Selecting Distance Learning Technologies

Selecting Distance Learning Technologies

Background

This week, we were asked to choose one of three examples to examine and determine which technologies to provide a solution. I chose to consider the first example, which involves implementing a training workshop on a new automated staff information system for six regional offices of a major corporation (Application: Blog - Selecting distance learning technologies, nd).

Examination of Scenario

The information we are given indicates that the staff is located "throughout all the different offices and cannot meet at the same time or in the same location" (Application: Blog - Selecting distance learning technologies, nd). Simonson, Smaldino, Albright, and Zvacek (2012) referred to a framework developed by Dan Coldeway to give insight into the various ways time and place can be combined and which type of learning is served by each. Simonson et al. states, "Combinations of time and place result in four approaches to education: same-time, same-place education (ST-SP); different-time, same-place education (DT-SP); same-time, different-place education (ST-DP); and different-time, different-place education (DT-DP)" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 9). Since the scenario indicates that the staff is not able to meet at the same time or in the same place, it would fit into the DT/DP portion of the framework. This portion of the framework is best served by either an online or a blended hybrid approach. Face-to-face training (used as a part of the blended/hybrid approach) is not an option in this scenario therefore, the situation calls for an online training approach.

Additionally, ongoing collaboration is desired and is to include such things as screen captures and sharing documents. These are adult learners and as such, "Active participation should be encouraged, such as by the use of workgroups or study teams" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 51). As this is a major corporation, collaborating in a team environment is likely commonplace and expected among the staff.

The learning outcome is for the staff to become familiar with the new staff information system and to understand their roles as they relate to the new system. The staff will demonstrate they understand the new system by correctly using the system with some fictitious training IDs that will be removed later. According to Simonson et al., "Learning outcomes are those observable, measurable behaviors that are a consequence of online instruction" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 116).

Suggested Solutions

The proposed solution is to take advantage of two different technologies. One is the use of videos for instruction and the other is the use of Google Docs to allow document collaboration.

Instructional Videos

The use of videotapes to distribute learning materials dates back to 1975 (Distance Learning Timeline Continuum, n.d.). It has evolved through the years to include VHS, laser-discs, CD-ROMs, DVDs, and streaming video. Video training can be delivered several ways depending on the preferences of the company and the available technology. Near the low-tech end, video can be distributed on prerecorded media such as VHS, CDs, and DVDs. Provided that the company's network is technologically capable of supporting it, a preferred method would be to stream the video training content over the network to the computer stations (users desktops or lab computers if available). If the company has a fiber-optic network it may also be possible to schedule some live, synchronous sessions where questions can be answered immediately. According to Simonson et al., "Whereas the initial cost of fiber-optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). These instructional videos would be used to illustrate the new staff information system functions to the staff. According to Simonson et al. (2012) this is similar to individualized instruction as it, "… uses audio tapes [or video] to guide the distant learner through a series of learning events" (Simonson, Smaldino, Albright, & Zvacek, 2012, pp. 96-97).

Regardless of whether the instructional videos are physically delivered on media or streamed over the network, they will be created in a logical progression to lead the user through the new staff information system. An important aspect of creating the videos is using a program to capture the desktop so that the user can see and hear the steps involved in using the new staff information system. This is in keeping with Mayer’s (2008) approach of dual channels. According to Mayer (2008) dual channels is "the idea that humans possess separate channels for processing visual and verbal material" (Mayer, 2008, p. 761). It is further indicated that each channel has a limited capacity regarding how much information can be processed at one time (Mayer, 2008). With this in mind, the videos will be in short (8 to 10 minute) segments with controls to allow the learner to pause, play, stop, rewind, and fast-forward. To capture the on-screen video a program such as Captivate (Adobe, 2012) or Camtasia (TechSmith, 2012) will be used. These programs allow for the inclusion of audio with video and can be delivered in a variety of formats to ensure compatibility with the company's technology.

Collaborating with Google Docs

In order to allow multiple users to collaborate as a team, Google Docs (Google, 2012) could be used. This allows users to work together on one document rather than each work separately on a copy of the document. It also makes it easier to determine which version of the document is the most current. In order to assess whether the staff understands the new staff information system, a scenario could be delivered requiring the staff to utilize the system to search for answers regarding fictitious staff. Furthermore, the scenario could require them to alter certain fields appropriately as further evidence they understand the new staff information system.

