Connectivism

The concept of a network has intrigued me for years.   The process of having a set of connections mandated on you for survival in the professional arena was a little intimidating at first.  I thought the whole concept was idiotic to say the least as I observed colleagues making a life out of “Who do you know?” or “You need to know, so and so, if you want to move ahead.”    

However, over the years I have learned to appreciate how the right networks can alter your career if not your life!  Especially in learning networks.  Since departing on my graduate journey over the last decade, my learning network has become a indispensable part of my knowledge portal  – much more than in my undergraduate degree.

Downes (2012) states 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.  Siemens (2004) (as cited in Knop, 2008) states, “A community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together.”  Through the use of technology, I have been the recipient of knowledge by demand as a result of  a diverse learning network at my fingertips.   With technology such as YouTube, I bring experts from instructional design into my home to share short lesson plans.  Or the ability to reach out to colleague via LinkedIn or e-mail to weigh in and have dialogue on a current project is inestimable.  My ability to receive such knowledge swiftly and interact from a network of connections in my field of study not only keeps my learning network active, but also includes array of colleagues and professionals that I would have never had the pleasure of meeting or researching.  

Connectivism has become an academic support system for a large part of my knowledge gathering.  Through connectivism it is not such much “Who do you know?” It is more of what learning communities can you participate in to receive and give back value. Knop, (2008) states, “One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner.”  Through a carefully constructing and organized professional learning network, I am able to consistently learn and grow feeding my mind long after my academic requirements have been met.   

References:

Downes, S. (2012).  Connectivism and Connective knowledge. Essays on Meaning and Learning Networks.  Retrieved July, 28, 2012 from  http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf

Kop, R. (2008). Connectivism: Learning Theory of the Future or Vestige of Past.  Journal of International Review of Research in Open and Distance Learning, 3(9),   Retrieved July 28, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Connectivism - Mindmapping my Learning Network

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Adult Learning for Workplace

Adult Learning for Workplace

Research has shown that adults learn differently from younger students.  Applying brain-based strategies can help engage adults in learning and focus attention.   Trapp (2005) discusses strategies for self-directed learning formats in her study, Engaging the Body and Mind With the Spirit of Learning to Promote Critical Thinking.  Trapp posed the question, “How can we, as educators combine the latest research on brain-based learning with adult principles to increase learning and retention level?”

Recent results of studies on brain-based approaches such as providing rich-simulating environments, understanding emotions, and that the brain processes wholes and parts simultaneously have shown to be critical to adult learning.  Trapp (2005) states combining brain-based approaches along with adult learning principles and characteristics of adult learning, table 1 refers, can improve adult education in the area of self-learning formats.  Using the key points and learning techniques such as story telling, asking higher-end questions along with previous experiences capitalizes on the principles of how the brain takes in and stores information helping adult learners become more engaged (Trapp 2005).

Table 1.

(From Trapp, 2005)

Five Key Points for Teaching Adults:

1.     Learning is an internal emotional process.

2.     The longer certain areas in the brain are activated, the better information is retrieved.

3.     Complex cognition increases the chance to remembering

4.     Personal experiences cause longer activation

5.     Focus and concentration make a difference.

Characteristics of Adult Learners:

1.     Learn best when the purpose of the learning is clear.

2.     Prefer to see a use for what is to be learned

3.     Learn best when they are involved in the process

4.     Are attracted to solving problems and answering questions

5.     Need to make structure

6.     Learn the best when they have an opportunity to use multiple senses

7.     Enjoy novelty.

In addition to brain-based approaches, recent research has shown positive results with role-playing and simulation regarding adult learning.  Clapper (2010) states simulation that involves participating in a very real learning experience closely resembling an actual setting can be extremely beneficial for adults.  Adults are more likely to retain what they have learned and apply it in their work environment.

Clapper uses the medical community as a good example of role-playing and simulation in the educational setting.  By allowing the use of simulation with medical students they were able to practice without the added pressure of making mistakes on actual patients.  In this scenario, the medical students also felt the power of emotions as actors are used to portray patients and family members.

Using the medical community as a baseline for role-playing and simulation, educators can learn valuable lessons to enhance their lesson plans and improve critical learning skills in adult learning (Clapper, 2010).

Trapp and Clapper’s conclusions provide valuable information for instructional designers to consider when designing training modules for adults in the 21^st century work place.

References

Trapp, P. (2005). Engaging the Body and Mind With the Spirit of Learning to

      Promote Critical Thinking. Journal of Continuing Education in Nursing, 36(2),

      73-76.

Clapper, T. (2010). Role Play and Simulation. Retrieved from  

      http://ezp.waldenulibrary.org/login?url=http://search.

      proquest.com.ezp.waldenulibrary.org/docview/ 218196862?accountid=14872

Blogs for the Novice Instructional Designer

For our week one assignment, I have selected three intriguing blogs containing a wealth of educational material on instructional design, eLearning and gamesmanship.   Each of these blogs, the Upside Learning, The eLearning Coach, and the Rapid eLearning, provide their own unique tips for the novice and experienced instructional designer practitioner. 

The eLearning Coach, written by Connie Malamed, provides extensive information and is presented in an easy-to-read format for us new bloggers to peruse all the diverse categories for strategies pertaining to online learning and instructional design.    In addition, the eLearning Coach shares actionable strategies, practical content, product reviews and resources to help us design, develop and understand online learning.  Ms. Malamed writes with years of experience in the instructional design field holding a graduate in Instructional Design & Technology to include numerous years of experience in the trenches.

Tom Kuhlmann who shares practical tips and tricks about rapid eLearning composes the Rapid E-Learning Blog.  Kuhlmann has earned his graduate degree in Education Technology and has over 15 years experience in the training industry where he developed hundreds of hours of eLearning while managing eLearning projects.  The blog appears to be an extension of their website that has abundance of information on course building tutorials, offers advice and opinions from industry experts, and even provides free downloads.

                       

The Upside Learning Blog is another platform for instructional designers to gain advice and guidelines.  The blog is also named after the company’s namesake for delivering learning solutions for businesses.  Their blog is packed with information on learning such as eLearning and development, game basic learning, technology advances, and instructional design tips.  Upside Learning provides some brilliant guidance for the instructional design practitioner such as the 10 Commandments of Learning (actually 5), and free downloads providing information on inserting gaming techniques in your courses.

As a novice in instructional design and blogging, I found each of these blogs a rich resource for learning as we progress through our studies.  Check them out; I think you would agree!