Selecting Learning Technologies

     Distance learning technologies abound, but the job of a good instructional designer is to discriminate between what is available and what is useful for instruction.  For each training need, the process involves assessment, design, development, implementation, and evaluation.  I revisit the process of instructional design because often it’s too easy to allow technology to drive strategy rather than vice versa.  Here’s an example of how the process would inform strategy in a specific situation:

Manufacturing Plant Needs to Improve its Safety Record

     In an effort to improve its poor safety record, a biodiesel    manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Training & Technology Solution

      In this situation, there is no need for some of the Web 2.0 technologies that we’ve become familiar with.   Employees don’t need to collaborate via discussion board forums, Wikis, or document sharing sites.   What they need is an opportunity to observe the desired outcomes.   The tasks to be learned are psychomotor functions that are best mastered through observation, followed by an opportunity to practice (Morrison, Ross, Kalman, & Kemp, 2011).  A thorough task analysis with input from a subject matter expert (SME) would reveal appropriate sequencing of steps for the safe operation of each machine which would need to be demonstrated.    

Videocast &  Job Aid

     The strategy for instruction could involve technology in this wise – as opposed to on-site training that is repeated for large groups on each shift, the manufacturing plant could work with a few supervisors to record demonstrations of best practices for operating each machine.   The video could then be edited including a voice over with clear and concise instructions for each step of operation.    The video would be made available as a videocast for distribution to management and supervisors on an intranet and archived in a training library for future use.    The video series would also be available for anyone who might need to access training remotely.  When dealing with learning technologies, it’s important to either determine or prescribe the lowest common technologies (Simonson, Smaldino, Albright, & Svacek, 2009).  Considering that everyone in a manufacturing plant may not have a personal computer, instructional videos should made available in a learning lab where employees could reserve time to use a shared computer.   The major advantage of a video presentation is that training becomes asynchronous so everyone doesn’t need to be in the same place at the same time.  Managers, supervisors, and employees can work together, considering workload and production requirements, to determine when it’s best for an individual to be off the floor for training.    With stand-alone modules, the employees could complete the training at their own pace. 

     A quick Google search for, “equipment demonstration training.,” reveals that video demonstrations are being used for heavy equipment from cranes to tractor trailors.  Organizations like Industrial Training International (ITI) have developed full computer based curricula using video and interactive content (ITI, 2011). 

     According to Simonson et al. (2009), one of the best ways to eliminate noise is to send information through multiple channels.  Video accomplishes this by utilizing the audio and visual channels.   I would also encourage the use of a job aid with pictures and text so that learners who have a preference for text can read through instructions.   

Simulation

     Edgar Dale’s Cone’s of Experience tells us that real experiences have the greatest impact (Dale, 1946); however, the critical job of the educator . . . is to be only as realistic as needed in order for learning to effectively occur (Simonson et al., 2009).  While it may not be practical for every employee to individually demonstrate best practices for each piece of heavy equipment, it is more feasible for them to practice and demonstrate their understanding through a simulation, especially if the employee does not work with the equipment daily.   A simulation experience reinforces what was observed in the video while compelling the learner to active participation and practice.   Simulations can now be developed using programs like Second Life, Active Worlds, and Simlog (Socond Life, 2011; Active Worlds, 2011; Simlog, 2011).   These kinds of programs employ VRML  standard programming language for virtual reality (Ausburn & Ausburn, 2007).  The Caterpillar Company is an excellent example of an organization that successfully uses  simulations for heavy equipment training (Holton, Coco, Lowe, & Dutsch, 2006).  A video Caterpillar's simulation training is also available on YouTube  (Caterpillar,2010) .  An alternate solution to virtual reality would be an interactive multimedia presentation where the user selects the correct approach for various functions from multiple options.     

Assessment

     After observing the best practices for operating equipment and engaging in a simulation, plant employees would need to demonstrate their learning.   Yes, the interactive multimedia presentation could serve as an assessment if the user responses are recorded, but the learner should have practice time without assessment.    Live assessments in this scenario would involve taking machines offline to allow employees to demonstrate competence.   Whether this is necessary is up to the company.  If so, this test would need to be scheduled and the supervisor should be required to assess according to a check-list that directly corresponds to the video and simulation experience.     If not, computer-based assessment might involve an electronic test where the learner views clips of best practices and is forced to identify the correct rationale for the practice.    The assessment might also include true or false questions with wrong answers leading to video reviews and explanations about why the answer is wrong.   When the employees has reached a predetermined level of mastery, a certificate of completion could be provided.   

