Connectivism

Connectivism-ID&T 6115 Learning Theories and Instruction Week 5

In reflection on this past week and the topic of Connectivism, I have come to realize that process will take time for me to develop the patterns that weave together the loops and stitches that create the fabric of knowledge.

My network has changed the way I learn by connecting me with family, friends, educators, classmates and a wealth of information. It has removed unnecessary boundaries and limitations while opening doors to limitless pathways of Knowledge. The tools of digital technology involving the networks of Facebook and Google have been most effective personally. Facebook connects me to many social networks while Google is more an informational connection. I gain knowledge by attending online school at Walden University and using the various resources planned by University professors, having discussions in class and by searching for topics on google. My personal network supports the Connectvism as described in Project Connectivism. The network connects me to the human experience; “the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs.”(Merrium 2009).

My first attempt was to use Microsoft office and the initial trial I began with a sample similar to the demonstration on mind mapping. It appeared to symbolize my understandings of Connectivism. On Wednesday my mindmap was organized around this topic. I chose the dimensional disc because I could start with five manageable parts each connecting to one central topic Connectivism. I could manage neatly organized information, remember the cognitive theory, and place information into different buckets. Grouping, regrouping, and categorizing information in order to proceed. The next step after defining and drilling this concept I proceeded to apply my readings to a different approach with “Freemind”. Attempting to use “Freemind” was quite a challenge. In a week’s time I knew that I was indeed a “lifelong learner” as stated in Adult Learning-”It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong l earners.”(Merream 11999) The “andragogy” concept of Malcolm Knowles became evident in the planning of this week’s discussion and application. In retrospect I followed the principles stated in Adult Learning;

 Adults need to be involved in the planning and evaluation of their instruction.
 Experience (including mistakes) provides the basis for learning activities.
 Adults are most interested in learning about subjects that have immediate relevance to; their jobs of personal life.
 Adult learning is problem centered rather than content oriented
Tying the two maps together the first map reflects the process of learning as presented in this week’s reading while the second map is the Network that I use today to grasp 21st century centeredness. The mindmaps this week has helped me “learn how to learn”. The initial connections are in place and I now have a personal online network that I look forward to maintaining and expanding.

References
Conlan,J. Grabowski,Smith (2003).Adult Learning. In M. Orey (Ed). Emerging Perspectives on Learning, Teaching & Technology
Http://projects.coe.uga.edu/epitt/index

Davis, C. Edmunds E & Kelly Bateman V (2008) Connectivism M. Orey (Ed) Emerging Perspectives on Learning, Teaching, and Technology
http://iprojects.coe.uga.edu/epitt/indexFoley, G. (ED) (2004) Dimensions of Adult Leaning: Adult Education and Training in a Global Era McGraw-Hill Education
Flashmedia-Timeline of the History of Learning-Laureaute Ed.
Blog-Connectivism http://www.connectivism.com