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.

________________________________________________________
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

Learning and the brain

Learning and the brain is a topic that is characterized by a plethora of information, diverging views and questionable practices. Some of the valuable peer-reviewed journal articles on the topic are indicated below.

What does the brain have to do with learning?

This article by Worden, Hinton & Fischer, (2011) bemoans the undesirable lack of collaboration between neuroscientists and educationists resulting in the precipitation and proliferation of brain-based learning programs founded on numerous neuroscience myths. 

Brain-(not) Based Education: Dangers of Misunderstanding and Misapplication of Neuroscience Research

Alferink and Farmer-Dougan (2010) also highlight a number of neuroscience myths and sound a warning on the “dangers of misunderstanding and misapplication of neuroscience research” findings in education. While the authors suggest that neuroscience has the potential to be applied in special education, they call for more research.

Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching

In this article, Fischer (2009) explains that “the emerging field of Mind, Brain, and Education (MBE) aims to bring together biology, cognitive science, development, and education to create a strong research foundation for education” (p. 3). This collaboration is supported by a number of researchers such as Tommerdahl (2010), author of A model for bridging the gap between neuroscience and education, and Goswami (2004), author of Neuroscience and education.

It is only through collaboration that education will reap the benefits of neuroscience research.

_______________________________________________________________________

References

Alferink, L.A. & Farmer-Dougan, V. (2010). Brain-(not) based education: dangers of misunderstanding and misapplication of neuroscience research and brain based education. Exceptionality, 18(1),42-52.

Fischer, K.W. (2009). Mind, brain, and education: building a scientific groundwork for learning and teaching. International Mind, Brain, and Education Society  and Wiley Periodicals, Inc, 3(1), 3-16.

Goswami, U. (2004) Neuroscience and education. British Journal of Educational Psychology, 31, 175–183.

Tommerdahl, J. (2010). A model for bridging the gap between neuroscience and education. Oxford Review of Education, 36(1, 97–109.

Worden, J.M., Hinton, C. & Fischer, K.W. (2011). What does the brain have to do with learning? Phi Delta Kappan, 92(8), 8-13.

Some useful blogs about Instructional Design

Here are some blogs that I found to be useful and informative.

Experiencing E-learning

This blog is written by Christy Tucker, an instructional designer and former teacher. Although Christy only started blogging five years ago, this is a useful blog especially for people who are getting into the field of instructional design. The blog contains information on topics such as the work of an instructional designer and how to get into instructional design. Christy’s blog also provides a point of reference to various sites with useful information on instructional design such as an overview of Instructional Design in E-learning by George Siemens and Instructional Systems Design model ADDIE by Don Clark.

The Rapid e-Learning Blog

This blog is written by Tom Kuhlmann, an instructional designer with over fifteen years experience. The blog is not only visually engaging but also very educational. The posts are extremely helpful and provide tips and resources on a wide range of topics such as the effective use of instructional design software tools, designing the right courses and managing e-learning projects. All of Tom’s posts are so useful and helpful that it is difficult to single out an outstanding post. However, I found the post Here Are Ten Rules to Create Engaging Elearning to be amongst my favorites.

eLearning Technology

This blog is written by Tony Karrer who is an expert on the innovative use of technology and has wide experience in both business and education spanning more than thirty years. The blog is frequently updated with a variety of educational content that is useful to many professionals. Tony’s blog includes links and references to other useful sites such as eLearning Learning which collects and aggregates the best content on elearning from various sources. I found the post eLearning Learning Adds Personalized Subscriptions to be very informative.