Fitting The Pieces Together

Perspective is all about the knowledge base.  Over the past several weeks my perspective has broadened on how I learn and with which learning theories I best align.  I was introduced to learning theories in my training as an educator, however the exposure was limited to behaviorist, cognitive and constructivist theory.  I was not familiar with social learning theory, connectivism or andragogy.  Over the past several weeks I have gained a deeper understanding of the similarities and differences between these learning theories as well as my connection with each.

  

When asked in the past I would say I identify mostly with constructivist learning theory in terms of how I learn.  I quickly realized as I was analyzing the different learning theories in the matrix that I can identify with all of these theories as a learner and move through them fluidly depending on the subject matter or context of the learning environment.   As  Ertmer & Newby state, “what might be most effective for novice learners encountering a complex body of knowledge for the first time, would not be effective, efficient or stimulating for a learner who is more familiar with the content” (1993, p. 67).  Sometimes I am a novice learner and sometimes I am more an expert learner, but either way I can move forward in my learning and use different strategies to do so. 

            I found an excellent article by Torrano and Torres (2004), which highlights emerging research on self-regulated learning.  A particular section resonated with me, as these are the tasks that I believe I utilize in my learning and that I hope to inspire in my future students:

Self-regulated learning is a fusion of skill and will.  The strategic learning is one who has   learned to plan, control, and evaluate his or her cognitive, motivational/affective, behavioral and contextual processes.  This learner knows how to learn, is self-motivated, knows his or her possibilities and limitations, and as a function of this knowledge, controls and regulates learning processes in order to adjust them to the task objectives and to the

context, to optimize his or her performance and improve skills through practice. (p. 22)

Self-regulation entails an understanding of which learning strategies work and which do not and also that each learning opportunity may require a different approach.  Overall, I learned that "theories are useful because they open our eyes to other possibilities and ways of seeing the world"(Mergel, 1998). As an instructional designer I must be able apply these theories to each new learning environment.

            Technology is central to the learner that I have become.  In order to seek out new information I utilize technology.  In order to process the new information I organize the data digitally whether it is through simple note taking or more advanced concept maps.  In order to gain a deeper understanding and different perspectives I reach out to peers via blogs, discussion groups, or social networking.  In order to learn new skills I watch and learn via Youtube or guided practice tutorials.  Technology has offered me greater opportunity for breadth and depth in my learning and in a more efficient way.

References:

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

Mergel, B. (1998). Instructional design and learning theories. Retrieved February 23, 2013 from University of Saskatchewan, College of Education Web site: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm 

Torrano, F., & Torres, M.C.G. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.

 

My Synaptic Learning

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I chose the title Synaptic Learning for my Connectivism Mind Map for a few reasons.  First, I am a scientist whose passion is to teach about the human body and the brain is one of the body’s most brilliant parts.  Second, as I was making sense of connectivism, I thought about neurons and wandered back to the idea that “many theorists believe that the basis for learning lies in changes in interconnection among neurons – in particular, in the strengthening or weakening of existing synapse or the formation of new ones” (Ormrod, Schunk & Gredler, 2009, p. 44).

My Synaptic Learning network represents how I learn.  Prior to having these network connections my learning occurred within silos.  I would read a book or have a conversation but not necessarily have the connections set up to be able to process the information to a deep level.  According to Vygostky's Social Constructivist theory, "individuals create meaning through their interactions with each other and with the environment and meaningful learning occurs when individuals are engaged in social activities" (Kim, 2001).  This learning network has provided me with the social connections to allow for more meaningful learning.

My learning network allows me to gain new knowledge within seconds of my fingers hitting a keyboard.  When I am curious about a topic I begin to ask questions, pose queries and explore.  I utilize many digital tools to facilitate my learning, often starting with a simple Google search as a jumping off point.  For example, when a peer in my EDUC-6115, Learning Theories Instruction class at Walden University brings up a new idea or poses a question I am not familiar with I will spend time mining the Internet.  Often times I will stumble through many new sources of information to begin to make connections and form answers.  Often times I seek out expert advice to gain knowledge.  My learning network highlights several sources of expert advice in my professional life, from the NSTA listserv to the NNSTOY discussion forum.  I can receive almost instant feedback from my colleagues to help guide my learning.  As a person who thrives on visual and auditory information, I often will turn to TED talks or YouTube to explore topics of interest or to enhance knowledge on a particular topic. 

My personal learning network supports and is supported by the connectivist model.  Today as I reflect on how I learn I see that it is “distributed within a network, social, technologically enhanced, and entails recognizing and interpreting patterns” (Davis, Edmunds, & Kelly-Bateman, 2008).  When I think about how I come to understand or learn a new topic, such as new learning theories, I utilize my technologically enhanced network to gather information, interpret it and build correlations in my head.  Once I begin to formulate meaning, I then utilize my community to “allow for interactions, sharing, dialoguing and thinking together” (Kop & Hill, 2008), to solidify the learning.  To me connectivism is a theory that demonstrates that the whole is greater than the sum of its parts.  My learning is enhanced because of the connections from “diverse knowledge sources” (Davis, et.al, 2008).

References:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008).  Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January, 26, 2013 from http://projects.coe.uga.edu/epltt/

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

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, 9(3). Retrieved February 9, 2013 from: http://www.irrodl.org/index.php/irrodl/article/view/523/1103

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