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.
Krishna Robin 