References

Active Worlds (2011, Sept. 25). Retrieved from http://www.activeworlds.com/

Ausburn, L.J. & Ausbutn, F. B.(2007). Desktop virtual reality: a powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education. 41 (4), 1 - 16.  Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v41n4/ausburn.html

Bloom B. S. (1956). Taxonomy of Educational Objectives : Handbook 1. New York: David McKay Co Inc.

Caterpillar (2010). Cat® simulators track type tractor software. Retrieved from http://www.youtube.com/watch?v=PQCBwqchASA

Dale, E. (1946). Audiovisual methods in teaching. Hinsdale, IL: Dryden Press.

Holton, E.F., Coco M.L., Lowe, J.L., & Dutsch, J.V., (2006).  Blended delivery strategies for competency-based training. Advances in Developing Human Resources , 8,  210-228

Industrial Training International (2011). E-learning demo videos. Retrieved from http://iti.com/crane-rigging-resources/e-learning-demo-videos/?Tag=iti+e-learning

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Second Life (2011, Sept. 25). Retrieved from http://secondlife.com/

Simlog (2011, Sept. 25). Retrieved from: http://www.simlog.com

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Distance Education Today

I finished undergraduate studies in 1991, at which time I would have thought it impossible to earn a graduate degree in a distance education program.  In all honesty, the concept of distance education had not occurred to me and if I were queried on the subject, I would have conjured up images of instructional television programs like cooking shows.   I might have thought of some pre-recorded video being integrated into the classroom as a form of distance education, but the idea of me actually participating in a full blown distance education program didn’t occur to me until recent years.   I had to experience the benefits of internet communication and interaction in my business and personal life before I ever considered that it might be a viable solution for continuing my education.   I’m not advocating that technology and distance learning are one in the same.   I will say that existing internet and Web 2.0 technologies, when used effectively, support learning in a manner that is at least as effective as traditional classroom environments.  Blogging, mindmapping, chatting, and interactive gaming are examples of applications that enhance distance learning.   For me, distance education has to involve the student(s), a qualified instructor who knows the subject matter, some structure, and a means for timely communication to bridge the gaps in spacial and temporal presence.  The foundation of distance education is that students and instructors are absent from one another, but have agreed to achieve certain learning goals together.  Click here for a visual of distance education today. 

The concept and practice of distance education is not new.   Holmberg (2005, p.14) cites the Apostle Paul’s letters as evidence of the existence of distance education in the first century.    Paul’s students were many in his lifetime and even more through the years.   Letter writing for the purpose of instruction can also be found in other cultures dating back centuries.   This type of instruction was the beginning of distance education and it has evolved over time.    The recent history of distance education begins in the late 1800s with European correspondence schools like Hermods Teaching organization and Anna Ticknor’s Boston based Society to Encourage Studies at Home (Simonson et al., 2009). 

As technology evolved, it was apparent that the integration of this technology into distance learning settings enhanced communication and provided a better means for dialog in both directions – from teacher to student and student to teacher.  Through the years, use of the telegraph, radio, telephone, television, and now the internet, have all contributed to the gradual transformation of distance education.   In the 20^th century distance education, in every form – correspondence, broadcast instruction, satellite delivery, etc. – was embraced by major universities, industry, and in some cases primary schools.  For instance, the University of Chicago had a thriving distance education program in the early 1900s and radio broadcast courses for college credit were offered by Iowa State.   (Simonson et al., 2009).  In 1906, The Calvert School was the first primary school to offer distance education. (Laureate, n.d.).    As with other fields, the internet has brought exponential growth for distance education.  In addition to timely student-teacher communication, learners are able to communicate from student to student so that the barriers that had previously existed for distance learners are greatly diminished.   Simonson et al. (2009, p. 35-36) posits that, “the virtual classroom can no longer be viewed as something quasi or pseudo . . . Rather, distance education is about as real and actual as education can be.”      

As the demand for distance education increases, and institutions realize the benefits of being able to attract part-time students, and increase revenue, there is a need to clearly define distance education and associated theory.   With such broad participation in distance education, it makes sense to extract from historical experience so that we know what works, and we can proceed to design, instruct, and learn with confidence.   One of the most widely cited scholars on the topic of distance education is Desmond Keegan who formulated a definition of distance education encompassing 5 essential elements (Keegan, 1990):

1.    Quasi-permanent separation of teacher and learner

2.    Influence  of an educational organization in planning preparation and support

3.    Use of technical media to unite teacher and learner and carry out course content

4.    Two-way communication where the student benefits from intimate dialogue

5.    Quasi-permanent absence of the learning group from the teacher through the learning process so people are generally taught as individuals.

