Learning in a Digital World

I think that it is critical and non-negotiable that educators prepare students for academic and career success by providing them with the lifelong skills that make them employable and productive.  I feel that it is imperative that we, not only teach content, but also the 21^st century skills that will equip them for a lifetime of success.  We need to help our learners develop collaborative skills, critical, higher order thinking skills, and problem-solving skills.  These skills can be developed through authentic learning experiences which allow the learner to be actively involved with content and to connect with the content at a deeper level.  These skills can be developed by engaging learners in authentic learning situations and Project-Based and/or Problem-Based Learning in a face-to-face or virtual environment.  The online environment also allows learners to develop a social presence in the online community by connecting with cohorts, instructors, and various experts while developing effective communication and collaborative skills.

These 21^st century skills can be authenticated in a learner-centered environment which allows the learner to be the focus of the classroom process and actively participate in creating knowledge.  Under constructivist learning theory, the learner has the opportunity to navigate and construct meaning, and therefore to have some autonomy over the learning while the teacher acts as a facilitator, coach, and guide.  Constructivist theory allows the educator to achieve a variety of instructional goals: understanding, retention, reasoning, critical thinking, and self-regulation (Driscoll, 2005).  Constructivist theory also supports the integration of technology to engage the learner and support these instructional goals.  The educator can use a variety of tools and supports in the classroom to fascinate and immerse students in the learning.  Driscoll (2005) maintained that, “Because learning is such a complex matter, it is perhaps impossible to conceive of a single theory broad enough to encompass all important aspects of learning and yet still specific enough to be useful for instruction” (p. 411).  Constructivist learning theory, however, supports a variety of learning conditions for a variety of learners- complex and relevant learning environments, socially interactive and collaborative environments, multiple perspectives and modes of learning, autonomy in learning, and reflexivity (Driscoll, 2005).  In my opinion, constructivist learning theory comes very close to a comprehensive theory of learning.

References

Driscoll, M. P. (2005). Psychology of learning for instruction. Boston, MA: Pearson Education.

Connecting with Knowledge

Pre-Internet, my networks were my colleagues at school, students, family, and friends.  Since the Internet, my network of influence has vastly expanded and information that I need and do not need is at the click of my mouse hurtling towards me at high speeds.  These connections have affected the way I learn.  I would not have even considered continuing my education if it was not for the convenience of online learning.  Continuing my education has added more to my load, but my networks have helped make learning easier.  From quick and easy recipes to help me keep my family healthy and fit to sharing notes online with the Christian community to keeping in touch with my friends and family in the Caribbean, my connections have helped bring some organization to my busy life.  Instead of driving to the library to look for information and books that may or may not be available, I can now access information via contacts on Delicious, via blogs, the wikis of my colleagues and colleagues of my colleagues, Walden’s online library, Google Scholar… the resources are endless.

Siemens (2006) explained that, “The act of learning… is one of creating an external network of nodes” (p. 29).  Since I have been a student in the arena of educational technology, I have learned best by communicating with my instructor and cohorts on discussion posts, blogs, wikis, and Google Docs, and Skype.  Any technology which allows me to engage in discourse and exchange ideas, tips, tools, and techniques that enhance my pedagogy is valuable to me.  These digital tools have enabled me to manage soft knowledge (Siemens, 2006).  When I have questions, I typically ‘google’ the information and spend time scouring the Internet for valid sources of information.  “Technology is providing new affordances for individuals to become involved in publishing, knowledge, exchange, and to access experts” (Siemens 2006, p. 19).  It is key that we be able to access true experts, and be aware, especially in open source environments, that the information and the source is valid and reliable.

Vida Martin

Reference

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.Lulu.com

-isms, A Theory of Learning

I will borrow from Kapp (2007) and agree that learning is a “multi-layered” (karlkapp, 2007) thing.  It is more than a word, it is this thing that has a life of its own, and as such requires numerous theories to explain it.  I will also concur with Kerr (2007) that all of the –isms have something valuable to contribute as learning theories, yet none completely explain learning as a concept with any totality.  Some learning goals may call for a behaviorist style of drill and practice for memorization, such as conjugating regular –ar, -ir, and –er verbs in Spanish and French, learning vocabulary words, or memorizing multiplication tables.  In the same token, cognitive principles recognize that for these same types of learning to be committed to memory they must be deemed meaningful to the learner, therefore understanding the concept behind the function of multiplying- a shortened form of adding the same number multiple times; behind conjugation- subject verb agreement; and linking new vocabulary words to prior knowledge to anchor and embed the learning certainly seems desirable in order to increase the potential for retention and recall.   Constructing knowledge also has its place in learning since we do construct new meaning and understanding from what we already know, combined with our experiences and interactions with people, objects, and ideas.  It is how we connect with concepts and people, and expand our minds and our knowing.  Let us not forget about connectivism- “A Learning Theory for the Digital Age” (Siemens, 2004) - since this too has a place in attempting to explain learning regarding the 21^st century acquisition of information has so much to do with changing information and connections.  Siemens (2004) explained, “Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.  These theories, however, were developed in a time when learning was not impacted through technology.  Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.  Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments” (Introduction, para. 1).  The social environment of the learner is also a large part of cognitivist and constructivist theory, is it not?  Are all these -isms intertwined when it comes to learning?  Driscoll (2005) reminded us that the goals of education are retention, understanding, and application of skills.  Which one of these theories, could lend itself solely to the process of learning and pedagogy and achieve all of these goals? Let me return to foundational epistemological theory for a moment and claim to have a pragmatist view of sorts.  Knowledge is not absolute, and as such there may be no absolute theory of learning.  Or is there?

Vida Martin

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3^rd ed.). Boston, MA: Pearson Education, Inc.

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). –isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

 

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm