“Connectivism with a Splash of Constructivism and a Twist of Adult Learning Theory”

In the beginning, I stated that as a kid, the proverb, "Give a kids fish, they’ll eat for a day. Teach kids to fish and they will never go hungry" held no meaning. As long as I passed the tests, in my mind, I was learning what I "needed" to, never putting any thought into how I learn. I mentioned that the theory that best meets my needs at this stage in life is the constructivism theory because I “equate meaning from experience” (Newby, 62) and I learn best by doing. I now know that there is so much more to this theory in particular than I originally thought. While this still remains partly true, my perception of how I learn has changed. After completing the matrix and gaining a deeper understanding of the different learning theories and learning styles, my view on how I learn has developed deeply.

In week one, I thought that I “learned by seeing and doing” and that was literally the end of it. In a way, I did not even see the value of learning what I perceived to be “antiquated theories” because I assumed so much was obsolete. At that point the terms “connectivism”, “constructivism”, and “adult learning theory” were not a part of my lexicon.

This quickly changed. In week two, I learned that theories are not all ancient because “modern day brain research has provided new and exciting insights into the process of learning” (Weaver, 2011). I also learned that “the computer metaphor doesn't work very well” because “people don't work in that one thing leads to another automatically" kind of way. We tend to branch out in a lot of different directions all at once” (Laureate, 2009). So I was in search for new meaning to how I learn.

Week three was a turning point for me because I learned that cognitivists and behaviorists do not traditionally mesh well, but that they absolutely should because learning is not one thing, “it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not” (Kapp, 2007) and since "Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism," (Kapp, 2007) I changed my view on only being able to adopt one learning theory for myself. Also, while I do not accept all ideas of behaviorism, some students are still “easily distracted from academic tasks and some consistently engage in disruptive behaviors that interfere with their own classmate’s learning”, consequently I began to use a few concepts in my classroom management technique.

In week four, I learned that Vygotsky is a genius. His theorizing that learning is not only a brain process because it is a social experience as well made so much sense. I also learned that an online course is the highest level of social constructivist theory for me because the structure is provided and it is up to us to develop our OWN zones of proximal development. We learn from the texts, websites, databases, and each other. We can get as little or as much as we want out of the course. In an online learning environment, "knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). And that by bringing our social backgrounds to the table, we are gaining a deeper understanding of the content we are "constructing what we understand' (Ormrod, Schunk, Gredler, 2009, p. 182). I learned that I like learning this way.

In week five, a light bulb went off in my head. I realized that theory can in fact be “modernized”. Knowles, Pensky and Siemens created a learning theory for the 21^st century adult and child learner and I knew that the connectivist theory addresses a huge percentage of how I learn today. I agree that “networks have always been the backbone structure of society and knowledge” (Blog: Connectivism) because after creating the mind map, I realized that mine is absolutely essential to how I learn in my professional career. Like Siemens, I also agree “too many educators fail to understand how technology is changing society. While hype words of web 2.0, blogs, wikis, and podcasts are easy to ignore, the change agents driving these tools are not. We communicate differently than we did even ten years ago” (Siemens, 2006). Also, for adult learners “the most significant trend that continues to make an impact on facilitators is the demand for the incorporation of technology into the content and delivery of professional development” (King, 2003).

In week six, I learned that no matter what learning theories I acknowledge, there are different believed learning styles and strategies to help me learn. According to Ormrod, “different people approach learning in different ways” (Laureate, 2009). Gardner’s MI shows me that each student has a set of intelligences to help him/her learn best. In addition, elaboration, comprehension monitoring and mnemonics are each important learning styles. I discovered that I use all three in my learning. I use elaboration because I always bring things I have acquired (from grade school, college, graduate school or my profession) into the mix when I learn new things. I have definitely employed monitoring comprehension in this course as well because I am constantly rereading dense texts and reviewing videos for understanding. I use mnemonic devices to remember vocabulary and key concepts. In fact my notes would look completely ridiculous and foreign to others, but that is OK with me.

