Originally
I thought the learning style that best pertained to myself was learning by
doing because I have grown up in a sports infused household that stresses to ‘practice
how you play’. As a previous athlete, practices would entail
a visual portion (recapping the previous game) and outdoor practices, that
adjust our flaws are then worked out on the field. For myself, I responded to the physical component of practice because I would work out the tactical issues
I was struggling with in real-time game mode. Sports and physical activity are
forms of experiential learning because it allows individuals to reflect on
previous experiences, understand flaws, and adjust accordingly. However,
upon researching the various other categories I believe I fit into the connectivism
theory. There is an amplitude of learning styles that accommodate each
person differently. As a communications student, it is crucial that I remain
interconnected at all times to ensure clarity on a given topic. My laptop is
the primary medium that I revert to because it allows me to make links between
ideas and facts where uncertainty may arise. In a classroom setting, my laptop
usage varies anywhere from My Learning Space to course curriculum, Microsoft
Word, Readings and simple Google searches. Since technology has reorganized our
lives, it has greatly impacted our daily routines, the way in which we
communicate, and learning techniques.
What is Connectivism?
Connectivism
is described as the way in which knowledge is spread throughout a digital
network, allowing users to share and acquire information at real-time.
Connectivism can be an overwhelming learning style because of the surplus of
information that comes and goes as more recent information is released. As new
information is continuously released, it encourages individuals to filter
through facts, deeming it important or unimportant. As Siemens and Downes discuss, the teacher’s
role in connectivism learning relies more on the individual participant as it
is self organized and continuously shifting core elements (Simens) . As Bates discusses,
‘learning
(defined as actionable knowledge) can reside outside of ourselves (within an
organization or a database)” (Bates, 2.6). It is argued that connectivism
focuses on the interrelating information sets and the connections that allow
individuals to increase their knowledge rather than the state of simply
knowing. Connectivism considers mediums as extensions of knowledge. A
learning environment that is constructed around connectivism is characterized
by teacher’s providing environments that inspires individuals to create their
own successful setting among peers. The intent of this learning theory is that knowledge
will develop when students are amongst others that are sharing information acquired
and personal bias. The exposure of information from alternative viewpoints promotes
diversity of thought and allows for the autonomous to reflect and form a
conclusion that summarizes their opinions.
Connectivism
and I?
Connectivism
pertains to my learning style most accurately because wherever I go, I am
always searching for new stories, defining words and looking up particular
places. Technology has shaped the way I look at information that I encounter
and encourages further research to take place. In particular, connectivism is
the learning theory that best supports my approach to EM203; students are
arranged in groups where we share our knowledge about the past week’s material
to better our understanding and gain diverse perspectives. Connectivism
is considered the generation of knowledge and fluidity of interconnected ideas
that are created in a given network. This learning theory works best in
settings where there are outlets such as Wi-Fi that extend globally allowing
individuals to retain and share knowledge with others. The multi-way transfer
of knowledge promotes diversity of opinions because often mainstream media
contains a heavy bias and frames news stories in ways that benefit certain ideologies.
Being able to connect with individuals in different regions of the world is a component
of connectivism that relates well with my type of learning because as a writer,
I strive to acquire the true facts and aim to filter out fake news. For many
assignments, including this one, I have reverted to the Internet as a source
for scholarly articles and examples that support my claims.
Education
should allow the presence of digital technologies in classrooms because it
makes way for teachers to engage students in unconventional ways that regain
attention such as YouTube videos, articles and links to images. Students often
doze off when sitting in a lecture of 200+ people… teachers could incorporate digital
technologies to create an appealing learning environment for students. 140
Characters is a different classroom in the sense that online courses help
students with time management. The weekly Twitter challenges along with posting
to class Wiki’s or our group discussions are all methods that I have partaken
in. Additionally, I am learning how to work new programs such as ToonDoo,
building graphs and completing challenges. I prefer online courses because I am
able to arrange my extracurricular activities based on due dates. This course
specifically has exposed me to a class wiki, group chats and different ways to
acquire and deliver information. The data gathered from class surveys proves the use of
technology is an imperative component of our daily lives. More often than not, when walking into a
classroom, 95% of students are writing notes digitally while searching the
Internet for clarification on topics to better their understandings.
My blog fits into the Connectivism theory because the Internet has
deemed itself to be a useful tool in completing this given assignment because I
am posting on my personal blog along with a visual aid (poster). I chose to
post this assignment on my blog because I have an established following base,
and have made connections with bloggers worldwide. This allows the flow of
information and work I created to circulate digitally, I also can share other
bloggers posts and build off of the opinions of others. Without the notion of
connectivity and the digital network, I would be unable to complete the “How Do
You Learn” assignment due to the digital databases ability to broaden individual
perception and knowledge in order to support theories and cite work. I included the poster listing the ‘pros and
cons of connectivism’ in my blog post because when individuals are researching
particular concepts, they often choose information with visual components because
it helps process notions. Also, by including a visual component I am able to
draw in individuals that pertain to that form of learning. EM203 is a course
that stresses the importance of connectivism because of the weekly Twitter
challenge, it is boosting conversation in the twittisphere between peers to
share and acquire knowledge. One note
that many of my group members pointed out in our chat was the negative
component of digital technologies in classrooms because of the heavy distractions.
Twitter, Instagram and Facebook are just a few
of the countless websites that students browse through while in an uneventful
lecture. Personally, I am also guilty of straying off topic. However, group
members brought up the importance of interaction between prof and student in
lecture. The usage of clickers, powerpoints, surveys and in class responses are
all viable factors that can reinforce the importance of focus in classrooms.
Normally
online courses consist of readings paired with a discussion post however, EM203
has taken the concept of learning by doing and applied it to digital platforms.
By assigning different ways to foster creativity, it allows students to broaden
their sense of knowledge and test out programs that they were unfamiliar with. I
have not experienced an online class that encourages students to complete a
hard task and submit evidence until last week. Completing a difficult Sudoku puzzle
is an example of learning by doing because I had to work though all my
individual struggles. In all honesty, I did use Connectivism to help complete
the assignment because I had to refresh myself on instructions and acquire the
puzzle to complete it. Therefore, I believe learning by doing and connectivism are learning theories that
pertain to my personality. Memorization
within classrooms are not as prevalent in the 21st century as they
historically once were (Downes) . The influence of
digital technologies has provided society with the option to “Google it”,
rather than take time to work on memorization.
Connectivism
is a model of learning that is aware of the current shifts in modern day
society where the traditional notebook and pencil has become outdated and the
emergence of digital technology in classrooms, daily lives and careers has
become prominent. Learning has shifted from being an internal, individualistic
activity to an interconnected culture. The education system has been slow to
accept connectivism because there
are some teachers that believe digital technologies are distractions due to the
endless possibilities that linger on the Internet, drawing students away from
the task at hand. However, in my opinion, living in a digital era, the use of
digital technologies and connectivism as a model of learning will not only
benefit students by teaching them the imperative skills of the given era, but
also transferrable skills that can be used in careers.
Works Cited
Bates, Tony. "The nature of knowledge and the
implications for teaching." Teaching in a Digital Age.
Tony Bates Associates Ltd, 2015.
Downes, Stephen. Connectivism
as Learning Theory. 21 April 2014. <http://halfanhour.blogspot.ca/2014/04/connectivism-as-learning-theory.html>.
Simens, George. "Connectivism." A Learning Theory
for the Digital Age. ELearnSpace, 2004.