Success Stories

While there are, undoubtedly many success stories of using videos to provide training, I would like to call your attention to the video training offered by Lynda.com (Lynda.com, 2012), as we have had the opportunity to access and use these videos firsthand. The videos on this site are organized according to course of study. Then, there are multiple segments within each course of study. The segments are not usually more than 8 minutes long and provide the user the ability to control the display of the video. Personally, these have been extremely valuable as I worked through them to learn much about the Adobe products we use. The Lynda.com site lists Nordstrom, Google, Coca-Cola, Microsoft, Verizon, and many others as being amongst there clients (Lynda.com, 2012).

Another example of using videos to deliver training is the company Pixologic Inc. According to the Camtasia Studio (TechSmith, 2012) website this company uses the Camtasia program to deliver training to its customers. Additionally, Martin Knapp (from Pixologic, Inc.) indicates that they use the videos for internal training in the company as, “It’s much easier to show someone from our team who isn’t in the office what I mean than to try to explain it over the phone” (TechSmith, Camtasia Studio: Turning Artists into Magicians, 2012).

According to the folks at Google, “More that 4 Million businesses run Google Apps” (Google, Google Apps for Business: Google Docs, 2012).The site contains several customer stories including the airline company Virgin America who stated, “Google answers our data and connectivity needs better than any other system. Google apps allow us to stay ahead of the competition by remaining flexible and efficient and not be confined by budget or staffing to out of date systems" (Google, Google Apps for Business: Google Docs, 2012). As another testimonial, National Geographic indicated, "Google Apps provides enhanced collaboration and flexibility, allowing users the ability to do their jobs anytime, anywhere" (Google, Google Apps for Business: Google Docs, 2012).

Conclusions

By combining the flexibility of video training in various formats with the collaborative power of Google Docs, it should be possible to deliver the training for the staff. These technologies allow asynchronous training to be useful and effective. As an additional advantage, the videos can remain available, either in a physical media format or stored on a video streaming server, allowing existing staff to review when necessary and new staff to go through the program as required to understand the staff information system.

References:

Adobe. (2012). Adobe Captivare 5.5 - ELearning authoring software. Retrieved March 17, 2012, from Adobe.com: http://www.adobe.com/products/captivate.html

Application: Blog - Selecting distance learning technologies. (nd). Laureate Education, Inc. Retrieved March 11, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1

Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc. Retrieved February 27, 2012 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1.

Google. (2012). Google Apps for Business: Google Docs. Retrieved March 18, 2012, from Google.com: http://www.google.com/apps/intl/en/business/docs.html

Google. (2012). Google Docs. Retrieved March 17, 2012, from Google: https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=https://docs.google.com/?tab%3Dwo%23&followup=https://docs.google.com/?tab%3Dwo&ltmpl=homepage

Lynda.com. (2012). Lynda.com. Retrieved March 17, 2012, from Lynda.com:

http://www.lynda.com.ezp.waldenulibrary.org/

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist , 63 (8), 460-769.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.

TechSmith. (2012). Camtasia Studio. Retrieved March 17, 2012, from Techsmith.com:

http://www.techsmith.com/camtasia.html

TechSmith. (2012). Camtasia Studio: Turning Artists into Magicians. Retrieved March 18, 2012, from Techsmith.com: http://www.techsmith.com/camtasia-interview-pixologic.html

Defining Distance Learning

There has been a plethora of definitions offered for distance learning. For the most part, the definition is usually related to, or connected in some way with, the current technology being utilized for the delivery of the distance learning. Distance learning has been accomplished with a variety of technologies including correspondence courses taught through the mail, telegraphy, radio broadcasts, television, telephone, early Internet predecessors such as ARPANET, video tapes, satellite television, cable television, the Internet, and Learning Management Systems (LMSs) (Distance Learning Timeline Continuum, n.d.).