In week seven, I learned that technology plays an essential role in my learning and consequently my teaching. The Horizon Report excited me and made me realize that I am without a doubt ready to embrace a “progressive” way of learning. As a teacher in a wireless district, I already knew that successful technology-rich schools “generate impressive results for students, including improved achievement; higher test scores; improved student attitude, enthusiasm, and engagement; richer classroom content; and improved student retention and job placement rates” (NSBA). However I never quite considered how much technology I use for my own personal learning. Creating the mind map was an awesome way to visualize this. I use technology daily for lesson planning, discovering literary criticism, extracting meaningful information and advice from my network of professionals, and researching. It fits the needs of an adult learner because in order to “facilitate the use of Andragogy while teaching with technology we must use technology to its fullest” (Knowles, 1980). Also, it praised for its “flexibility and the ability of the learner to move through lessons any time, anywhere, and at their own pace.” “These arguments also include logical explanations of how a learner may adapt the lessons or material to cover what they need to learn and eliminate the material that is not appropriate or that they have already learned” (Knowles, 1980).

References:

Fidishun, D. (n.d.). Andragogy and Technology: Integrating Adult Learning Theory
As We Teach With. Retrieved 2011, from Penn State website:
http://frank.mtsu.edu/~itconf/proceed00/fidishun.htm

King, K.P. & Lawler, P.A. (2003). Trends and issues in the professional development of teachers of adults. New Directions for Adult & Continuing Education, v. 98, p. 5-13.

Knowles, Malcolm S. 1980. The Modern Practice of Adult Education; From Andragogy to Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.

Knowles, Malcolm S., Elwood F. Holton III, and Richard A. Swanson. 1998. The Adult Learner. Houston: Gulf Publishing.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition).
New York: Pearson. Chapter 1, “Overview”, (pp. 16 -23).

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

New York: Pearson. Chapter 6, “Constructivist Theory”.

Technology's Impact on Learning. (1995). Retrieved 2011, from Department of
Education website: http://www.nsba.org/sbot/toolkit/tiol.html

Connectivism and My Networks

After constructing a Mind Map of my learning network, I have begun to theorize about its significance. One glace at it gives me mixed feelings. My first feeling is, wow look at all the awesome resources I have at my fingertips to learn from. But, my second feeling is wow; I rely on technology for way too much. In fact, I wonder how teachers were able to plan and create dynamic units without the invention of the Internet. While I never can take something straight from the network without processing it and applying it to my own practice, it still makes my life much easier. The Internet has opened the doors for so many new ideas and concepts, and with this comes a new learning theory as well: connectivism. It makes perfect sense. I cannot say that I reject cognitivism and constructivism because I do believe in High Order Thinking. However, according to important thinker George Simiens, “the beauty of networks is their inherent simplicity” (elearningspace.org) and I like simplicity.

According to the Connectivism Blog, “it is usually beneficial to be connected to those who have a good view of what is going on because “information and knowledge is often shared [intentionally or unintentionally] with trusted others, close by” (Connectivism Blog). In addition, Stephnen Downes states that “at its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.” (Downes, 2007, halfanhour.blogspot.com). Both of these notions hold true to my beliefs because the invention of the internet has changed the way I think about my pedagogy entirely. My personal learning network reflects the tenets of connectivism. Simiens states that “connectivism finds its roots in the climate of abundance, rapid change, diverse information sources and perspectives, and the critical need to find a way to filter and make sense of the chaos.” This reflects my network because each piece of the puzzle allows me to stay current (something I find is important as a teacher).

