Connectivism

Module 4:  Connectivism Mindmap

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:

     ·         Wikis

     ·         Skype

      ·         Blogs

      ·         Iphones

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). 

References

Kop, 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.

Michele Baylor



Module 4:  Connectivism

I responded to the following community members:

Toni Toney

www.toneyt.blogspot.com

Cheryl Carroll

http://cacarroll57.blogspot.com/

Module 3: Collaboration

Module 3 - Blog Post Discussion

Rheingold (2008) stresses that the collaboration among people as been in existing during the agricultural civilization.  His theory on collaboration correlates to Toffler’s Wave Theory.   Thornburg (2008) indicates that Toffler’s Wave Theory consists of the following:

Agricultural Age – Wave 1

·         Extended family

·         Tied to the farm land

·         Survival

·         Own small land

·         Less mobility

Industrial Age – Wave 2

·         Shift to nuclear family

·         Respond to factory model

·         Stayed in same locale

Information Age – Wave 3

·         Single family

·         Blended family

·         Children of divorced

·         Two paycheck family

·         Flexible working hours

Communication Age – Wave 4

·         Paradigm shift

·         Internet use

·         Ability to collaborate and communicate with others using technology.

Rheingold (2008) stresses that the collaboration among people has been in existing during the agricultural civilization. His theory on collaboration correlates to Toffler’s Wave Theory.

Based on the circumstance, humans have a basic instinct to “interact and work as a group.” For example, a group of individuals get shipwrecked on an island; the norm is to work as a group and make use of each other talents and skills for survival. If teachers implement technology effectively and efficiently, learners will begin to understand the benefits of working collaboratively in an online throughout the world. According to Koschmann (1994), computers and their related technologies can facilitate, augment, and even redefine interactions among member of a working group,” (p. 219). Driscoll (2005) reveals that collaborative technologies are now finding their way into instruction to support learning of students engaged in a learning task as members of a group. An important advantage of collaborative technologies that are web-based is that they can provide scaffolding (Hannafin et al., 1997) in the form of virtual access to knowledge experts and online support to make thinking visible. Students will then have the opportunity to identify learning goals, conduct investigations, keep track of their progress, think about their ideas and others, and communicate to others within and outside the actual learning community (Driscoll, 2005).

This is a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning:

Glenn, M.  (2008, October).  The future of higher education:  how technology will shape learning.  Economist Intelligence Unit report, sponsored by the New Media Consortium, 1-17. Retrieved from http://www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf

References
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). NY: Pearson Education, Inc.

Thornburg, D. (2008).  Educational technology:  The next wave:  Part 1. (Vodcast).  Laureate Education Inc.  Retrieved from http://bookstore.mbsdirect.net

Rheingold, H. (2008, February).  Howard Rheingold on collaboration [Video file].  Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Michele Baylor 


Module 3:  Collaboration

I responded to the following community members:

Nadine Petrie-Waymyers

http://waymyersedtech.blogspot.com/


Temeka Shingles 

http://temekashingles.tumblr.com/