As I trudge towards finishing another college course, I am reflecting back upon the past eight weeks in order to evaluate my learning and think about what I have accomplished. Last week’s blog post included a section where I wrote about my opinion of theory-based courses: even though I’ve taken lots of classes on educational theory and psychology, I never really felt like I was learning anything that would be of that much value as far as practical applications go. But this class felt like a good blend of theory and practice – understanding the basics of the different learning theories was important, but I also learned about how those theories could be used in real situations by an instructional designer.
I found surprising and interesting facts nearly every week as I learned about learning. One of the concepts that was most appealing to me was the idea presented by Dr. Ormrod in response to the discussion of different learning styles. Gardner (2003) is fairly well-known for his presentation of the different learning styles and how educators can use these learning styles in order to tailor instruction to every student. However, Dr. Ormrod suggested that while some people are definitely more visual learners while others are more verbal, one of the best things teachers can do is to teach students different learning strategies that have been proven successful. I really liked this concept for several reasons: first, it makes students responsible for their own learning; second, it give students tools that they can use in the future in a variety of circumstances; and third, it takes some of the responsibility off of teachers, who have enough to do without trying to cater to each student’s whims (Now, I definitely believe in individualized instruction, but I think my time is better spent teaching a whole class how to use a mnemonic device and then modeling its use for a specific concept, rather than developing 25 different ways to teach a particular concept to 25 different students.)
In contemplating my own learning process, I think the most important aspect is motivation. Learning comes easily to me – I can read an article and understand it thoroughly in just a few minutes, and I can whip up an A paper with very little effort. But if I’m not interested in the material, I have a very hard time staying focused and motivated. Even as an adult learner who typically, according to last week’s discussion, should be fairly self-motivated, I have a difficult time.
Learning theories, learning styles, educational technology, and motivation are the four main aspects that we covered in this course. I believe that they are intricately linked together in good teaching. An effective teacher needs to understand the various learning theories and learning styles, be able to use technology to deliver or enhance instruction, and understand and use motivational factors in order to maximize student learning. Without the understanding of the theory, a teacher doesn’t have a clear understanding of different educational methods. I find myself strongly drawn to the concept of connectivism, which is a theory that deals with the interconnectedness of technology, information, and social networks.
I think what I have learned over the past few weeks will be incredibly useful as I learn and grow as an educator. Understanding connectivism, especially, has important implications for teachers in an online environment. I also know that a solid understanding of theory has been useful more often than I would have expected.
Sunday, October 30, 2011
Sunday, October 23, 2011
Putting the pieces together
Coming to the end of this course, I have been reflecting back upon what I’ve learned and how my ideas have changed. I have to say that at the beginning of the course, I was skeptical about how much I really needed to know about learning theory. I mean, I took several educational psychology classes, and I even have a psychology minor in my undergrad – why would I need to learn anything more? But I am grateful for the in-depth study of the different learning theories.
In the first week, I talked about my learning style. I said then that I learn best when I can directly apply what I learn to real-world scenarios. That hasn’t changed. I also said my learning style was a mix of constructivist and cognitivist theories. After learning more about the other theories of learning, I would say that I still believe most in a blend of theories, but to constructivism and cognitivism, I would also add social learning and connectivism.
When I learn, I use technology in a variety of ways. I like to be able to search for information online, and then share and discuss my findings via social networking sites. I also found (in the process of creating my “mind map”) that my different networks of friends, coworkers, and classmates tend to overlap in significant ways. These findings lead me to believe that connectivism and social learning are really important aspects of my learning. In addition to finding information and then using it in connection with others, I also use technology to create and to teach. I’m creating lessons using computer technology that will be delivered over the internet, and also grading student work and communicating with them – while this might not seem to be related to my learning, I think that I’m learning something new every time I create a new lesson or look for a different way to teach certain material.
All in all, I still think that each of us learns best when we can have a hand in our own learning, have information presented in a variety of ways, and can use the information in meaningful ways. Knowing the theory behind my ideas has really helped me to put my ideas in a larger context, but the basic tenets of my own learning theory have not changed.
In the first week, I talked about my learning style. I said then that I learn best when I can directly apply what I learn to real-world scenarios. That hasn’t changed. I also said my learning style was a mix of constructivist and cognitivist theories. After learning more about the other theories of learning, I would say that I still believe most in a blend of theories, but to constructivism and cognitivism, I would also add social learning and connectivism.
