Connectivism

Connectivism Mind Map 

Connectivism Reflection

As an adult I think it is important to continue learning and seeking new information constantly, both professionally as well as personally. My network has continued to evolve, and even this iteration as represented in my mind map will not remain constant as it is required to continue growing and evolving based on current needs and interests. My current network relies heavily on both professional and educational resources due to pursuing a graduate degree and being in my position for less than one year. Due to those circumstances, I feel as though I am constantly seeking resources both synchronous as well as asynchronous to continue my learning journey and to seek the best resources to assist me in learning not just what I need to know, but what I would like to know in terms of expanding my knowledge base.

I really like to take in a wide variety of information in a wide variety of forms. One of my favorite modes of learning is through interaction and discussion with others, or even hands on learning. I feel that the discourse between a group-whether large or small-leads to new insights, recommendations, and an expansion of ideas. In addition, I like to use social media such as Facebook or even Instagram to source new ideas, resources, and material. I follow a variety of professional organizations, professionals, and more to ensure that I am exposed to a wide variety of information-even in smaller micro learning chunks. Finally, YouTube videos that synthesize ideas in clever ways constantly provide me with not only new ideas and resources, but inspiration as to how I will seek to develop content and information in the future.

There are times that I am seeking information and I get stuck, or I cannot connect to the resources that have been presented to me via a traditional source. This is when I know that I need to seek alternate resources to provide me with a base knowledge before I can access the required or traditional resources. Often these will take the direction of a multimedia source-whether it be a video, a flash presentation, or other visual representation. Once I’ve gained a base, I find it easier to seek the traditional materials and understand them in a different manner. I also work with an amazing team of professionals who have a wide variety of resources, insight, advice, and recommendations. I am fortunate enough to work in an environment that encourages asking questions and seeking answers together. Though I am quite new, I have never been made to feel that my questions are not valid, important, or worthy of being addressed.

This leads me to the basic tenets of connectivism in relation to my own learning. My personal learning network supports these, especially in the following areas as described by Davis, Edmunds, and Kelly-Bateman which include:

§  “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” (2008)

In regards to social learning, I engage in seeking diversity of opinions and ideas to form my own opinions and ideas. Additionally, seeking to make connections amongst materials through comparing and contrasting, seeking additional resources, and evaluating source material allows me to connect information sources in a variety of ways. And finally, the bulk of my learning takes place not face to face, but through computer or technological interaction.

I think seeking to understand my own learning style, methods, and resources or avenues of information can really provide a strong basis for then moving forward to create learning opportunities for others. Throughout that process though, there is a requirement to maintain an open mind and to seek to continue understanding that what works best for me may not work best for someone else. But the base knowledge of my own learning helps me to understand others on a greater level. When we can see how learning is connected in a variety of ways, and the sources of that information, it provides a framework for the creation of resources to better facilitate learning for others.

RESOURCES:

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 7/21/16, fromhttp://epltt.coe.uga.edu/

Resources: Information Processing Theory/Information Processing Model (IPM)

The idea of the Information Processing Theory is one that intrigues me as an Instructional Designer. While I do not believe it wise to subscribe to any one theory or belief in regards to learning, I do believe that the study of these theories is helpful in everyday development and delivery of material. Fortunately, the scope of brain research, learning theory, and development is constantly changing. As we learn more, and are exposed to more knowledge, we are able to make more significant connections to the ways in which learning works for each individual. However, I still hold to the belief that holding all of these theories with an open hand is wise as there is not a one size fits all approach when it comes to training and instructional design.

In my quest to learn more about the Information Processing Theory, I came across many articles, blog posts, videos, and more. While many seemed to be valuable resources, I chose to share the following two resources for my focus and purposes here.

Information Processing | Simply Psychology

The first article, by Saul McLeod for Simply Psychology explores the Information Processing Theory step by step. In the article, he states “the information processing approach characterizes thinking as the environment providing input of data, which is then transformed by our senses.” (2008) This resonates with other material I have read on the topic as well and really speaks to the heart of the Information Processing Theory. He continues to develop ideas and build on concepts in a very accessible manner not often found in scholarly writing. This will be a resource that I return to often to reference as I not only continue my learning journey, but also seek to impact the learning journeys of others. I enjoyed the breakdown of the concepts into easily manageable chunks as well as the inclusion of a lecture from MIT on Attention, or the ideas behind why we pay attention to certain things and not others-what captures our attention and how to replicate that for learners.  

McLeod expands upon this idea by speaking toward two varieties of attention. The first is selective attention where we shift our attention to something previously not attended to.  (2008) This really speaks toward how things spark an interest, how we can capture the attention of our learners via instructional design. What will pique the interest of our learners enough to ensure that they acquire and retain the necessary material moving forward? The second aspect McLeod speaks toward in regards to attention is that of attentional capacity. This probably intrigued me the most in regards to the theory as a whole because, to me, it speaks toward the efficacy of multi-tasking.

We hear often in today’s world that multi-tasking is no longer thought to be productive. I often instruct my learners during workshop kickoffs as to the dangers and pitfalls of multi-tasking during a learning activity. Prior to reading this piece, however it was always a little bit abstract for me. I understood it to be true, I attempted to instruct others as to the truth of it-but I never truly connected the dots. McLeod lays out attentional capacity as simply how many things we can attend to at the same time. (2008) I think that answer is different for every person and in creating material, one focus should be to ensure that material is engaging enough as to discourage participants from maxing out on their attentional capacity via multi-tasking. My biggest takeaway from this article is in regards to this concept and its implications for my own learning as well as the learners I serve.

Information Processing Theory | Education.com

In this article, the authors seek to break down the Informational Processing Theory into the Information Processing Model (IPM). There is a great deal of detail around each piece of the three components of memory: sensory memory, working memory, and long term memory. The premise here is that this is a successful theory that will lead to successful learning because it is founded in research.

My biggest takeaway here was the detailed description behind each type of memory. I found this to be hard to grasp, and the way it was laid out here really provided a solid framework of understanding. Each of these pieces of the model really build from and rely on one another and I can see how this would be understood as the premier theory in educational success due to its validated research as well as the logic behind it. However, I am certain that the IPM is not the epitome of learning theories. Much has been learned since the 1950s, and much will be learned in the coming years, we must continue to stay flexible as learners and not hold tightly to any one theory or model.

However, the authors did also address the implications for instruction. I feel this to be a valuable tool that I can draw from in terms of creating and developing content. While I would cast my net a little wider, to further encompass other theories of relevance, the implications for instruction really does lay out a good framework for quality instruction that will reach a variety of learners. Probably the most valuable piece for me is the idea of prior knowledge being a facilitator of acquisition of knowledge. Activating prior knowledge goes so much deeper than simply asking what the learner knows about a topic, we must seek to delve into and find out the prior knowledge and experience of our learners if we are to successfully deliver instruction that will be retained and implemented moving forward. When a learner cannot clearly see a way or a reason to implement new ideas, chances are that learner will lean on the comfort of old strategies, methods, or techniques.

I truly enjoy the opportunity to learn more about research, development, and theories around learning. I believe that an instructional designer’s role is to maintain a knowledge level around these things that allows the content being created to be accessible. However, we must remain flexible and open to change or new theory if we hope to maintain relevancy to our learners. Seeking to learn from others is the first step in maintaining relevancy for today’s Instructional Designer.

REFERENCES:

McLeod, S. A. (2008). Information Processing. Retrieved from www.simplypsychology.org/information-processing.html

Schraw, G., & McCrudden, M. (2013, July 12). Information Processing Theory. Retrieved July 06, 2016, from http://www.education.com/