Earlier Components and Thoughts on Distance Learning

Prior to starting this course, my definition would be one that focused primarily on Computer Based Instruction (CBI) delivered over a distance and available for the learner on a somewhat flexible schedule. In the not-too-distant past (mid-1990s), I took an online course from another institution. The course consisted of the learner being asked a question (delivered in Outlook Express) and responding to the question in a discussion type format. Additionally, assignments were made requiring the utilization of tools such as PowerPoint to create some basic presentations on the topic. While interesting as a starting point, the coursework did not seem to be organized around any learning theory and, other than meeting a required number of posts and being in class a required number of days, the evaluation was very vague. At the time, I thought it was a decent way to gain some knowledge but was a bit confused regarding expectations. According to Moller, Foshay, and Huett, "most learners are not currently able to distinguish between well-designed and poorly designed e-learning; nor can they recognize the relative value of one school of learning theory over another" (Moller, Foshay, & Huett, 2008, p. 71).

Recent Components and Thoughts on Distance Learning

Since starting this course, I have begun to modify and reconsider my thoughts on defining distance learning. I now focus on the "distance learning" AND "distance teaching" components of the definition (Simonson, nd). Previously, I did not think about including the teaching part of distance learning in my definition. However, it does make sense to include that component since formal learning requires some form of teaching. In addition to including distance teaching in my definition, I see the need to include the concept of evaluation in the definition. These evaluations need to be well thought out and does authentic as possible. Wiggins stated, "A move toward more authentic tasks and outcomes thus improves teaching and learning: students have greater clarity about their obligations (and are asked to master more engaging tasks), and teachers can come to believe that assessment results are both meaningful and useful for improving instruction" (Wiggins, 1990, p. 3). As a final consideration for my new working definition of distance learning, I now realize that instruction can be delivered by methods other than the Internet. The use of other methods such as radio, correspondence, and television, are still viable alternatives to deliver distance instruction. According to Simonson, Smaldino, Albright, and Zvacek, "Distance education provides the opportunity to widen intellectual horizons, as well as the chance to improve and update professional knowledge" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 39). Certainly, the use of radio, correspondence, and television as educational mediums provides for the possibility of reaching people in places where the Internet or other sources may be scarce.

The Only Constant is Change

The definition of distance learning is one that changes often. One reason for the change is that the available technology is constantly changing. I still remember my first personal computer from the early 1990s. It had an 80286 processor, a 20 MB hard drive, and ran DOS. Technology has rapidly progressed and, with new technology, new ways to utilize it emerge. While improvements in technology are important, perhaps more important is the vision of individuals to take full advantage of the technology and push it to develop further. Simonson et al. states, "Whereas the initial cost of fiber optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). This is a good example of the push to use current technology. However, with new emerging technologies, I imagine that it will be a short while before something "bigger, better, and faster" comes along. By seeking to find innovative ways to utilize the existing technology to its fullest extent, both the use of the technology and the innovation of new technologies are pushed to develop.

Vision for the Future

I envision the future of distance learning evolving to take advantage of the social connections of the new learner. With the improvements in cell phone technology, today's learner can carry with him or her a device that can access information on just about any imaginable topic. Additionally, these learners are connected with each other so that they do not feel the need to "know everything" as long as they can access someone or something that contains the knowledge. This is very much in keeping with the ideas that Siemens expressed when he stated, "Information abundance requires that we offload our cognitive capacity onto a network of technology and people" (Siemens, nd). Distance learning will need to evolve to take better vantage of these connections. For example, some courses may be created where the student is responsible to find and develop connections to data sources that provide information rather than being given a textbook from which to glean information.

Conclusion

In conclusion, my current working definition of distance learning is as follows:

Distance learning is learning that utilizes available technology to deliver formally designed information to the learner who may be separated from the teacher by distance and/or time. The learning involves both distance learning and distance teaching as it is based on formal principles and theories of learning that include appropriate evaluation. Additionally, distance learning can include training as a form of education designed to improve the knowledge or skills of the learner.

References:
Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends , 42 (3), 70-75.

Siemens, G. (nd). Connectivism. Video lecture presented for Laureate Education, Inc.

Simonson, M. (nd). Distance education: the next generation. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation , 2 (2), 1-5. Retrieved September 11, 2011 from http://PAREonline.net/getvn.asp?v=2&n=2.

