Responses to Connectivism as a Learning Theory: Mindmapping

Comments were sent to the blogs of the following classmates:

Sarah Dillahunt – Blog address: http://sarahdwaldenu.blogspot.com/

Elizabeth Scroggs - Blog address: http://escroggs.blogspot.com/

Connectivism as a Learning Theory: Mindmapping Blog Post 4

• How has your network changed the way you learn?

A network arises when two or more learning communities known as nodes connect and form a larger learning community for learning. Networks can store and distribute information by digital means. Connectivism is a process where, “the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community” (Kop & Hill, 2008, p. 2). Networks allow information to exchange very rapidly. The, “validity and accuracy of information may change over time depending on the discovery of new contributions pertaining to a subject” (Kop & Hill, 2008, p. 2). I find my own process for learning and decision making changes through attainment of current updates. Constructivism emphasizes “two important skills that contribute to learning which are the ability to seek out current information and the ability to filter secondary and extraneous information” (Kop & Hill, 2008, p. 2).

• Which digital tools best facilitate learning for you?

I use digital tools that foster and guide my learning process. Constructivism learning principles emphasize learning as, “a network formation process of connecting specialized nodes or information sources” (Siemens, 2006, p. 31). The digital tools emphasize different types of learning ecologies. They are adaptive and provide effective means for knowledge exchange. An example is the e-college classes that I take online through Walden University. The teaching staff where I work use promethean board technology  as a facilitative tool for guiding student learning. Other examples include game-based learning programs such as study-island and hoodamath . An example of a community - based learning tool for data learning discussions is Edmodo. Our teaching staff receives professional development using Edmodo. Another community-based tool for collaboration is Google Docs. Wikis and Blogs are excellent sources for self-learning that is independent. Skype - is a tool for recurring conferences. Digital tools provide a continuum for learning as an exploratory process.

• How do you learn new knowledge when you have questions?

I use self-learning digital tools as a way to learn new knowledge or when I have questions. They are a good source for getting background knowledge and learning additional information. Informal learning conference tools are also a source for asking meaningful questions. As a learner, I may find meaning through the chaotic conversations. If the process is more formal, I value community-based learning programs as a tool for getting a multifaceted view of the latest information. Descriptions of the types of learning in a learning ecology are on Table 1 of the Siemen’s (2006) text.

References:

Blogs. (n.d.). Retrieved on October 22, 2011 from  http://www.blogger.com/.

Edmodo. (n.d.). Retrieved October 22, 2011 from http://www.edmodo.com/.

Google Docs. (n.d). Retrieved on October 22, 2011 from 
           http://docs.google.com/demo/.

Hooda Math. (n.d.). Retrieved October 22, 2011 from http://hoodamath.com/.

Laureate, Education, Inc. Login. (n.d.). Retrieved October 22, 2011 from

http://sylvan.live.ecollege.com/

Promethean Technology for Educators. (n.d). Retrieved on October 22, 2011 from

            http://www.prometheanworld.com/.

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.Lulu.com.

Skype. (n.d.). Retrieved on October 22, 2011 from
            http://www.skype.com/intl/en-us/home.

StudyIsland. (n.d.). Retrieved on October 22, 2011from http://www.studyisland.com/.

Wikis. (n.d.). Retrieved on October 22, 2011 from http://www.wikispaces.com/.

Responses to Collaborative Learning Theory

Comments were sent to the blogs of the following classmates:

Jennifer Robinson – Blog address: http://www.jenniferbethrobinson.blogspot.com/

Elizabeth Scroggs - Blog address: http://escroggs.blogspot.com/

Collaboration as a Learning Theory Blog Post 3

Humans do have a basic instinct to collaborate in order to evolve and discover new forms of wealth. Rheingold mentions the evolution of nomadic hunters banding together in order to hunt bigger game. The evolution of civilization starts with housing structures made from mud. As people began collaborating, the structure of civilizations became empires. The evolution of communicative literacy enables, “new forms of collective action to emerge” (Rheingold, 2008). People began to affiliate with different forms of knowledge, religion and politics. Collaborative learning can also occur as students work together in problem-solving and developing their skills to think critically.

Technology software in the form of groupware is available to support learners with constructivist principles. The collaborative technologies support problem scaffolding. Groupware is available “in the form of virtual access to knowledge experts and online support to make thinking visible” (p. 404). Students are able to communicate within and outside of their learning community, track their progress as a group and conduct investigations.

Hwee Ling Lim (2010) conducts a survey study given to two groups of students after completing an online synchronous course. The course structure basis its principles on constructivists’ views. Learners, “evaluate the extent to which an instructional activity in a virtual environment fosters collaborative learning” (Lim, 2010, p. 306). The first group of students consists of thirteen both native and English as Foreign/Second Language (ESL/EFL) speakers. The second group consists of eight native English Language (EL) speakers. Chat room media experience varies among the two groups. Seventy-seven percent of the EL speakers group uses the chat room media prior to taking the course. Twenty-three percent of ESL/EFL speakers uses the chat room media prior to taking the course. Results show that peer scaffolding was available for both groups at varying levels. A greater degree of collaborative learning was among the smaller group. Lim claims this may be due to group size and participant characteristics. The learners’ difficulties and differences in experiences offer the possibility of modifying the activity for future research.

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: 
           Pearson Education. 

Lim, H. L. (2010). Scaffolding and knowledge Appropriation in online collaborative group

discussions. Contemporary Educational Technology 1 (4), 306 – 321.          
             http://cedtech.net/articles/142.pdf.

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved

from  http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html.