My Philosophy of learning

           My learning philosophy is informed by the various learning theories I have studied.  I believe each theory has something to offer teachers as they endeavor to meet the learning needs of students.  Examples include the behaviorist’s drill and practice and chaining, the cognitivist’s rehearsal and chunking processes, the constructivists’ experiential learning experiences (Driscoll, 2005) or the connectivists’ networked learning (Siemens, 2008).  Teachers should locate, explore and practice innovative ways to meet the needs of learners, to inspire and motivate a desire to learn in any environment whether face to face or online.  While teachers should be conscious of students learning styles, they should teach not only to their strengths but also challenge them to learn in other ways as well since this will help develop well rounded individuals.  The teaching learning process should be learner centered and provide opportunities for learners’ active involvement with the environment and collaboration with others.  The learning environment should authenticate the everyday problem solving information seeking context in which the learner is able to build and expand their personal information network.  Teachers should be flexible, engaging students and embracing their ever changing roles (Siemens, 2008).

          It is critical that today’s learning environment allow the student to slip seamlessly from an everyday classroom into the digital world.  I believe that student’s should be comfortable in both spaces as teachers allow students to explore beyond the classroom.   I believe that a caring supportive environment should be established whether online or face to face.  I believe that the teaching/learning process is not only top down but also bottom up, that it is an interactive, collaborative process through which both teachers and pupils are changed.  While I do not embrace connectivism as the sole learning theory for this era I agree with Siemens (2006) that learning is not strictly linear but the learner now has the opportunity to learn beyond the bounds of the classroom.  I believe that one of the purposes of teaching/learning is to stimulate inquiring minds and develop independent, self-directed, life-long learners.  All of this I believe is critical and non-negotiable if we are to develop twenty-first century citizens.

References

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

Siemens, G. (2006). Knowing knowledge. A Creative Commons licensed version, Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf  

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Retrieved from http://itforum.coe.uga.edu/Paper105/Siemens.pdf

Connectivism: My Learning Connections

Dorothea's Mind Map

How has your network changed the way you learn?
My learning has magnified.  Whereas in my previous learning experiences information was located in a library or bookstore and bound between the pages of a book, I now access a wide array of knowledge through the World Wide Web.  I locate information and the opinions of others as far away as the Middle East, Asia, and Australia.  No longer bound by time and space, my class can be anywhere, at any time.  My peers and instructors spread across the globe.  Even though we have not physically met, I sense their presence and interest through our communications and various interactions.  I no longer hold a pen and pencil; rather, all my assignments and most of my course readings are done through my laptop.  In fact my laptop is the interface between me and the world. 

Which digital tools best facilitate learning for you?
Heading my list would be Google search engine.  It keeps me in touch with the university, my instructors and peers, and the resources offered by Walden.  Most of my research is done using Google as well.  To avoid long delays in the receipt of textbooks, e-books are a viable option, so, second on my list of priorities are e-readers, especially Foxit Reader.  Most of the papers are Pdf files and Foxit Reader facilitates my “reading a book” sensibilities.  To assist my memory, I take notes, highlight, underline, and italicize and so on just as I would a book.  I also use Kindle, Adobe Digital Editions, and Vital Source Bookshelf .  The online dictionaries are indispensable.  As I read, the meanings of unfamiliar words are checked and noted in the e-reader for clarification and future reference.  The Internet is critical to my studies.  Whenever I need clarification of a concept I seek simplification using general searches on the web.    These digital tools are definitely part of my entire learning process.

How do you learn new knowledge when you have questions?
My general approach is to find out as much as I can about the topic before attempting to answer any question.  Siemens (2006) suggests several pre-learning activities that include exploration, inquiry, decision making, selecting, and deselecting.  Learning occurs when the individual actively acquires the knowledge that is needed to complete tasks or to solve a problem.  My exploration begins with the digital tools at my disposal.  Of course information found in Walden’s library and online is exhaustive, so I refine the searches to more accurately represent what is required.  Even though some of the information received might be repetitive that helps me to remember.  It is impossible for any student to remember everything so I store material for future use in Google docs, on flash drives on my laptop and external hard drives.  Strong and Hutchins (2009) note that given the speed of change in information and the enormous volume of information available no one person can know all there is to know about any particular subject, so we tap into information stored not only in our minds but also in the minds of others; as we learn from our own experience and that of others (p. 59).  This gives credence to Siemens’ proposition in "Connectivism: Learning and Knowledge Today” where he posits that learning is the process of creating networks both internally in our minds and externally, linking nodes which may be people, organizations, libraries, web sites, books, journals, databases, or any other source of information.  

References

Siemens, G.  (2006).  Connectivism: Learning and Knowledge Today.  Education.au.  Paper delivered at the Global Summit 2006: Technology Connected Futures.  Retrieved from http://www.mmiweb.org.uk/learningandnewtech/downloads/Siemens_2006.pdf

Kay Strong and Holly Hutchins.  (2009).  Connectivism: a theory for learning in a world of growing complexity.  Impact: Journal of Applied Research in Workplace E-Learning.  1(1), 53-67. doi: 10.5043/impact.18