My Learning Connections

According to Davis, Edmunds, and Kelly-Bateman (2008), connectivism is a paradigm of learning that recognizes the influences of prior knowledge, experience, perception, reality, comprehension, and flexibility of the learner. The theory purports the importance of the learning environment and the constantly changing influences surrounding the learner. Central to the theory of connectivism is the concept of networks, which is the idea that we can no longer personally experience every piece of information we would like to in a learning environment due to the highly-evolved technological nature of our society. Thus, we use networks of people, technology, and associations to learn. Attached to this post is a graphic representation of my personal learning network, shown in the form of a mind map.

Considering my personal learning network, the main principles of connectivism are heavily supported. Siemens (2004) offers seven main principles of connectivism, and my learning network supports the ideas that learning rests in gathering a diversity of opinions, learning is a process of connecting information sources, learning can reside in non-human spaces, nurturing connections is key to continual learning, and the ability to see connections is a core skill. Throughout my learning network, there are various sources of diverse opinions from peers, professional associations, corporate information, and school. The diversity of sources leads to connecting various pieces of information, and supports the idea that non-human appliances can provide new information as well.

Overall, my personal networked has evolved as I have aged. Certainly during grade school, the connections represented here would not have been as robust, nor would they have been as intricate even when I was in undergraduate courses. Having such a large network of learning options and media to gain information is key to my ability to expand my knowledge. It seems I have taken for granted the vast relationships associated with my learning, until actually putting them down in this mind map.

References

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

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf

 

The Brain & Information-Processing Theory: Concepts for ISD

Sound instructional design practices should be based on theories of cognitive processing, memory, and learning. To be an effective instructional designer, professionals must base their design decisions on the fundamental theories of how the human mind operates. This post reviews the value of two perspectives on brain-related research and information processing theory and their application to instructional design.

Brain and Learning Research: Implications for Meeting the Needs of Diverse Learners

In an effort to address the increasingly diverse world and needs of the learner, Green (1999) presents an overview of brain structure, multiple intelligences, learning styles, emotion, music, and brain-based learning and their implications for educators and instructional designers. Brain structure research encourages instructional designers to create learning modules that activate every part of the complex brain networks through various presentation methods, such as sensory and cultural input. From the Gardner’s multiple intelligence perspective and the concept of learning styles, the mind is even more complex because it has the capacity to discern between eight different types of intelligence and have preferences for ways of receiving information, which means educators must appreciate students that have different abilities and preferences in each of those facets. Information must be presented in various ways to appeal to all of the level of intelligences represented by the students.

Overall, Green (1999) makes an excellent point for instructional designers to remember: “there is much evidence individuals do not all learn in the same way” (pp. 686). There is a push to break out of the normal and traditional methods of teaching and designing to embrace more diversified educational techniques that will appeal to a broader range of students.

Study Skills – What Research Says to the Teacher

As an instructional designer, one of our highest goals should be integrating and encouraging strategies that promote critical thinking and metacognition. One way we can achieve this goal, according to Rafoth and DeFabo (1990), is capitalizing on the principles of information-processing theory. Through the framework of information-processing theory, educators understand the workings of the mind in terms of an input-processing-output method, where information is received, encoded, and stored for later retrieval (Ormrod, Schunk, & Gredler, 2009). Rafoth and DeFabo (1990) encourage educators and instructional designers to realize they play a major role in both the input and encoding steps of process. As designers draw students’ selective attention to certain key points in the lesson, they must remember to not only present the content, but also make the information meaningful and relevant if they want the students to achieve successful encoding. This is important because the ease of retrieving information for later use is highly dependent on how well you store and encode it (Laureate Education, 2009). One other poignant point Rafoth and DeFabo (1990) make is “successful students differ from unsuccessful students in the degree to which they are able to attach meaning to new information” (pp. 9). This is critical for instructional designers to keep in their minds as they work on new learning modules.

Instructional designers can also ensure the success of students by embedding study strategies into content. The authors say students should be exposed to as many different strategies as possible throughout their educational experience to determine which are correct fits for their personal preferences, and they go on to present several study methods in the article. Two that I find particularly interesting are mnemonics presented for preparing for class and problem solving.

Prepare for class by using the mnemonic PREPARE: Plan locker visits, Reflect on what  you need, Erase personal needs, Psych yourself up, Ask yourself what is going on today, Review your notes, Explore the meaning of the class introduction.

Problem solve by using the mnemonic IDEAL: Identify the problem, Define the problem, Explore possible solutions, Act on possible solutions, Look for the effects.

 

References

Green, F. R. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. Education, 119(4), 682-687+. Retrieved from http://search.proquest.com/docview/196424120?accountid=14872

Laureate Education, Inc. (Producer). (2009). An introduction to learning. [Narr. by Dr. Jeanne Ormrod]. United States.

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

Rafoth, M. & DeFabo, L. (1990). Study skills: What research says to the teacher. Washington, D.C.: National Association of Education.

Blogs: The Doorway to Professional Learning Communities

This, my first blog entry, introduces three other blogs relevant to the field of instructional design and training. These other blogs will serve as an ongoing resource throughout this course, and my career in ISD. The following is a brief overview of each blog including a reflection on how each site will serve as a useful source of information.

The Rapid E-Learning Blog

This blog, hosted by Tom Kuhlmann, defines Rapid E-Leaning as building electronic learning courses without specialized skills, or quickly sharing your expertise with others. Overall, Rapid E-Learning is focused on delivering learning products in the rapidly changing, globalized environment business now operates in. This blog will be a useful resource to gain tips and tricks to designing effective e-learning products through an easy to understand method. The design method presented is also “rapid”, which is important in a work environment with deadlines.

Corporate E-Learning Strategies and Development

This blog, written by Brent Schlenker, explores the applications of technology in learning and instructional design. The blog has topics on learning management systems, web design and development, and the use of media in instruction. I hope to use this blog to expand my knowledge of technologies application to designing instruction.

Cathy Moore: Let’s Save the World from Boring E-Learning

This blog, written by Cathy Moore, is dedicated to an interesting, straight-forward, and humorous premise: saving the world from boring instruction. I am intrigued and excited to follow this blog because I firmly believe in interactive instruction and participatory learning, especially for the adult learner. The blog has posts on e-learning, learning theory, the use of electronic media in instruction, and interactive instruction methods.