Engagement 4: Reflection on Connectivism

Connectivism -  Do I agree with authors that contest this theory? Can I see Siemen's ideas? What is my position?

The "sorting out" of the various learning theories such as, Behaviourism, Cognitivism and Constructivism was somewhat confusing.

My basic overall understanding of the three learning theories are as follows:

Behaviourism - based on observable changes in behaviour that, due to repetition becomes automatic.
Cognitivism - based on the thought processes behind the behaviour, to indicate what is happening inside the learners mind.
Constructivism - based on the premise that we all build our own "idea" of the world, through individual expereinces.  These expereinces are used to interpret what is already known through the support of others, "bouncing" ideas off each other to construct learning.

Circumstances surrounding the learning situation, such as levels of learning, may also determine which approach to learning is more appropriate.  I guess I would need to be open to more than one single learning theory but remember that the instructional method and the content that I would cover, would depend on the level of th elearners.  The best design decisions are certainly based on our knowledge of learning theories.
Overall, these learning theories suggest that learning occurs, "inside a person" and does not address learnign that occurs outside of people (i.e learning that is stored and manipulated by technology).

Connectivism, seen my Siemien, suggests that learning is a process that occurs within a shifting environment, that is not under th econtrol of a learner.  Information resides outside of ourselves (database or organisation) and these connections to specialised information sites, enable us to learn more, rather than the actual knowledge itself.

I agree with Siemens that the learning involved with connectivism is the act of searching and connecting with the outside world for information.  The ability to create your own "virtual textbook", from connections on various websites, bookmarking articles from a valid and reliable source and learning to know the difference.  Creating a blog and posting the informed knowledge on a research subject or having others from all over the world post a blog / comment on my page.  Networking, social discussions, informed opinions all connecting with a similar goal - to learn about a particular subject.  You can share your organisation of your knowledge with the rest of the world.  It is definitely a characteristic of the new 21st Century learner an dits a whole lot more fun!
Technology enhances learning experiences with devices such as ipods, smartphones and educational software, making my own personal learning more fun!

In todays world the ability to plug into sources to meet set requirements, when knowledge is not known becomes a vital skill, personally and at an organisational level.  As we begin to grow and evolve we require access to further information, rather than our current knowledge base, enabling us to flourish in this digital era.  I would have to say I wouldn't see connectivism as a learning theory but more as a strategy to complement my learning.  More of a lifestyle than a  learning theory.

Give an example of ways in which you could use this theory in your classroom / learning context? Optional blog posting - add your reflection to your blog.

Some examples of connectivism in the classroom might include:

• Demonstrate how to build a network for a research topic given, i.e Blog website
• Offer guidance when they get stuck
• Show how to communicate properly and ask respectfully for help from experts online.
• Show how to differentiate between good information and propaganda.
• How to organise a mountain of information, so that it is maintained and used to navigate the learners future and creativity.
• Solve the learners own problems by researching and creating his own virtual textbook, with up to date information. i.e Online library
• Direct their own learning with a teacher who facilitates the process rather than instructs the learner.

Overall, the use of all learning theories across a learning experience would be required.  Identifying what will be best for the learner at the time will be my biggest challenge.

Learning about the different learning theories has certainly shed a light on how complex any learning is and how different approaches can actually assist in creating solutions and styles on how knowledge can be obtained.

Enagagement Acitivity 3: Reflection on Prensky's ideas

1. What is your belief and understanding of the nature of today's learners? Do they really "demand" technology in the classroom?

I don't believe todays learner, "demands" technology in the classroom, however, I do believe we "demand" a certain standard or level of technology in the classroom today.

For example, from my experience as an adult learner, completeing Paramedical studies, we utilised technology to impart knowledge via a laptop with a power point presentation using a projector.
The expectation was to have a clear goal and a set of objectives to discuss and finally a  practical demonstration to "assess" what we had learnt.

We certainly didn't expect our "educator" to pull out a blackboard with different coloured chalk to write everything down as we went.
To clarify any questions that came up, thru the lesson, he wrote them down on a whiteboard, encouraging us to do the same using numerous whiteboard markers.

