Mapping Your Learning Connections

Connectivism is presented as a learning theory that integrates technology, social networks, and information. Learning occurs when it is distributed within a network, and it is technologically and socially enhanced (Davis, Edmunds, Kelly-Bateman, 2008). There also has to be proper recognition and interpretation of various patterns. connectivism is driven by the understanding that decisions are based on varying foundations. One of the key aspects of connectivism is when there is an understanding that decisions occur during rapidly altering foundations. There is a continual acquisition of new information, resulting in an urgency to draw distinctions between important and unimportant information.

The primary software programs that I use are America Online, Internet Explorer, Microsoft Office products such as Word, PowerPoint, and FrontPage. AOL and IE are my Internet browsers, which allow me to log on to Walden University. Word, PowerPoint, and FrontPage are the application programs that I use to complete my assignments. Throughout my educational career instructional digital tools such as CDs, DVDs, and VHS tapes, as well as the Internet has enhanced my learning. They have helped me to not only research information, but to solve problems and complete the various tasks and projects that I have. Another benefit is that I can always replay and/or revisit lessons if there is something I missed, or something additional that I want to learn.

Online learning provides a great deal of flexibility for me. I am able to plan and organize my work and study schedules in a manner that is most productive for me. Technology has become a major focal point in learning. Several schools worldwide are deciding whether to adopt tablet-based materials on platforms such as the iPad (Keim, 2012). Additionally, mobile devices (e-readers, tablets and smartphones) have been shown to have a positive impact on students, due to the convenience of learning (King, 2012). These innovations in connecting people with data sources have proven to be important to implementing connectivism.

Instructional networks support many facts of connectivism; one of which is that the half-life of knowledge has decreased significantly. It also increases the availability of information. An abundance of information is relayed to the public instantly, often in a matter of seconds. For instance, on Yahoo, I received assistance for difficult problems and/or assignments in past classes such as C++, and physics from tutorials and the “answers” section. On Walden’s database, students not only submit assignments, but also are able to communicate with each other on the discussion board. This further creates a network that effectively connects people and technology.

References:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Laureate Educations, Inc. (2009). Connectivism. Dr. Jeanne Ormrod.

King, Rachel (2012). Mobile devices have positive impact on education, survey says. Retrieved from http://www.zdnet.com/blog/btl/mobile-devices-have-positive-impact-on-education-survey-says/68028

Keim, Brandon (2012). iPad Textbooks: Reality Less Revolutionary Than Hardware. Retrieved from http://www.wired.com/wiredscience/2012/01/ipad-textbooks-learning/