Learning is a complex brain function and cannot be described through the lens of one sole learning theory. Behaviorism, cognitivism and constructivism tend to describe learning in ways that we can all relate to but they remain limited explanations. Connectivism acknowledges the complexity of learning and attempts to describe learning through the integration of technology, social networks and information (Siemens, 2004).
It would appear that the key to learning in today’s ever changing world is to remain open and adaptable. Change is inevitable and coming in faster than at any other time in history. No longer is it important to memorize information, everything can be accessed through the internet. However, information abundance is both a blessing and a curse. We can easily access answers to a question posed, but how do we discern between the answers we find? Collaboration and social networking is unlimited in the technological age, but how much is best to facilitate learning and result in effective outcomes? How we structure our own learning is an important factor in the learning process.
Connectivism: A Personalized Learning Structure
The web above describes some important connections I consider as I learn. A student’s disposition and desire to learn are crucial to the success of any plan of instruction. Both of these are controlled by the students, but the teacher’s actions can have an effect on them. For example, considering prior knowledge and current interests when planning instruction can have a profound effect. As a learner, once I have the interest and the desire to learn, I can begin to consider how I can best achieve my goals.
Ideas, concepts and problems can be sparked through a variety of mediums. A student’s awareness can come from a variety of sources such as news, television, readings, observations and interactions. Once I have identified an area I would like to focus on, I tend to want to learn from others. I can discuss the ideas with colleagues and friends in person, or through Skype or social networking tools such as Facebook or Twitter. I can enroll in webinars or other online training devices or search through the web, finding blogs and other sites. At this stage, I am absorbing as much information as I can find in order to fully develop the question I am trying to answer.
Then, I start to consider the resources, looking at the evidence and research. I can use books, magazines, websites through Google searches, databases such as Ebsco, JStore or Questia, listen to podcasts, etc. Through this I begin to develop a hypothesis, an ideology, an answer of sorts.
I collaborate with others to begin to refine my answer. I meet with key people, participate in focused workshops, use Google docs or wikis to facilitate communication and exchange of ideas. Learning does not end when an answer is found, as the answer can be revisited, reviewed and altered with time.
We all learn differently. Not only do our learning styles differ, but so do so many other elements crucial to learning (ie. Interests, prior knowledge, honed skills, etc.). Yet, it is precisely our differences that can be our greatest strengths. According to Feinstein and Kiner in The Brain and Strengths Based School Leadership, when we focus on our strengths, we can become great instead of “a patchwork quilt of underperforming, erratic and irregular [leaders]” (2011. P. 7). When people with different skills and talents come together, we can achieve optimum effectiveness. As a result, it is important for individuals to find their strengths, perhaps more to the point, their ‘element’ as Dr. Ken Robinson refers to ‘it’ (Robinson, 2009). The element can be described as the result of joining ones personal strengths and natural talents with what they truly love and feel passionate about. “Creativity often comes about by making unusual connections, seeing analogies, identifying relationships between ideas and processes that were previously not related” (Robinson, 2001, p. 188).
It is not enough however to discover what our passion is, or even to have someone recognize it and encourage us. We need to have the skills required to make something of this passion in the 21st Century. Although many of these skills have not yet been identified, it is clear that they will include technology and multimedia fluency (Prensky, 2010).
When we look at learning through the lens of connectivism, we realize that regardless of how we learn, technology, social networking and access to and processing of information are essential. Understanding our strengths and working with them, will enable us to be more creative and to maximize our outcomes.
Feinstein, S. G., & Kiner, R. W. (2011). The Brain and Strengths Based School Leadership. Thousand Oaks, CA: Corwin.
Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks, CA: Corwin.
Robinson, K. (2009). The Element: How finding Your Passion Changes Everything. New York, NY: Penguin Group.
Robinson, K. (2001). Out of Our Minds: Learning to be Creative. England: Capstone Publishing Limited.
Siemens, G. Connectivism (Video). Walden University: Laureate Edition.
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