In his Podcast, Simiens makes the case for social learning networks and he explains how “educational institutions and corporate enterprises can embrace social media & social networks as part of the big shift towards informal and on-demand learning” (elearningspace.org). I can relate to his idea of “on demand” learning because as I reflect, I see that many of my personal networks enable me to access information pretty quickly. When I have questions, I gain fresh information easily with the Internet. The digital tools that work best for me are computers and cellular devices because I can look up information using professional websites, nings or educational blogs easily and I can get my questions answered quickly by peers via cell phone. My peers act at my community which according to Simiens is a “rich learning network of individuals who in themselves are completed learning networks” (Connectivism Blog). Each of these digital tools works best for me because they provide quick answers and as an adult learner, I do not have a lot of free time.

Resources:

http://www.elearnspace.org/Articles/networks.htm
http://www.xyleme.com/podcasts/archives/28
http://www.connectivism.ca/

Connectivism Networking Mind Map

Evaluation and Identification of Online Resources

"Different Approaches- Common Implications: Brain Based and Constructivist Learning from A Paradigms and Integral Model Perspective” by Ajda Kahveci (Walden Library, Journal)

There is a wealth of resources available out there in the way of brain and learning, information processing theory, and problem-solving methods during the learning process. The Walden University Library is an indispensable space for essential information. One journal I found is entitled "Different Approaches- Common Implications: Brain Based and Constructivist Learning from A Paradigms and Integral Model Perspective” by Ajda Kahveci. Originally written Turkish and translated to English, I found it extremely useful because it explores the relationship between brain-based learning and constructivist theory. One thing I have been trying to do is make meaning out of all this theory and this article helped me do just that. He presents a definition of brain-based learning as “knowing how the brain woks and taking an interest in discovering ways to maximize learning” (Carolyn, 1997). The author presents the idea that the brain has an “unlimited capacity for learning” (Caine & Caine 1994) which is amazing to me that the brain can absorb so much information. It reminds me of the concept of “built in core knowledge” (Ormrod, 2008, p. 43) because it is amazing that even at “24 hours of age, an infant can recognize whether an object is near or far” (Ormrod, 2008, p. 43). It makes me wonder: does a human ever stop learning? But also makes me wonder, what makes some learn quicker than others?

I particularly like the idea that “learning is enhanced by challenged but inhibited by threat” (Caine & Caine 1994). What types of threats are we talking about? Bad grades? Standardized Tests? Under his heading of constructivist learning, I really think Kahveci’s article is begging educators to rethink how we assess as well as how we teach. Another piece that speaks to me is his ideas are that although currently hot right now, the constructivist theories are not NEW approaches (Kavveci, 2008, 125). This is aligned very well with much of the education cycle, trends seem to be repeating themselves; so which do we accept as “right?” Finally, I like how he addresses the role of educator in all this as “mediator” who “provides quality experiences for learners for meaningful learning” (Kahveci, 2008, 125). This aligns with my practice because we have been moving from teacher as information giver to teacher as facilitator of learning.

"Metagognitive Knowledge About Problem-solving Methods" by Allesandro Antonietti (Walden Library, Journal)

Examining the course readings and lectures makes me realize that there are many ways humans can solve problems; I was interesting in reading more about this. Another great article I came across is entitled "Metagognitive Knowledge About Problem-solving Methods" by Allesandro Antonietti. The study explores five ways humans solve problems. I particularly like the findings of the study about the “most frequently used method of problem solving being analogy” or “finding correspondences between two or more situations in different domains (Antonietti, 2000 p. 4). This enforces Ormrod’s idea “encoding” and “retrieval” as part of the problem solving process. It also highlights the importance of making relevant comparisons in the classroom. However, it is disturbing in a sense because the article also expresses this method as the easiest to apply and “step by step analysis and combining to be the most difficult” (Antonietti, 2000, p. 4). So should we be making comparisons for them or should they be doing it on their own? Do I as a teacher want them to be problem solving in a way that is “easy” or “difficult?” or does this not matter at all? According to Jeanne Ormrod, in her video, much depends on how the problem is posed. I can relate to this because I have experience with creating questions for responses. I often can get a feel for which questions to ask to get a good response versus which to ask to get an excellent response- but this took a lot of time to learn and I still struggle. In many ways, the way the problems are posed is everything.

