Fitting the Pieces Together

Fitting the Pieces Together

by: Jeffrey Harris

In the beginning of the course, I was asked to examine the learning theories and determine which theory most closely aligned with the way I learn.  At that point, I viewed the cognitive theory as being substantially representative of how I learn the best.  “The cognitive approach focuses on the mental activities that lead up to a response and acknowledges the processes of mental planning, goal-setting, and organizational strategies” (Ertmer & Newby, 1993, p. 59).  I still believe that I most closely align with this approach.  I approach learning as a problem solver, using systematic and logical steps to arrive at a conclusion.  However, having now studied additional learning theories in more depth, I now see aspects of several of these theories evident in different learning situations and with different tasks.

Having actively engaged in the discussion boards, I can see that learning can and does occur through social interaction with others including peers and instructors.  By interacting with others who possess additional knowledge or different perspectives on the topics, I have been able to increase my knowledge on these topics.  This closely aligns with Vygotsky’s concept of the Zone of Proximal Development which is “… the difference between what an individual can do on his or her own, and what he or she can do with assistance from a more knowledgeable other” (Timeline of the History of Learning, nd).  I also see aspects of connectivism in that there is more information than I can know and store so I use a network of human and non-human devices to facilitate storage and retrieval when necessary.  Finally, as an adult learner I bring a wealth of experience to learning situations.  Problem-centered learning is a definite plus for me and the tasks need to be meaningful and relevant.  Additionally, as an adult learner I am highly motivated and self-regulated as I approach these tasks.  These aspects seem to align well with Knowles’ idea of andragogy which has as its main focus “… the notion of the material being very learner centered and the learner being very self-directed” (Conlan, Grabowski, & Smith, 2003).  At this point (and there is still a lot of sorting out going on in my mind) I would call myself an Adult Social Cognitivist with Connectivist tendencies.  :-)

A unifying factor is that, with all of the different learning theories, I rely heavily on technology to assist me in my learning tasks.  In many cases, I have taken these technologies for granted and use them “automatically”.  I did not realize just how heavily I depend on these technologies until I completed my “Learning Mind Map”.  Looking back there are many more technological nodes on my network than non-technological.  Even human interaction is accomplished with the assistance of technologies such as email, discussion boards, and blogs.  The use of blogs and RSS feeds is no longer something mysterious to me but is extremely beneficial in that time is saved by using these technologies and information is much more convenient.  Now, when searching, I also include blogs and wikis to find relevant information.  Some of it has to be weeded out but there is some very useful information readily available.  When I find something that interests me or I believe may prove useful, I either bookmark the location or subscribe to the RSS feed when possible.  This allows me to access the information by using a reader, anywhere I can get an internet connection.  Searching for academic resources is something with which I am also becoming more competent.  When creating documents I utilize many technologies ranging from basic office related software to internet sources and various specialty software (some of which is available as free-ware or share-ware).  Two new technologies (new for me) that I am about to start using are the eBook reader Kindle to store and read eBooks and pdf’s, and a speech recognition program (Dragon Naturally Speaking) that will allow me to create various documents by speaking rather than typing.  I have always been a big user of and advocate for technology.  This course has shown me areas that I rely on technology far more than I ever realized.

-jeff

References:

Conlan, J., Grabowski, S., & Smith, K. (2003). Emerging perspectives on learning, teaching, and technology. Retrieved May 30, 2011, from Adult learning. In M. Orey (Ed.): http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Ertmer, P. A., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly , 6 (4), 50-71.

Timeline of the History of Learning. (nd). Retrieved May 5, 2011, from http://mym.cdn.laureate-media.com/Walden/EDUC6115/01/mm/tec_timeline,html