I believe I could use technology as an adjunct to learning.  An extra tool from the tool kit, that we could utilise, depending on the profiling of our students.

Some student profiling answers might include:

• todays learner are used to receiving lots of information really fast
• function best when they are networking, commenting, socialising, playing games, searching for things they like on the internet.
• prefer this to serious, step by step work
• can multitask, such as watch t.v or listen to music while studying.
• they use and are familiar with all types of media, ipads, ipods, iphones, notebooks and what they can do.

On the other hand, I certainly encourage my sons to explore"old" technologies, such as reading a library book, that has that distinct "library book" smell, writing in a card for a birthday or a special event, creating artworks with crayons, pens and textural products to influence the senses.  To stimulate all parts of the brain, not just digital technologies.  When was the last time we received a letter in the mail, a long while ago for me!

I also don't encourage TV watching or video games, when we could be exploring nature and the great outdoors.  I like to encourage practical living skills, such as sweeping, cleaning up, washing up etc.  I believe by embracing these skills first, it enhances a natural ability to learn how to relate to each other.  To develop relationships and connect, to socialise and acknowledge others, to remember how to hold a pen and write, rather than text ot type.

Technology is fantastic and I do appreciate the wonderful things it can do, to make my life easier.  To be skilfull in this area, will benefit the class but I still feel it doesnt replace all other pedagogy techniques.   A certain standard of technology is expected but not demanded.

2. Is there substance to the "engage or enrage" argument?


I believe there is some substance to the "engage or enrage" debate.  The article written by Prensky, depicted three types of student.  The one that excelled at school, the one who just got by and the one who bombed out!  It felt the reason this occurred was because the student felt disengaged in the classroom.  When a student realsied they could do somehting and they were good at it, they felt engaged.  By engaging in the lesson, they were utilising their creative side but this was few and far in between.

We are being challenged to engage the students at their grade level, with the curriculum, that doesn't seem to match where there at in their "other life".  The students are engaging in online web games, internet browsing, buying things, talking to friends, networking, just to name a few.
 encounter, fly and dont work alone.
The web games encourage the student to explore, create, build, perform, challenge, master,  encounter, fly and dont work alone.

A sharp contrast to what their being taught today.  I can still remember teachers back in highschool and University who were so uninspiring, so boring, void of any stimulating creativity, it was painful.
I switched off immediately and instantly felt frustrated, confined and controlled.  What a waste of time!!  Im sure a lot of students feel this way and opt out of being in that environment.  I hope to be able to engagemy students thru various usages of technology, to draw out their ideas, creativity, thoughts, reflections and help them master the various levels of challenges to achieve their goals.  When it's "worth it" to them, they will master their goals and engage.

Enagagement 2 Multiple Intelligences

1. You may wish to post an OPTIONAL reflection in your blog about the potential in your learning design with ICT to support multiple intelligences.

Firstly, I would just like to say, I'm really enjoying all these questionaires to determine my learning  and intelligence styles.  It has given me such insight into my learning method and I dont feel so "dumb", if I dont understand something for the first time.  Very reassuring!!


After completing the Multiple Intelligence Test, developed by Howard Gardner in 1975, I noticed I was more dominant in two of the eight areas.  Interpersonal (people smart) and Kinaesthetic (body smart).
The remaining areas of the wheel including, Naturalistic (nature smart), Musical (music smart) and Intrapersonal (myself smart) were all similar in size, with the Logical (number smart) section representing a very small part of the wheel. It all makes sense to me now, why I hated Maths so much, yet loved art, english and biology !!!  They were engaging my dominant multiple intelligences.

Some examples of key words that represent my two dominant Multiple Intelligences, are:
Kinaesthetic (Body smart)
Activate, mime, assemble, perform, move, excersise, demonstrate and motion
Interpersoanl ( People smart)
Counsel, interview, organise, relate, group, connecting, empathise, interact, mediate, coordinate.

