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

Driscoll (2005, p. 9) defines a learning theory as a set of constructs that links changes of performance with what causes the change in performance. She lists three components that must be present in a learning theory. First, the theory must identify the results that the theory is meant to elicit. Second, the theory requires identification of the means or the process by which results will occur. Finally, it must identify the inputs or the triggers that cause the changes in performance. If it is to be considered valid, a theory must answer the questions posed by these three factors. (Driscoll, 2005).

Driscoll (2005) and Siemens (2008) both summarize the three traditional learning theories, behaviorism, cognitivism, and constructivism, and Siemens (2008) explains a fourth theory, connectivism. Each learning theory considers the components in the first paragraph in a different manner. The behaviorist focuses on the external behaviors because the inner activities of the learner are unobservable. This theorist expects observable, identifiable results  (Driscoll, 2005, p. 68), plans for task-based activities, and provides stimuli such as reward and punishment as input (Siemens, 2008, p. 11).The cognitivist, who recognizes that children learn differently at various stages of life (Driscoll, 2005, p. 189) focuses on providing lessons with clear objectives that utilize reasoning and logic, inputs from previous experience (Siemens, 2008, p. 11), and results in physical, logical, and social knowledge (Driscoll, 2005, p. 221). The constructivist assumes that learners construct their knowledge as they attempt to make sense of their world (Driscoll, 2005, p. 387). He or she will provide lessons that rely on social interaction. The inputs are minimally structured problems with results that support reasoning, critical thinking and mindful reflection (Driscoll, 2005, p. 409). The connectivist views learning as occurring as result of networks and connections; learning is distributed among nodes on a network. Lessons provide opportunity for students to connect to a network and receive input from other nodes on the network, whether local classmates or stimuli from across the globe. The results are fuller than what they can obtain by themselves (Siemens, 2008, pp. 10,11).

References

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

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