When I learn, I use technology in a variety of ways. I like to be able to search for information online, and then share and discuss my findings via social networking sites. I also found (in the process of creating my “mind map”) that my different networks of friends, coworkers, and classmates tend to overlap in significant ways. These findings lead me to believe that connectivism and social learning are really important aspects of my learning. In addition to finding information and then using it in connection with others, I also use technology to create and to teach. I’m creating lessons using computer technology that will be delivered over the internet, and also grading student work and communicating with them – while this might not seem to be related to my learning, I think that I’m learning something new every time I create a new lesson or look for a different way to teach certain material.
All in all, I still think that each of us learns best when we can have a hand in our own learning, have information presented in a variety of ways, and can use the information in meaningful ways. Knowing the theory behind my ideas has really helped me to put my ideas in a larger context, but the basic tenets of my own learning theory have not changed.
Sunday, October 9, 2011
Connections facilitate learning
The first question we were asked to reflect upon this week was “How has your network changed the way you learn?” I feel like I’ve always had a “network” of sorts – I first began using the internet as a middle school student, so using a wide range of electronic tools has been a part of my education for a very long time. I remember having an encyclopedia on cd-rom, I have used Google since its early days, and I’ve been using the Internet to socialize with friends since I was 13. Therefore, I don’t think I can say that a learning network has ever changed my learning – it’s an integral part of the way I have always learned.
Next, I reflected upon the use of digital “tools” and the process by which I gain new knowledge. I use technology extensively for work, school, and my home life. I think that the best tool for learning, for me, is just the sheer expansiveness of what’s available on the internet. Anytime I’m interested in a topic or need a piece of information, I look to the Internet first – using the computer or my smartphone, or even my Kindle. When I need information at work, I first consult the “Virtual Library” (a collection of tutorials and information about a variety of topics), and then the “Professional Learning Community” (where I can find information about best practices for teaching in an online environment, tools and resources I can use in my teaching, etc). If those resources don’t answer my question, then I turn to the “human network” of teachers with whom I work. If I need quick information at home, I often turn to my smartphone for help – it’s easy and convenient to look up a recipe, find directions, or check my bank balance. One aspect of my “network” that I found surprising was the amount of learning I absorb from social networking sites. By reading the posts of friends just today, I learned interesting information about politics, food, and education.
Davis, Edmunds, and Kelly-Bateman (2008) outline the basic tenets of connectivism:
“Learning and knowledge rest in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known.
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.”
I definitely believe that my own learning network supports these principles. As I look back at my learning activity over just the past week, the one tenet that really stands out to me is the very first one: “Learning and knowledge rest in diversity of opinions.” I find this diversity of opinions in many aspects of my life, especially among my colleagues and my Facebook friends. The ability to discuss varying viewpoints through electronic or in-person means is an important part of the way I gain knowledge.
Sources:
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Next, I reflected upon the use of digital “tools” and the process by which I gain new knowledge. I use technology extensively for work, school, and my home life. I think that the best tool for learning, for me, is just the sheer expansiveness of what’s available on the internet. Anytime I’m interested in a topic or need a piece of information, I look to the Internet first – using the computer or my smartphone, or even my Kindle. When I need information at work, I first consult the “Virtual Library” (a collection of tutorials and information about a variety of topics), and then the “Professional Learning Community” (where I can find information about best practices for teaching in an online environment, tools and resources I can use in my teaching, etc). If those resources don’t answer my question, then I turn to the “human network” of teachers with whom I work. If I need quick information at home, I often turn to my smartphone for help – it’s easy and convenient to look up a recipe, find directions, or check my bank balance. One aspect of my “network” that I found surprising was the amount of learning I absorb from social networking sites. By reading the posts of friends just today, I learned interesting information about politics, food, and education.
Davis, Edmunds, and Kelly-Bateman (2008) outline the basic tenets of connectivism:
“Learning and knowledge rest in diversity of opinions.
Learning is a process of connecting specialized nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what is currently known.
Nurturing and maintaining connections is needed to facilitate continual learning.
Ability to see connections between fields, ideas, and concepts is a core skill.
Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.”
I definitely believe that my own learning network supports these principles. As I look back at my learning activity over just the past week, the one tenet that really stands out to me is the very first one: “Learning and knowledge rest in diversity of opinions.” I find this diversity of opinions in many aspects of my life, especially among my colleagues and my Facebook friends. The ability to discuss varying viewpoints through electronic or in-person means is an important part of the way I gain knowledge.
Sources:
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Connectivism
This week I created a "mind map," where I diagrammed the ways I connect with others using technology. One of the things this mind map doesn't show (that I wish it did) is how interconnected the various parts of my life are. I have coworkers as Facebook friends, for example, and I read classmates' instructional design blogs alongside cooking and parenting blogs. I use my smartphone for work, school, and play. So I wish I was more familiar with the mind mapping program, but I couldn't figure out how to make the map reflect that interconnectedness.
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