This in combination with my auditory learning style, determined from the Felder and Solomon's online questionaire gave me greater insight into how I learnt in general, up til now...
My current role as a Paramedic, involves being, "people smart".  Some examples of this are being empathetic, interactive, organised, relatable, able to counsel with patients and peers.  While I also utilised being active (body smart) in my job, moving around, assembling equipment and demonstrating tasks to ensure patient outcomes.

Some examples of pedagogy I could use to best influence this type of learning style could include:

1. Using visual displays around the room, alive and dead.
2. Use video, you tube clips, slides, photos, images on a OHP or laptop power point.
3. Use of colour to highlight words, important ideas.
4. Interactive story telling
5. Bright, "alive" books to learn and read from.
6. Collages, concept maps, highlighted.
7. Movement, whether by myself or the students
8. Design an dbuild tasks
9. Chalk drawing outside.

I have been wondering about an intelligence test or learning style test for young children, from four to twelve.  I will be teaching Primary School. Does anyone have any thoughts or information on that?

Engagement Activity 1: Learning Styles

Access the Felder and Solomon website and take the online questionnaire (optional but highly recommended activity).
Then respond to the following scaffolded reflection questions:

1. What is your learning style? What sorts of learning experiences would suit you best with your learning style?

Well I took the Felder and Solomon online questionaire and my preferrred learning style with a high score of 9 was a "Visual learner"
Looking at the results I would certainly agree.  I remember what I see - pictures, demonstrations, films, You tube clip.  I remember what i read and write.  The use of concept maps for study, with bright colours, words, pictures and lines with arrows between the concepts to show connections, works best for me.  The use of colour coded notes, with the highlighted important points helps.  I understand information best when I see it!!

2.   In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?

Auditory learners
Visual learners
Kinaesthetic learners

I would hope to strive for a balance of instructional methods, rather than try to teach each student his or her exclusive preference.  We all borrow a little bit from all the styles to learn about the world around us.  Others may find that they use different styles in different circumstances.  There is no right mix and your style isnt fixed.  You could develop ability in less dominant styles as well as further develop styles that you already use well.
Some variations that may be utilised in the classroom include:
demonstrating a procedure or task, leading a student to self discovery by encouraging internet searches for research topics.  Focus on reflections and deeper learning via a blog or the use of memory and understanding via activities found on the internet.

3. With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?

By combining my knowledge of "design and digital pedagogy support", I would hope to combine my understanding of the learner, with the appropriate content, (using the curriculum as a guide), delivered in a way that resonates with the learner, covering a wide variety of learning styles, using technology as a tool.
I would start by  answering my "8 Learning management questions", under the three different phases of profiling, delivering and assessing.
Keeping in mind the content, I would then set about using ICT that would best suit a variety of learning styles.
To start with, How to use a laptop, ipad?  How to hold and move a mouse??
Look at individual research projects or group work projects, social networking via blogs, forum discussion boards, e messages, emails.
The individual use of ipads, mobile phones, notebooks, laptops to access information for relevant assignments or tasks set.
There are so many sites to access video clips, music, images, colour graphs, data, podcasts, you tube clips, all can be used for presentations.

4. What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?

What does my learner already know?
Where does my learner need to be?
How does my learner best learn?

5. How does ICT support differences in learning styles?

ICT's can cover such a braod range of learning styles, that all learners can be catered for.  The technology is there to investigate, research, quantify, debate, post onto a forum for open social comment or discussion.  This was never the case such a short time ago.

I see ICT's as another tool in our kits, that allow learners to construct their understandings of the world.  Students can now access information independantly in a way that suits their learning style, hence directing their own learning.  So maybe our role of being a teacher / instructor of knowledge might change to that of a facilitator in the learning process.

ICT's can provide teachers with tools to assist students with understanding their learning preferences and help them to identify their own strengths.  Finally, once the individuals learning objectives are determined, consideration could be given to the learning style, which would best stimulate learning.  The use of technology just accomodates this selection of learning style, that I as a teacher would consider.