My Distance Learning Mind Map

Welcome to My Blog

Hi classmates and (technically) the world. Just a quick note to welcome you to my blog and to give you someplace where you can leave comments. I was trying to find a way to have a "comment gadget" but could not seem to find that. For now, if you wish to leave a comment please just comment to this post. As we go through the class it will make more sense to comment to the post you are referring to, but for now, this should work.


Happy Learning!


-jeff

Reflections on Learning

A Reflection on
What I Have Learned
Through the EDUC 6115 Course

The purpose of this paper is to reflect upon what I have learned throughout the curse (EDUC 6115).  The complexity of the brain, how it functions and how information is processed, is a topic for which I now have a deeper understanding and appreciation.  Additionally, I have evaluated my own learning process and realize there are instances when differing approaches are appropriate.  Through the development of the learning matrix, I am able to compare and contrast the various learning theories and obtain a better understanding of how they relate to each other.  The possibility of different learning styles being preferred by different learners has been explored and the idea of applying learning strategies has emerged as a possible way to help the learner regardless of their preferred learning style.  The growing prevalence of the use of educational technologies has been examined with the understanding that they are tools to be used across the learning theories and styles.  Motivation, as a factor for learning, has been discussed with considerations for both intrinsically and extrinsically motivated learners.  Finally, a look to the future at how this course will help as I continue toward the goal of becoming an instructional designer.

How People Learn

Through the topics studied in this course, I have come to understand that people may learn in a variety of ways.  The brain is indeed a very complex organ and as such, the study of how information is received, processed, stored, and retrieved is difficult.  The aspect of encoding and how it is influenced was particularly interesting.  According to Ormrod, Schunk, and Gredler, “Encoding is the process of putting new (incoming) information into the information processing system and preparing it for storage in LTM [Long-Term Memory]” (Ormrod, Schunk, & Gredler, 2009, p. 70).  The encoding process is important because, “Retrieval depends on the manner of encoding …” (Ormrod, Schunk, & Gredler, 2009, p. 83).  When designing instruction some effort should be made to assist the learner in the encoding process.  The use of organizational tools such as charts with an established hierarchy, mnemonics, elaborations to help relate new material to existing knowledge, and schemata to help with “…organizing large amounts of information into a meaningful system” (Ormrod, Schunk, & Gredler, 2009, p. 72) when the information is initially presented can help to encode the material for storage.  Later, when retrieval is desired, it may be assisted by presenting the same cues that were used for encoding.  “During recall, presentation of these cues activates the relevant portions in LTM” (Ormrod, Schunk, & Gredler, 2009, p. 84).

My Personal Learning Process

Studying the various learning theories has shown me that my own learning process is more complex than I originally believed.  In most instances, I approach learning new material as a problem to be solved through a logical, step-by-step process.  Most often, this seems to align with cognitive learning theory as, “Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner” (Ertmer & Newby, 1993, p. 58).  However, I now see that there are instances where I learn in ways that reflect Social Cognitivism and Adult Learning (andragogy).  Being an older, non-traditional student, I bring a background of experiences into the learning environment.  Additionally, I do well with learning that is presented in a way that is meaningful and relevant to my experiences and expectations.  Intrinsic motivation is a driving force for me, as I desire to know the material well without the need for an external reward.  According to Pew, “The reward of acquiring knowledge or critical thinking skills comes from a personal sense of accomplishment that one has somehow grown as an individual; achievement of personal goals outweighs any external reward” (Pew, 2007, p. 17).

What I have Learned Regarding Learning Theories, Learning Styles,

Educational Technologies, and Motivation

Learning Theories

Learning theories are the, “…foundation for intelligent and reasoned strategy selection” (Ertmer & Newby, 1993, p. 51).  The learning theory supplies the basic core beliefs and values about how learning occurs.  Through the construction of the Learning Theory Matrix, I realized that there is some room for overlap among the learning theories.  For example, “Cognitivism like behaviorism, emphasizes the role that environmental conditions play in facilitating learning” (Ertmer & Newby, 1993, p. 58).  The difference is that cognitivism focuses more on the internal processes the learner goes through as he or she is learning while behaviorism is more concerned with creating a correct response or habit from the application external stimuli.  It appears to me that the use of different theories may be appropriate when considering the age of the learner and the material being covered.  By having some familiarity with the theories we have studied, I will be better able to design instruction that is appropriate for the learner and can choose the appropriate theory for the given situation.

