Connectivism

My Learning Network looks like this.
It certainly is connected much like the links between the neurons (hopefully) in my brain.

How has your network changed the way I learn?
I feel as though I have always learned by way of a network only now the network includes the Internet and Web 2.0. The latter has given me much faster access to information in order to synthesize my thoughts and new knowledge quicker. It has also helped me make more connections between other people's opinions and related information. I believe that with this new abundance of information, it has also make me more skeptical and critical. It provides me a variety of ways to approach the same problem or develop meaning.

Which digital tools facilitate me best?
Undoubtedly, as a newbie to many Web 2.0 programs, I would say I get the most out of search engines which lead me to professional articles, blogs and websites written by more knowledgeable/more experienced/differently opinionated others.


How do I gain knowledge when questions arise?
It really depends on the question I'm seeking to answer. A personal question will more likely go through my friends and family in live conversations or by telephone, email or social networking sites. More intellectual or complex questions would start with the research of professional articles, blogs and websites written by more knowledgeable others. I like to try and access experts whose opinions differ in order to formulate a more rounded opinion of my own. I might then go to colleagues blogs and share my questions with them to get a slightly more personal or "word on the street" take on it. More practical knowledge (that's not technology related) I would definitely seek out a mentor's physical modeling. However digital skills I might be able to access by watching a Youtube video for example.

How does my PLN support or refute the central tenets of connectivism?

Siemens posits the following principles of connectivism:

• Learning and knowledge rest in diversity of opinions.

I collect views from various sources. I deliberately seek differing opinions to expand possibilities and be open-minded.

• Learning is a process of connecting specialized nodes or information sources.

My PLN involves these connections. These connections may be online or not. My connections are diverse and yet not exclusive.

• Capacity to know more is more critical than what is currently known.

Not sure about this one. Are we truly learning more or just the same/similar stuff in different ways? Certainly learning must involve some kind of advancement associated with the learner’s personal ZPD.

• Nurturing and maintaining connections is needed to facilitate continual learning.

My PLN refute this as I am almost constantly searching for new and diverse connections not necessarily simply maintaining and nurturing current ones.

• Ability to see connections between fields, ideas, and concepts is a core skill.

This is indeed crucial to successful use of my PLN. Without being able to recognize connections, one could get lost surfing for hours and not moving forward. This probably happened a lot more before web 2.0 applications which give us the opportunity to share, collaborate, synthesize and socialize our knowledge.

• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

I don’t think it has to be current so long as it still applies to real-world situations. A lot can be learnt from the past and, as a social constructivist I believe that much of what we know is is dynamic and fluid. What is “accurate” knowledge? “Up-to-date” is a relative term.

New frontiers, new pioneers.

I see the dawning of a New Age.

Hold onto your hats. Universities may implode, High Schools could be next.

So listen-up HS teachers, the only way to secure your jobs is to "get tech savvy" and FAST! Failing that you could always "volunteer" for the University of the People.

But I'm alright Jack... at least until technology can teach children how to tie their shoelaces!

You've be warned!!!

Educators. A thing the past?

A friend of mine showed me Dan Brown's "An open letter to educators" and since everything this "kid" has to say is based on personal opinions and only limited experience, we shouldn't hold it as truth. It does however strike me that the younger generation's "feelings" of disillusionment and disengagement with their learning shouldn't be dismissed so easily.

As Universities in the Developed World see more students signing up to online programs and fewer people walking through the doors of massive lecture halls, these establishments are changing; albeit slower than Dan would like. And these changes will eventually filter down through High Schools and lower. The Universities presumably will begin to value "technology skills" and "higher metacognitive applications" more and more. They will be expecting "schools" to teach collaborative techniques and produce under-grads who know how to use all the 21st century tools at their disposal. They will increasing seek social constructivist education as a paramount tool for learning.

So... look up fellow educators... if you are reading this blog then you are already "ahead of the pack"! Give yourself a pat on the back but be careful not to fall behind. There is no limit to learning and neither should there be!!!

Interesting articles on Information Processing and the Brain

The internet and academic libraries are wonderful things but... boy oh boy... they can be more complex to navigate than the Minotaur's maze! Fortunately, and unlike the fabled maze, you rarely lose your life there but you certainly can lose whole days at a time searching for the perfect website, journal or article. At any rate, I finally settled on a couple of invaluable assets.

