Reflecting on the learning’s from these past weeks, taking into account the different ways in which we learn and the ways that information is transferred, stored accessed and assimilated, I have found deeper meaning in how I learn on a personal level. I found that indeed connectivism, constructivism and adult learning theories all make very good sense to me for examples of learning theories, their ideals of how to engage and implement learning and using technology to make the best use of time, and knowledge enhancement.
Looking at Malcolm Knowles of how an adult learner differs from all others in that the knowledge that is to be par taken of must have a benefit to motivate the necessity for assimilation. As well adults will tie their new knowledge to existing knowledge to help in moving that knowledge from WM to LTM. Taking what Knowles had for attributes of adult learners and what George Siemens focuses on within his paper on connectivism, Siemens shows how we as adult learners need to be flexible to adapt and adjust to the changing technological environment. As Siemens points out “Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially.” (Siemens, 2008)
In an article called Fragmented Future published in 1999, Daci DiNucci projects many aspects of technological advancements, educational implications and the integration of smart devices well before their inception or wide spread use. In this article she describes the internet as “a proof of concept” and a mere “embryo of the web to come” (Dinucci,1999) With her discussion on this matter she speaks of a concept that is taking place that being the Web 2.0 environment. Web 2.0 is based on the idea of adjusted content that is specific to each user. You can see this taking shape through companies like Google, where you have a Google account and you can customize your account profile to maintain RSS feeds from news sources of your choice, images on your account of your choosing and other features. Blogs, electronic publishing of text books or collaborative works, semantic based research engines and more.
Using this new design, technology and expansion into new horizons ads a depth and breadth to the educational world and design field not previously not conceived. Having mobility and distance learning expand to incorporate people from around the country with different back grounds brings a great dynamic, but the social aspect that some learners pull from is still a work in progress. Using tools like Skype, iChat, WebEx or even engaging in a once a week chat to enhance the feel of belonging and community would add to those that are a proponent of social learning theory. I personally enjoy and learn more from the interaction in a class by taking in the social dynamics of each member of the class and their experiences. Focusing on that social dynamic in a distance learning environment or online environment I believe is the next real evolution in the Instructional Design advancement.
Taking all aspects of learning into account and finding ways of adapting technology to the needs of the learners through repetition, connecting new knowledge to previous knowledge and social interaction or networking is going to be the major focus for instructional designers. I believe that my personal development as an ID student will be to focus on the multiple interactive designs and find ways to tie the knowledge into a meaningful yet remember able method. Taking the intangible and making it tangible, bringing the world to the learned in a way that will only be second to being there. Making the education interactive, adaptable and most importantly, fun.
Reference:
Dinucci, D. (1999, january). Fragmented Future. Design adn New Media, , 32-222.
Educase (2011). Retrieved August 9, 2011, from George Siemenshttp://www.educause.edu/Community/MemDir/Profiles/GeorgeSiemens/57433
Learning Theories Knowledge Base (2011, August). Retrieved August 8, 2011, from Learningtheories.com, Cognitivismhttp://www.learning-theories.com/cognitivism.html
Learning Theories.com (2011). Retrieved August 10, 2011, from learningtheories.com, Social Leanring Theoryhttp://www.learning-theories.com/social-learning-theory-bandura.html
O'rieilly Media (2011). Retrieved August 10, 2011, from Web 2.0http://oreilly.com/web2/archive/what-is-web-20.html
Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved August 8, 2011, from http://itdl.org/journal/jan_05/article01.htm
Siemens, G. (2011, July). Retrieved from http://www.connectivism.ca/http://http://www.connectivism.ca/
Smith, M. (1999, September). Retrieved August 8, 2011, from Learning Theoryhttp://www.infed.org/biblio/b-learn.htm
Smith, M. K. (2009, September). Retrieved August 9, 2011, from infed.org, adult educationhttp://www.infed.org/lifelonglearning/b-adedgn.htm
No comments:
Post a Comment