Learning Styles

Learning styles are related to the learning theories in the sense that the styles are the manner in which the material is delivered while the theory is the overarching belief regarding how the material will be learned.  There is still some conversation regarding the importance of different learning styles.  While some learning styles (i.e. - visual, verbal) are more recognized than others are, it seems to be a better approach to focus on strategies that each learner can implement.  According to Ormrod, “…teach them strategies for learning effectively rather than cater to these preferences that may or may not actually exist in the self-report kinds of assessment techniques” (Ormrod, Learning Styles and Strategies, nd).  The strategies recommended by Ormrod are elaboration, comprehension monitoring, and the use of mnemonics (Ormrod, Learning Styles and Strategies, nd).

Educational Technologies

The use of educational technologies is growing in prevalence regardless of which learning theory, style, or methodology is employed.  In fact, educational technology is now used so much that a new learning theory called connectivism is emerging from the use of technology.  With connectivism the idea is that we use a network of multiple nodes, both human and non-human, to assist in the storage and acquisition of data because there is so much data available now.  The Horizon Report (2009) describes different technologies such as cloud computing, using mobiles in the classroom, the personal web, and others as technologies to be aware of as the make their way into the classrooms in the near future.  Using these technologies appropriately can help to engage the learner.  According to the Horizon Report (2009), “Institutions need to adapt to current student needs and identify new learning models that are engaging to younger generations” (Johnson, Levine, & Smith, 2009, p. 6).

Motivation

Regardless of which learning theory and style is used and no matter how many educational technologies are used, motivation is essential.  “To learn effectively, you not only have to have the cognitive processes that enable you to learn effectively and to remember it effectively; you also have to want to learn it” (Ormrod J. , nd).  Motivation can be internal (intrinsic) or external (extrinsic) but must be present, at least to some extent for learning to take place.  After studying, it seems that the greater effort should be placed on helping the learner to understand and become more intrinsically motivated.  “Intrinsically motivated students strive for a deep understanding and mastery of the instructional material rather than simply memorization of the facts” (Pew, 2007, p. 17).  When a learner can exhibit mastery of a subject, and has internalized the knowledge, that knowledge is then able to be with the learner in other situations, and can possibly be used to build upon.

How This Course Will Help Me In The Future

Through this course, I have learned that people learn in different ways.  The importance of this, as an instructional designer, lies in the creating and developing courses.  Courses need to be developed with the appropriate learning theory for the subject matter.  Additionally, by incorporating strategies for learning and motivation, the learner will be presented with many opportunities for learning.  As I move on to other courses and eventually to designing courses, I will remember to make careful analysis of the subject to determine which learning theory and style may be most appropriate. Additionally, I will consider the learner and what strategies may prove useful to assist with the encoding and retrieval process.

Conclusion

In conclusion, I have learned much in regard to learning theories, styles, and strategies throughout this course.  Additionally, I have seen how using educational technology in the classroom is not a novelty but a necessity for the learner of today.  Motivation is another key element that must be in place for effective learning to happen.  By applying my new understandings of these areas to the field of instructional design, I should be able to more effectively design courses that enable and equip learners.

References:

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

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report. Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/.

Ormrod, J. (nd). Learning Styles and Strategies. Laureate Education, Inc.

Ormrod, J. (nd). Motivation in Learning. Laureate Education, Inc.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom ed.). New York: Pearson.

Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. InSight: A Journal of Scholarly Teaching , 2, 14-25.

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

Connectivism and My Learning Network

My Personal Learning Network

By: Jeffrey Harris

This week I have been examining connectivism and how my personal learning network is organized.  In this blog I will discuss how my network has changed the way I learn, which digital tools best facilitate my learning, how I gain new knowledge when I have a question, and how my personal network supports the main principles of connectivism.