After several long hours of trawling and refining the Walden Library Online, I came upon the Journal: Mind, brain and education by Blackwell Publications Inc.
It contained many articles pertaining to this week's studies and I spent time digesting Bob Samuels (2009) "Can the Differences Between Education and Neuroscience be Overcome by Mind, Brain, and Education?" in particular.
This particular article reiterated many of the points studied this week but also discussed the possible links between neuroscience research and classroom application. In my profession it is of little use to know of great theories without comprehending their practical implications and/or limitations.

Websites
Thus inspired, I moved onto "googling" the internet. At Centre on the Developing Child at Harvard University, I read National Scientific Council on the Developing Child (2007) "The timing and quality of early experiences combine to shape brain architecture. Working Paper #5.
A fascinating insight into what shapes the child's early brain formation and addresses the policy implications for early intervention.

And luckily for me I happened upon a fantastic website source quite early on. The Education Psycholgy Interactive site seemed limited at first glance but this was a big misapprehension. Most notably, the Directory of Ed Psyc Links contained a vast array of interesting articles. A few of my favorites were:

• A research article from the Journal of Young Investigators.
• Some practical design principles based on brain-based learning inside and outside the classroom.
• And a great site full of games and quizzes Neuroscience for Kids which my students will love!

Once I started, I couldn't stop. Sometimes one has to remember to pull one's head out of the books and get on with the practical demands of life!

Sources of interest

As you will see from my blog list to the right, the following blogs and websites have caught my attention recently.
As a forerunner I should just mention how hard I found it to find anything related to Instructional Design that didn't relate either to the field of Business Education, Adult Learning, or ICT professionals. The blogs and sites that I settled upon had a strong "practical" component and a limited use of unfamiliar vocabulary. I was seeking information that I could hooked into and hopefully add to and/or use in my daily life.





The first one, Integrating Technology into the Primary Classroom , is Kathleen McGeady's professional website about... well the title says it all really. A bonefide and self-proclaimed techno geek, Kathleen shares her experiences and adventures in Elementary ICT. The blog is user-friendly and visually stimulating as well as being packed with practical ideas, links and tech tools for teachers. I feel that Kathleen and my own experiences are likely to overlap and intertwine through this journey of Instructional Design Discoveries and that it will be valuable to share and reflect on each other's developments.



The next blog I chose was the Instructional Design Development blog out of DePaul University. Here we have a blog hosted by University faculty and students (much like MyWalden)which discuss new and interesting developments in the field of instructional design. As quoted "The site’s primary goal is to provide information on enhancing instruction through the use of technology". Some of the terminology here can be challenging for us "ICT immigrants" but I'm hoping that it will also help me become more familiar with some new concepts and with the common terms used by Instructional Designers.





The third blog Mewanderings is a more personal account of one man's journey through technology integration in the international school system (which is the system that I always have taught in). Paul McKenzie shares with us the trial and tribulations of his job as K-12 integration specialist in a variety on international school settings. This blog is probably most inline with what I do on a day-to-day basis and for this reason it has a more personal connection. As a true believer in "learning from others", I feel that his writings will help me reflect on my own thoughts. And, from reading some of his entries it would appear that Paul is open to professional collaboration.





And finally I have attached The Edublogger. This is site offers "Tips, tricks, ideas and help with using web 2.0 technologies and edublogs." The site is thorough and easy to access. The Edublogger's step-by-step tutorials really help me put what I am learning into effective practice.

As a footnote, I trust you have noticed the divergent roots of the blogs I chose. As an internationalist, a citizen of the world, a national of "wherever I lay my hat" I have deliberate chosen blogs written by people of different culture backgrounds to my own. I know what I think and how my culture shaped me. Now I want to know what the rest of the world has to offer! :-)

And so it begins!

This will be the first entry into my personal, professional blog. Each entry will be an account of my professional development in Education. This week marks the start of my journey into online learning; aiming for a certificate in Instructional Design & Technology.

My first task is to create some RSS feeds to websites and blogs that I feel will be useful to me on my journey. Wow! Seems easy enough for some of you I'm sure. I'm just about OK with the instruction "Create a blog" but when you get into RSS feeds, google readers and embedding links, I begin to feel as though I've barely step out of the sandbox!

Still only one way to get the job done... get in there and have a go!