Fitting the Pieces Together

I have become more aware of various learning theories, beliefs, and learning strategies.  As a result, I have a deeper understanding of the dimensions of learning theories and I’m better equipped to perform my job as an Instructional Design Specialist.   Additionally, the course curriculum has given me the opportunity view education in a broader perspective.

I’ve also realized that my learning and teaching strategies closely resemble learning associated with social constructivism, connectivism, and adult learning theories.  Under the Social Constructivism Theory, learning is viewed as a social interaction that leads to increased knowledge.  Meaningful learning occurs when individuals are engaged in social activities (Kim, 2001).  From a learning perspective in an on-line environment, I’ve learned quite a bit through posting assignments and thread discussions.  From a teaching perspective, I constantly seek opportunities to incorporate activities that encourage individuals to learn from each other.

Under Connectivism, new information is continually being acquired and as well as the ability to draw distinctions (Davis, Edmunds, & Kelly-Bateman).  When I’m learning situations, I tend to draw from prior knowledge in an effort to gain a better understanding.   Once I have a good grasp of information, I position myself to share the information with others.   A teaching strategy that I often use is that I attempt to help students make a connection between the information presented and something known.  This gives learners a foundation for learning and understanding.

Adult learners place themselves in a learning environment for life-changing events.  The following affects their learning experience:  life experience, work experience, positive/negative previous adult learning experiences, and aging factors (Conlan, Grabowski, & Smith, 2003).  As a result, adult learners are different from traditional college students.  Confucius stated “Tell me, and I will forget.  Show me, and I may remember. Involve me, and I will understand (Conlan, Grabowski, & Smith, 2003).”   I’ve come to love this statement because it describes me and my approach to learning information.

During week 1, I referred to myself as a digital immigrant.  I also stated that although I’m able to maneuver through computer applications and multi-task, I don’t actively seek out new technological innovations and/or applications.   However, my attitude has slowly changing.  As a result of this class, I’ve learned about blogs and the networking opportunities that come along with them.  Also, I’ve learned that the Youtube website can be used for more than merely entertainment purposes.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (n.d.). Connectivism: From Emerging Perspectives on Learning, Teaching, and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Kim, B. (2001). Social Constructivism: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 24, 2011, from The University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism