Reflect on how your connections facilitate learning?
I learn through the use of new and old digital technologies. For instance, wikis and blogs have similar features. When I use a blog, there is no need to learn the standard features because I have demonstrated the ability to use these features in creating wikis. Siemens (2006) emphasizes that new knowledge is continually acquired. Drawing distinctions between important and unimportant knowledge is vital. My ability to recognize when new knowledge alters the landscape based on decisions made yesterday is important. When an online or academic environments change, I make adjustments in my thinking and assumptions to ensure that my decisions are based on an accurate foundation (p. 31).
How has your network changed the way you learn?
My network has not changed the way I learn. It has changed the way I access and acquire information using available sources through the Internet. Through the use of podcasts, blogs, and wikis, I have the ability to create, share, and receive information, and select the appropriate technologies for completing these functions.
Which digital tools best facilitate learning for you?
Digital tools that best facilitate my learning are:
All of these digital tools allow me to access information anytime and anywhere. I have access to using or incorporating the basic functions such as save, retrieve, copy, share, and involve other learners. When using these tools, collaboration becomes a vital function for enhancing your knowledge and experiences.
How do you learn new knowledge when you have questions?
When I have questions, I use Google and other search engines on the Internet in order to research appropriate and reliable sources. At Walden University, I post questions in the classroom’s café, through emails or the discussions area. Accretion learning is the constant activity of our work and life. Siemens (2006) emphasizes that the acquisition domain of learning is exploratory and inquiry-based. The learner is in control of defining the needed knowledge, and actively enters the process in order to assuage personal motivations and interests (p.35). The author suggests that the fourth domain, accretion learning is continuous. During the accretion domain, the learner quests for knowledge when and where it is needed. He reveals that we gain experience through reflection on workshop or an article. Siemens concluded that we connect and bring together numerous elements and activities, constantly shaping and creating our understanding and knowledge (p.35).
ReferencesKop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. Retrieved from the Walden Library using the Education Research Complete database.
Siemens, G. (2006). Knowing Knowledge. Copyright 2006 by George Siemens. Used by permission.