Antonietti also finds that for some, the “solution to a new problem is favored by a process in which a wide range of ideas are produced” (2000, p.2). This seems like a fancy way of saying “brainstorming” which is a likable way to solve problems since it allows us to “think up wild, unusual, imaginative ideas, no matter how silly they seem” (Osborn, 1953). I do a lot of brainstorming with the kids because particularly with English, it is a great way to pre-write and think about literature. Both Antonietti and Ormrod mention part of metacognition is knowing “how much time must be spent applying the strategy” (Antonietti, 2000, p. 3). I think far too often kids simply give up if they cannot figure something out quickly and perhaps as teachers we need to teach methods of time management on problems.

“Almost Everything You Ever Wanted to Know about Educational Technology” (Website)
http://web.ics.purdue.edu/~smflanag/edtech/cip.htm

This website is perfect for me because it provides ideas about information processing theories that I can take into the classroom. The site mentions that we should emphasize “the use of graphic organizers and emphasize words that are important in texts (Reiser & Dempsey, 2007). I personally have found graphic organizers to be very helpful to students because they can categorize information in a way that suits their learning style. I also like this site because it introduces the importance of feedback to information processing. It states that “feedback has two important functions in the cognitive information processing theory. These functions include: (1) feedback provides the learner with some type of response so that they know if their answer is correct or incorrect; and (2) feedback can be used to provide corrective answers/responses to incorrect answers/responses” (Reiser & Dempsey, 2007). There is also a section about analyzing and defining, performance task and performance assessment that I am definitely going to think about. The site is also excellent because it has many definitions of terminology associated with IDT as well as a list of important people and events surrounding IDT.

References
Antonietti, A. (2000). Metacognitive Knowledge About Problem-Solving methods. British Journal of Educational Psychology, 70, 1-16. Retrieved from Ebsco database.

Kahveci, A. (2008, December). Different Approaches- Common Implications: Brain Based and Constructivist Learning from A Paradigms and Integral Model Perspective. Journal of Turkish Science Education, 5(3), 108-123. Retrieved from Ebsco database.

Reiser, R.A. & Dempsey, J.V. (2007). Trends and issues in instructional design
(2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

My Picks of the Week!

There are many useful blog sources to refer to that will help with the instructional design and teaching professions. I chose my picks based on several criteria including ease of use in navigating, relevancy to my particular profession and frequency of updates. According to “Blogs in Plain English”, blogs are great because they allow for professionals to find common interests and link up with one another during the techno conversations, so I also chose blogs based on my interests. One such example is The English Companion Ning found at http://englishcompanion.ning.com/. This Ning seems like an excellent space for English teachers who seek a collaborative type of environment for improvement. The Ning allows for discussions on topics such as: “Teaching with Blogs and Wikis” and “Teaching with Technology”. I can see myself using this weekly to get advice on lesson plan ideas and also share my own. Today, I used this source to find out how other high school teachers were using technology within The Odyssey Unit. Another great resource is Classroom 2.0 found at http://www.classroom20.com/video/invisible-technology-visible. This is a great space because it is not only a social networking site for teachers and instructional designers, it also has webinars, recordings, photos and videos, all things I can use to learn better on my own. Like the Ning, this blog allows you to join groups based on your own interests and specialties. Often times within each group, you may meet educators from all over the country and world. Finally, I chose Class Blogmeister found at, http://classblogmeister.com/ because it is affiliated with the Landmark Project, which I have heard is a tremendous global conversation amongst education professionals. It also has podcasting tools and allows you to see other teacher’s classroom blogs. I also enjoyed Emily’s Blog (Winner of 2010 Edublog Student Award) found at http://emilysblog3s.edublogs.org/tag/edublog-awards/ because it is always good to follow students’ blogs to see how well they are keeping abreast with all of the new expressions of technology.