The way I learn

During the first week of January 2012, I was introduced to three learning theories, behaviorism, cognitivism and constructivism. I also reflected on how I learn best based on these three learning theories. The following is a recap of my reflection at that point in time:

In my view, each of the three theories applies to the different and varied situations that characterize my learning; behavioral theories help me in situations where I need to “know what”; cognitive theories help me in situations where I need to “know how”; constructive theories help me in “dealing with ill-defined problems through reflection in action” (Ertmer & Newby, 1993, p. 68). I seem to learn best in an environment where learning is purpose-driven, for example where I need to solve a problem or undertake a task.

Last week I finished reviewing other learning theories and concepts (connectivism, social learning, adult learning and learning styles) that help further explain not only the way I learn but also my personal learning preferences.

I am aware of some of the assumptions that are made about adult learners like myself; adult learners are self-directed in their learning; adult learners are self-motivated by internal factors such as self esteem and quality of life (Cercone, 2008). Knowing these and other assumptions about adult learners helps me to develop strategies aimed at coping with the demands and challenges of being an adult learner such as family responsibilities, work commitments and expectations. These challenges can interfere with the learning process and therefore need to be handled with care.

Although I am aware that people have different learning styles which might influence the way they learn and process new information, a review of the learning concepts has helped me to understand the critical importance of utilizing effective learning strategies such as elaboration (making inferences), comprehension monitoring and mnemonics (Ormrod, 2008).

Technology has played and continues to play a critical role in my learning. I use online learning because of the convenience it provides since my responsibilities make it difficult to be physically present in a traditional classroom setting. The web is a rich source of information that I am able to exploit as the need arises. Whenever I encounter new concepts that I am not familiar with, I have found the search engine to be a valuable tool and point of first reference. Using the concept of connectivism, I am able to collaborate with and learn from my various technology-based connections and networks twenty four hours a day, seven days a week.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from  http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Ertmer, P. A., & Newby, T. J. (1993). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71. Retrieved from EBSCOhost.

Ormrod, J. E. (2008). Effective learning strategies. Retrieved from http://www.education.com/reference/article/effective-learning-strategies/

Connectivism: A reflection on my personal learning network

Connectivism is a theory that postulates the notion that learning can no longer be regarded as an “internal, individualistic activity” (Siemens, 2004) but a collaborative activity that relies heavily on the use of ubiquitous digital tools that characterize our contemporary knowledge-based society. The creation of connections and development of a network are regarded as critical elements of the learning process. My personal learning network relies heavily on the use of the web, not only as a reservoir of information but also a two-way medium for communication and collaboration.

The way I learn is no longer restricted by time and space. Not only am I able to learn twenty four hours a day, seven days a week but also collaborate far and wide, even with people I might never have a chance to meet in person. There are a number of digital tools that facilitate my learning, key among them being the search engine, digital libraries and social media such as blogs, social networking and video sharing sites.

Social media have of late become an important source of my learning. Some of the benefits of social media include ease of accessing and updating information at very little or virtually no cost. However, whilst there are a number of valuable social media resources, one needs to develop skills to sieve the right and credible information from the multifarious information sources, some of which can be misleading. A tool that I have always found invaluable when I need to explore and gain new knowledge is the search engine since it provides me with a gateway to sources of information that I might not have used before.

The digital age has dawned and connectivism has been proposed as the “learning theory for the digital age” (Siemens, 2004). Whilst there is debate on whether connectivism is a theory or pedagogical view (Kop & Hill, 2008; Verhagen, 2006), nonetheless, the principles that are advocated by connectivism require serious consideration.

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References

Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?

The International Review of Research in Open and Distance Learning. 3(9).

Retrieved from  http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103%22

Siemens, G. (2004). Connectivism: A Learning theory for the digital age.

Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Verhagen, P. (2006). Connectivism: A new learning theory?

Retrieved from http://elearning.surf.nl/e-learning/english/3793