Network Learning

Having the ability to connect with multiple nodes on my network allows me to access the knowledge I need when I need it.  No longer is it necessary to wait for a newscast or go to a library for a book on a subject.  Now, I can access multiple sources of information from my home through the use of things such as the internet, email, cell phones, and social sites and I can compare multiple viewpoints on any given topic.  Additionally, I gain information by communicating with friends, relatives, colleagues, and classmates that I am able to assimilate into knowledge for the appropriate areas.  By utilizing all of my available network nodes, I am able to connect quickly and narrow down this information/data to that which is needed at the moment.  Finally, I do not have to maintain all of the information by myself.  By having a network of people and data storage devices, I am able to access information on more topics than I can keep track of alone.

Digital Tools To Facilitate Learning

With the multitude of digital tools that are available to “keep us connected”, it is now possible to go anywhere, anytime and still connect to an outside source.  Personally, the use of the discussion boards has proven to be a very effective digital tool for my learning process.  By reading other classmates posts and engaging in active dialog, I am able to gain insight into different perspectives on the various topics.  Many times a classmate has posted an example relating to the topic that has helped me to clarify my understanding of the subject.  In addition to the discussion boards, I rely heavily on the internet to learn about new topics.  Access to the internet places an abundance of information within easy reach.  Particularly useful are search sites such as Google.  With a Google account, there is access to create websites, blogs, share documents, email, and a variety of other useful tools.  The downside to the internet is that anyone can post anything and present it as factual.  It is up to the individual to separate out opinion from fact where needed and gain the necessary knowledge for the task at hand.

Gaining New Knowledge From Questions

When a new question comes up, I find that I search for answers online as a primary resource of information.  With the advent of blogs and forums, it is just a matter of wading through the available information to cull it down to the information actually needed.  For example, I recently found myself in need of a new grass bag and frame for my lawn mower.  I purchased the mower second hand and have no manuals with it.  Using the internet I was able to search for a manual based on the mower model number.  From there, I found the appropriate part numbers and then searched for a discount place to purchase the items.  In addition to searching for answers online, I will seek advice and information from people that I know.  If I do not know a subject area expert I ask the people I do know if they know anyone that is better versed on the topic.  By doing so I build a web of support that is able to provide information on a variety of topics.  According to Siemens, “Information abundance requires that we offload our cognitive capacity onto a network of people and technology” (Siemens, nd).  Essentially, I no longer need to know and store everything in my memory.  Instead, I need the ability to access the data through some network node, whether it is another person or a storage device/medium.

My Personal Learning Network And Connectivism

My personal learning network seems to support some of the principles of connectivism.  I gain “diversity of opinion” from the multiple personal nodes on my network.  At times, these opinions differ and I must determine which I support through reasoning on my own.  There are also multiple specialized nodes on my network that allow for organization of content and better discussions on the topics to which they are specialized.  However, these nodes will occasionally cross relate to each other and present knowledge from areas where I was not expecting it.  For example, I may find myself learning something about searching for lawn mower parts from one of my musician friends.  The use of modern internet resources assists me to keep connected and current with the available knowledge in multiple areas.  This is the main principle of all connectivist learning activities.

Conclusion

In conclusion, I would surmise that my learning network supports the principles of connectivism as described by Davis, Edmunds, and Kelly-Bateman:

• Learning and knowledge rest in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources. 
• Learning may reside in non-human appliances. 
• Capacity to know more is more critical than what is currently known. 
• Nurturing and maintaining connections is needed to facilitate continual learning. 
• Ability to see connections between fields, ideas, and concepts is a core skill. 
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities (Davis, Edmunds, & Kelly-Bateman, 2008).

With these principles in mind, my learning map supports the ideas of connectivism.  Learning is definitely a complex series of actions and reactions, which involves many people and “nodes” to go beyond my own personal knowledge.  As I continue to learn, being aware that I use network connections will assist me as I evaluate and assimilate information from the multiple network connections.  Additionally, as an Instructional Designer I will be aware that there are connections that each individual needs to make and assist them so that they can be as successful as possible.

References:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism In M. Orey (Ed.). Retrieved May 30, 2011, from Emerging perspectives on learning, teaching, and technology: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Siemens, G. (nd). Connectivism. [Video]. Laureate Education, Inc.

Connectivism