Learning has become a “chaotic, complex, but holistic” (Siemens, 2006, p. vii) activity in the digital world. For centuries learning has preceded in much the same fashion as it always had. Learning involved receiving instruction from the teacher, completing a couple of worksheets, and perhaps joining a couple of other students in some sort of group learning project. After this the teacher might assign a student to write a report on Pennsylvania, for example. The student would then request a pass to the library where he or she would pour through encyclopedias, atlases, and other printed materials until he or she had enough information to write the report.

Today the scenario is a little different. Ask a student to write a report on Pennsylvania, and the student will probably go straight to Google. In fact, students are just as likely to surf the web on their smartphones as they are on computers. Instead of reading a book, he or she might converse with Pennsylvanian students live through various social media. The Internet and technology in general, have changed the way that we learn. This type of learning is essential in a world where knowledge is decentralized (Siemens, 2006, p. 92).

Connectivism contends that knowledge is composed of connections and networks (Siemens, 2008, p. 10). I didn’t realize how much I learn from those around me until I began sketching my own learning network that I’ve developed through the years. Because knowledge is decentralized, accessing that knowledge requires a vast network of nodes. Developing these nodes is a key component of learning.

References

Siemens, G. (2006). Knowing Knowledge. Creative Commons. Retrieved July 16, 2012, from https://class.waldenu.edu/bbcswebdav/institution/USW1/201270_01/PH_EDUC/NCATE_EDUC_8845_EDUC_7105/Module%204/Resources/Resources/embedded/siemensknowingknowledge.pdf

Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Presented to the IT Forum. Retrieved March 5, 2012, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Learning Network Developed July 20, 2012

Siemens, G. (2006). Knowing Knowledge. Creative Commons. Retrieved July 16, 2012, from https://class.waldenu.edu/bbcswebdav/institution/USW1/201270_01/PH_EDUC/NCATE_EDUC_8845_EDUC_7105/Module%204/Resources/Resources/embedded/siemensknowingknowledge.pdf

Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Presented to the IT Forum. Retrieved March 5, 2012, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

I responded to Julie Kaplan at http://juliekaplan.wordpress.com/

and Laura Wojciechowicz at http://wojoedtech.blogspot.com



Learning Theories

            In their respective blogs, Stephens and Kerr discuss whether the traditional learning theories are still relevant in education. The consensus is that the “’isms,” as Kerr (2007) refers to them work best when they are used together.  Many individuals claim this is because different people have different learning styles, but I believe that there is more to it than that. It’s true that there are individuals are different, the “’isms” apply to each of us at different times. I agree with Kapp (2007) when he explains that different theories are applicable at different levels of learning.  Behaviorism might best explain lower level tasks, cognitivism is used to teach procedural and rules based tasks, and constructivism might be used in problem solving.

An example of this might be driving. Cruising on Interstate 10 between Odessa, Texas and El Paso, Texas requires little thought. Behaviorism rules the day until the driver comes upon the ever prevalent construction sign. Suddenly, cognitivism takes over as the driver is forced to analyze the traffic, warning signs and other factors that require careful adherence to the rules. Later, after deciding that a short cut is in order, the driver finds himself or herself in the middle of the desert, running out of gas, with no idea of their location. Constructivism takes over as the driver attempts to work out a solution to a major problem.

The learning style of the driver in this case is of little relevance. One person might read a map while another listens to an eBook on survival in the desert, but both of them will work their way through the “’isms” whether they realize it or not. If fortunate enough to be in cell phone range, connectivism might even take over as they driver connects to others using GPS, the World Wide Web, or any other technology available.

References

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought. Retrieved July 5, 2012, from Kapp Notes: http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved July 5, 2012, from Bill Kerr: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html