Connectivism Reflection



Connectivism Reflection

Winfred Keith Ridley

Walden University

Dr. Anthony R. Artino, Jr., Ph.D.

EDUC-6115-5 Learning Theories & Instruction

10/6/2013

 

During my reflection on the concept of connectivism, which is still ongoing, I am beginning to realize that this learning theory is, in a way, a semi-culmination of our previous weeks’ readings, research, and discussions. That is, our introduction to and re-emergence toward behaviorist, cognitive, constructivist and social learning theory, which are all intelligent ways of influencing our learning path, has led us to this week’s study of connectivism; the learning theory, which integrates technology, social networks, and information (Siemens, Laureate Education, n.d.). These learning theories have led me to be more cognizant of their application and the need to use them, sometimes collectively and even simultaneously, but certainly across several series of lessons in my teaching and learning. I have learned that none of these theories used in isolation is a panacea of learning. 

The digital tools that work best for my learning environment include a combination of online learning with digital resources that include relevant web articles, videos, ebooks, blogs, and resource databases. I investigated several universities with distance learning capabilities for three months before enrolling in Walden’s program. I chose Walden because I felt they have done an excellent job of melding these resources and they continue to work to make improvements to enhance our learning experience. For my own improvement, I need to become more adept at using the Walden Library. My objective is to use these and other digital tools to enrich andragogy such as Edmodo, OneNote, and Weebly. I recognize that because these tools are effective for me does not mean that they will necessarily be effective for the learners (especially the adult learners) that encounter. I will keep in mind that learners carry their own “briefcase of knowledge” with them into any learning environment. These may include “life and work experiences”, “positive and negative” learning experiences, including the attitude that “I’ve heard all of this before”, performance and aging factors, and time between learning experiences (Conlan, Grabowski, & Smith, K. (2003).

When I have questions surrounding new knowledge I make use internet resources along with my colleagues including our computer resource specialists. I most often use Google to both gain insight into new knowledge and share knowledge with my students. For example, during our warm-ups and introductory lessons, we will often retrieve information dealing with subject-verb agreement, appositives, plot, character, etc. We also use real-world explanations to reinforce student learning. In “Connectivism”, from Emerging Perspectives on Learning, Teaching and Technology, Davis, Edmunds, & Kelly-Bateman (2008) emphasize that “In today’s technology-rich society, it has become increasingly important to learn how to learn”.

While not complete, connectivism and my personal learning network are extremely supportive in helping me start to bring focus to my learning. I am still in the process of building my blog which, for now, is an integral but not yet central part of my learning network. For me, at this moment in time, the clock of the “half-life of knowledge”, where new technology is changing daily, is ticking faster than I can, in practicality keep up (Davis, Edmunds, & Kelly-Bateman, (2008).

References

Edmodo. (2013) Welcome to Edmodo. Retrieved from https://www.edmodo.com/

Laureate Education, Inc. (Siemens). (n.d.) Connectivism [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467633_1%26url%3D

Microsoft. (2013) OneNote. Retrieved from http://office.microsoft.com/en-us/onenote/

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

Web Article: Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. M. Orey (Ed.). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Weebly. (2013) Weebly, Inc. Retrieved from http://www.weebly.com/