Looking Back

Over the last seven weeks I have been involved with a course instructing me on different learning theories and styles.  It has been more of a review of knowledge that I have tucked away in my memory.  As an educator, I will hear about these learning styles or theories occasionally in workshops or courses.  I also need to be aware of them as I create my lessons for my students.  Since I have previous knowledge of these theories and styles, my reflection on how I learn did not change much with this course.  Even though I knew the importance of social interaction and how it affects learning in my classroom, I myself never thought it was important to me as a learner.  I now know that I cannot fully create meaning without some type of social interaction (Kim, 2001).  This is one area I will need to work on so I can fully process new information and be able to transfer it to a new situation (Davis, Edmunds, & Kelly-Bateman, 2008).  As for my preferred learning style, I still believe it is through visual and auditory.  However, I do agree with the idea that my learning style may change depending upon the concept (Gilbert & Swanier, 2008). 

Technology has played a major role in my learning.  Internet resources have provided working adults a way to continue their education (Spencer, 2004).  The internet provides a way for me to pursue professional development or engage in meaningful conversations about subjects that are of interest to me (Ferriter, 2009).  I can create or join blogs.  I can locate tutorials on different types of programs or technology devices.  Technology has opened doors for me as a learner.  I can now locate, process and apply information quicker than ever before (Davis, Edmunds, & Kelly-Bateman, 2008). 

Resources:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Connectivism

My network has opened my world to new ways to obtain information.  When I was young, my learning network consisted of teachers, peers, and libraries.  Information took longer to obtain and learn.  By the time I was able to apply the information it may no longer be of use because the information may have become outdated ( Davis, Edmunds, & Kelly-Bateman, 2008).  However, in the nontraditonal learning resources of my network, I must be more self-directed and take an active role in my own learning (Conlan, Grabowski, and & Smith, 2003).  The growth of technology has allowed me to search for and learn information at a quicker rate.  The digital tools available today provide a more flexible way to gain new information.  People can look up information when it is convenient for them.  We no longer have to work around a school's or even the public library's schedule.  We can write emails and even post questions on blogs.  We can join social networks that cater to our personal interests where we can interact with others on the topic that concerns us.
My learning network supports connectivism.  I must be willing to continue my learning and make it a daily part of my life ( Davis, Edmunds, & Kelly-Bateman, 2008).  Technology within my learning resources provides a way for me to interact with information in a whole new way.  I must decide what is important and not important so I do not spend more time than necessary on information that I may not need.  Being a member of a social community gives me an opportunity to make connections between fields and how the information can be applied to my field of study (Davis, Edmunds, & Kelly-Bateman, 2008).  On-line resources also help me to stay connected with the most current research or discussions on most topics.

Resources:
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Mindmap

Mindmap