My connections facilitate learning.

connect.pngLearning is a process of linking specialized knots or information sources. “A learner can exponentially improve their own learning by plugging into an existing network.” (Description of Connectivism). After posting my mind map, I can see how my connections have expanded over the years. The connections have facilitated my learning; my network has changed the way I learned because I can connect with others and learned from their experience. “Learning and knowledge rest in diversity of opinions.” (Description of Connectivism).   I have more access to information from all over the world and from different backgrounds.

The digital tools that best facilitate learning for me are the internet and group interactions or socializing. There’s so much information available with just one click. I can learn by going into different blogs, or read articles or connect with social media. Learning occurs in many diverse ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. We do not learn only in a classroom setting.

You gain new knowledge when you have questions because you are learning new information that you had an interest in or didn’t know. There’s also a possibility that you will have other questions from gaining the knowledge you didn’t have at first, and the learning will continue. Organizational and personal learning are a joined tasks. “Individual knowledge is part of a network, which feeds into organizations and institutions, which in turn feed back into the network and continue to provide learning for the individual. Connectivism attempts to provide an understanding of how both learners and organizations learn.” (Description of Connectivism).

My personal learning network support connectivism in many ways. I learned by interacting with co-workers, trainers and collaborating with the classmate. “Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network.” (Description of Connectivism). Decision-making is a learning process. Choosing what to learn and the meaning of incoming information and seeing it through the lens of ever-changing reality. While there is a right answer now, it may be wrong tomorrow due to adaptations in the information environment impacting the decision.

 

References:

Description of Connectivism

Retrieved from: http://connectivism.ca/about.html

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Connectivism – My Learning Connections.

 

Connectivism

Learning Theory

learning 2

The brain is an amazing tool, it allows us to learn, see, remember, hear, perceive and understand. However, the way the brain functions tells us little about how best to teach it. (Ormrod, J., Schunk, D., & Gredler, M., 2009). Information processing in the brain is the topic of a large, ongoing body of research. Although theirs fascination of the brain by its own merits, research would be unique to tell us what information is important for people to have nor does it provide a clue how to best help learners acquire important information and skills. (Ormrod, J., Schunk, D., & Gredler, M.,2009). However, there’s a growing number of people looking for psychology to better their study skills and cognitive performance. A great article to read is “Information Processing Theory” by Schraw and McCrudden.   In this article, the author talks how we process information efficiently and perform better than computers at problem solving and critical thinking.   He also covers information processing model (IPM). A model that consists of three main components, sensory memory, working memory, and long-term memory. “Sensory and working memory enable people to manage limited amounts of incoming information during initial processing, whereas long-term memory serves as a permanent repository for knowledge.” (Schraw and McCrudden, 2013) The authors explain that each model is constant with useful findings and provides a framework for understanding the principles of effective learning. The information processing model has important suggestions for improving learning and instruction.

The learning process involves problem-solving. Problem solving refers to the process we go through to discover, analyze and solve problems. They’re different steps to problem-solving process and a great article to read is “Problem solving strategies and obstacles.” “Before problem-solving can occur, it is important first to understand the exact nature of the problem itself. If your understanding of the issue if faulty, your attempts to resolve it will also be incorrect or flawed.” (Cherry, 2015) (http://psychology.about.com/od/cognitivepsychology/a/problem-solving.htm)

Problem-solving is not a flawless process; there’re many problems that can constrain our ability to solve a problem quickly and logically. Researchers have described many mental obstacles, which include functional fixedness, irrelevant information, and assumptions.   The learning process is very complex. “Learning is something external to the learner it might just happen, or it is provided by a teacher. Learning is “a process by which behavior changes as a result of experience”. According to significant questions that arise whether people are conscious of what is going on. Do they know they are engaged in learning – and if there’s any significance does if they are? Acquisition-learning is going on all the time. For example, the learning involved in parenting, which it has been referred to this unconscious learning. In conscious learning, the person is aware the engagement entails learning. ‘Learning itself is the task. What formalized learning does is to make learning more conscious in order to enhance it’ (Smith, 2003). (http://infed.org/mobi/learning-theory-models-product-and-process/)

The learning process leads us to the learning theories and the idea how or why change occurs. The four learning theories, behaviorist, cognitive, humanistic and social, these approaches involve contrasting ideas as to the purpose and process of learning and the role that instructional designers may take.

References:

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. Chapter 2, “Overview” (p. 95)

Gregory Schraw and Matthew McCrudden

Jul 12, 2013

Information Processing Theory

http://www.education.com/reference/article/information-processing-theory/

Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal education.

Retrieved: http://infed.org/mobi/learning-theory-models-product-and-process/

Kendra Cherry, 2015

Problem-Solving

Problem-Solving Strategies and Obstacles

Retrieved: (http://psychology.about.com/od/cognitivepsychology/a/problem-solving.htm)

My Future Career as Instructional Designer!

elearn 2Here’s my first blog ever.  I never imagine I would have a blog because I’m a very reserved person who doesn’t like or enjoy being in the spotlight, but here I am.  You’re probably wondering why I’m starting a blog.  Well for the last couple of months I have been contemplating expanding my career path and recently enrolled in a Master’s program in Instructional Design.  Creating a blog is part of my course requirement.  Starting a career in instructional design means I have to understand learning theory and cognitive science.  I have found several blogs with great information about Instructional design.  In this blog, I’m going to provide you with a brief overview of the type of content you can find helpful on each of the three blogs I have selected to share.

The first blog I would like to introduce is “The eLearning Coach”, this blog was created by Connie Malamed, an eLearning, information and visual designer. In her blog, you can find relevant and very useful information for those interested in an instructional design career and those working on improving their skills in the field.  On her website, you will find strategies, practical content, product reviews and resources to help you design, develop and understand online learning.  One of the most helpful blogs or articles is the one she talks about the “10 Qualities of the Ideal Instructional Design”.  Why? In this article, she explains how instructional designers come from different background and educational fields and provides a list of 10 skills and qualities you should possess or developed to be an effective and successful instructional designer.   Here’s the link so you can check it out.

http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/

The second blog is “Cammy Bean’s Learning Visions”.  This blog is great for those interested in learning more about instructional design or want to get better at it.  She has written great blogs explaining the role of instructional design and covers different resources available where you can learn even more.  She has a great reading list title” Beginning Instructional Designers Toolkit”, for an instructional designer who would like to take their learning to the next level.

http://cammybean.kineo.com/

The last blog and certainly not the least is a blog created by Jay Cross who has been credited with inventing “e-learning”.  Jay is described as learning guru who is a pioneer in theory and practice of eLearning. This blog serves as a great resource to learn and understand why learning is important for learning and its impact on day to day activities.     In one of his blog “Farmland,” he explains that people don’t appreciate learning as a skill that you can get better at.  He views learning as a “passageway to success.”  That’s going into unfamiliar territory is where we can grow and expand our knowledge.

http://www.internettime.com/2015/04/familarland/

The sites mentioned above would be useful as they provide great resources to use and I can gain knowledge and acquired skills to work in the instructional design field.  The bloggers have many years of experience, and I can learn from their “aha” moments as we can see in “Cammy Bean’s Learning Visions” blog.  I would encourage you to take a look at each of these sites if you haven’t done so and shared your thoughts.