learners.  Moreover, the continuous discovery of learning styles, challenges and successes, fuel the development of theories.  During my course of study; Learning Theories and Instruction, six theories were examined namely: behaviorism, cognitivism, constructivism, social learning, connectivism and adult learning.  Each of these has benefits and drawbacks, which impact on learning and instruction.

Prior to this course, I believed that I was solely a conventional learner, with a behaviorist approach to learning.  Although I still somewhat claim this type of learning, my perspectives have slightly deviated.   Having reviewed the above theories, I realize that my learning process incorporates a fragment of each one.  Furthermore, I do engage in other types of learning, but sometimes I am not aware or take them for granted.  Firstly, my many years of study and instruction in mathematics must be attributed to the cognitive and constructivist’s theories.  While the “skill and drill” practice is grounded in basic computation, mathematical concepts generally demand reasoning and problem solving.  For this reason, I particularly support Jean Piaget’s cognitive-development theory which provides insights into classroom practices, that facilitate the development of logical thinking (Ormrod, Schunk & Gredler, 2009).

Secondly, my moral, religious and ethical values are as a result of social learning.  Even my behaviorist approach was influenced by the social learning theory.  In other words, I believe that if a specific approach to learning worked for others, it will work for me.  Having being raised by a teacher in a Christian home driven by structure, I was led to model practices in my environment, hence being socialized in a specific manner.  This theory also supports self-efficacy, which means that learners are more likely to participate in successful behaviors, and less likely if they believe it will result in failure (Ormrod, 2008, p. 235).  As a result, the success of my parents and siblings inspired me to emulate their behaviors.

The connectivism theory merged with the adult learning theory is applicable to my everyday life. Formerly, connectivism was not acknowledged as part of my learning process, but is currently recognized.  Technology facilitates our ability to meet the needs of all kinds of learners (Mc Knight, 2009).  Hence, technology has drastically changed my learning.  I never realized the extent of this change until I generated a mind map of my connectivity patterns.  My world is completely networked through online and distance education, social media platforms (Skype, Face book), search engines, mobile communications, among many others.  Conlan, Grabowski, & Smith, (2003) discusses self-directed learning as one of the major components of adult learning.  Many of my connectivist’s applications are as a result of self-directed learning.  For example, my use of search engines has significantly increased due to the need to keep abreast with education, lifestyle, health and beauty, fashion, travel and technological advancements.  I also make good use of cloud computing software such as Drop box, to maximize storage capacity.  In addition, I recently created this blog site which I currently use to publish instructional design content, but intend to publish other relevant educational resources.

Ultimately, the past few weeks have exposed me to insightful knowledge on theoretical learning.  The activities have created awareness of my application of all the above learning theories; in particular conncetivism.

 

 

References

 

Conlan, J., Grabowski, S., & Smith, K.  (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 23 2014, from http://projects.coe.uga.edu/epltt/

McKnight, K. (2009).  Top 12 ways technology changed learning.  Retrieved February 23, 2014 from http://www.teachhub.com/how-technology-changed-learning

Ormrod, J., Schunk, D., & Gredler, M. (2008). Overview.  Learning theories and   instruction (Laureate custom edition) (p. 235). New Jersey, NY: Pearson.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction, pp.11-14 (Laureate custom edition). New York: Pearson.

 

 

Mind Map Reflection

Week 5 Assignment – Reflecting on My Mind Map

It is amazing how our everyday connections can be organized into a brilliant diagram referred to as a “Mind Map”. The mind mapping experience has over the years been part of my teaching strategies, for brainstorming and reflections.  However, it is my first time utilizing it to amalgamate my connectivity patterns.  Buzan (n. d) describes a “Mind Map” as  “a powerful graphic technique which provides a universal key to unlock the potential of the brain”. Putting together the connectivism mind map helped me to assess and generate an overall picture of my maximization of network connections.  Furthermore, the experience allowed me to identify my patterns and growth in the use of technological advances.  Additionally, I am better able to monitor and upgrade my accessibility to information, with regards to choice of networks, and how they facilitate my learning.

Two things that I found most surprising were my sparse bubbles of “social networking” and  absence of virtual worlds.  Nonetheless, my leisurely activities do not involve any of the above, hence the reason for this result. I use social networking mostly on a professional level, such as for work and scholarly relations.  My pass time however lies in watching movies and investigative series on television.

My professional and graduate connections have  improved my approach to learning by boosting my scholarly skills. Prior to graduate and undergraduate studies, I would never have even considered many of those connections.  For example, Purdue Owl and similar resources are mandatory materials for academic writing.  There are so many distinctive formats for referencing, that continuous referral to these guides is imperative.  “The primary reason for citation therefore, is that it encourages and supports the collective construction of academic knowledge” (Walker & Taylor, 2006, pp. 29-30).

My learning has also changed since my recent introduction to the blogging world.  The creation of my blog has lifted my confidence in the use of technology, and keeping abreast with the experiences, perspectives and opinions of others.  As I continue to blog, I look forward to sharing and receiving feedback from a broad spectrum.

There are specific tools from each categorized network connection, which are compulsory in facilitating my everyday learning.  Firstly, in the area of “social networking”, emailing is a must for connecting with my colleagues, students and family.  It is one of the most cost-efficient ways of communicating in such harsh economic times. Additionally, emailing is one of the most standard and professional social networks, which caters for a wide age-range and personalities.  Secondly, all links stemming from the”tools” bubble are critical in my meaningful learning. Efficient input, storage and retrieval of information is necessary for maintaining organization.  Imagine how inconvenient it would be in present day for an instructional designer, to be without a personal computer, flash drive or even a cellular phone.  These tools help to collate resources and prevent disasters. Sometimes, I text a former colleague of mine who lives in another island, to ask burning questions or share her views on topics.  She is rarely online, but easily reached on her cell phone.   Thirdly, my academic survival is dependent on the “professional bubble”, which is linked to the “graduate bubble”.  Apart from the mandatory links such as Walden University and Purdue Owl, I make good use of online paper graders such as “Paper Rater”, in editing my academic writing . Additionally, when it doubt, or have questions, a simple “google” spills a world of answers.

From the above evaluation, my mind mapping generally supports the central tenets of connectivism.  Downes (2005) claims that connective knowledge networks possesses four traits: diversity, autonomy, interactivity and openess (as cited in Siemens, 2012).   My ‘professional’ and ‘tools’ network connections are healthy, diverse and facilitate my current needs.  However, they should be monitored and upgraded from time to time in order to access the widest possible spectrum of information.  Autonomy on the other hand is somewhat lacking,  due to the sparsity of sites in my “personal bubble”.  Finally, interactivity and openness is evident in every aspect of my network connections.  My use of many hardware and software devices allows for two-way communication among people.

References

Buzan, T. (n.d).  Mind mapping.  Retrieved February 8, 2014 from http://www.tonybuzan.com/about/mind-mapping/

Siemens, G. (2012).   Connectivists learning theory.  Retrieved February 8, 2014 from http://p2pfoundation.net/Connectivist_Learning_Theory_-_Siemens

Walker, J. R., & Taylor, T. (2006). The Columbia guide to online style (2nd ed.). Chichester, West Sussex: Columbia University Press.

“Connectivism” Mind Map

Week 5 Assignment

 

 

Click image to view and zoom in where necessary.