According to Simonson et al. (2009), other scholars have offered similar definitions.  Most agree that separation is essential; that distance education must be institution based, and that telecommunications should be used to foster two-way communication.   

            Distance learning theories are many and varied, but they can be classified in three categories (Simonson et al., 2009):  theories of independence, theories of industrialization, and theories of interaction and communication.   Keegan’s theory would fall into the independence category.  Otto Peters is the most notable industrialization theorist.  His work involved analysis of distance teaching organizations from the 1960s.   Concepts introduced by Peters are still relevant in distance education today.   For instance, he knew that “change of function” was important for the lecturer.   In distance education, the lecturer becomes more of a consultant or guide and more emphasis is placed on planning than day-to-day delivery.   Peters also recognized that cost efficiencies in distance education are generally realized when resources are centralized.   Fordism, Neo-Fordism, and Post-Fordism are extensions of industrialization theory where the focus is on modifying practices for greater efficiency.  Holmberg’s Theory of Interaction and Communication focuses on social and affective elements in distance education like student motivation, student participation in decision making.

Having studied the many definitions of distance education and considered theory, my perspective is that in order for education to be considered distance education, it must involve student(s), teachers, an institution (structure), quality subject matter, engaging design , and two-way communication.  When institutions move forward with subject matter experts collaborating with instructional designers, distance education products are more likely to meet learner needs, and learners are more likely to succeed. Because learning activities are designed to both disseminate information and engage the learner, the student is likely to enjoy learning while attaining specified objectives.   The appropriate application of theory and technology afford us many opportunities to make distance education rewarding and enjoyable.      

References

Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.  BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved September 7, 2011 from: http://www.mde.uni-oldenburg.de/download/asfvolume11_eBook.pdf

Keegan, D. (1990). Open learning: Concepts and costs, successes and failures. In R. Atkinson and C. McBeath (Eds.), Open Learning and New Technology: Conference proceedings, 230-243. Perth: Australian Society for Educational Technology WA Chapter. Retrieved September 11, 2011 from: http://www.aset.org.au/confs/olnt90/keegan.html

Laureate Interactive Media (n.d.). Distance Learning Timeline Continuum.  Available from Walden University.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Greetings classmates! It’s great to be starting another journey with you all. I’m excited about our subject matter for this course, especially since we’ve been experiencing it for quite some time now. I’m sure there is a lot to be learned about the evolution of Distance Learning as well as principles that foster success in this area. I’m glad to see familiar names as well as new ones, and I look forward to following some of your blogs.

A little bit about me -- I work in medical sales, and I’m transitioning to a new career in education and instructional design. I have about two years of experience as a curriculum designer and facilitator for a high school in the Milwaukee Parental Choice Program. I enjoyed that work tremendously, so when the opportunity ended, I decided to get formal training through Walden’s Instructional Design Program. On a personal note, I just sent my youngest son off to college. Empty nesting is a whole new reality for me, but I’m sure this course will keep me busy enough to shift my attention away from how much things have changed around here.

Thanks for checking in and I hope you’ll follow my blog by clicking on the blue “Join this Site” button to the left. You can also follow the blog by subscribing at the very bottom of the page.

Integrating Audio in Multimedia for Learning

As we engage with a new generation of technologically savvy learners, we find that mobile learning is an emerging trend. Podcasting or “audiocasting” learning content is making its way into mainstream and online education (Campbell, 2005). Duke University is a case in point where all freshmen received an IPod in preparation for the inclusion of the technology in the University’s curriculum (Cebeki & Tekdal, 2006). Audio in learning can function independently or in conjunction with other modalities.

Research has proven that multimedia learning objects are more effective when presentation modalities are integrated rather than separated (Mayer, 2009; Kim & Gilman (2008). In general, text, graphics, and speech complement one another to foster deeper learning. As instructional designers, we need to carefully consider which modalities should be incorporated in multimedia development and at what stage. According to Mayer (2007), when used properly, narration can play a tremendous role is enhancing learner transfer. In fact, narration in a conversational tone can increase the sense of social responsibility in the learning process. It can also reinforce graphics and /or text in the right combinations.
Based on research and proven practice, I’ll attempt to dissect the following scenarios relative to audio integration in learning.

Scenario A: Instructor Smith always creates very detailed PowerPoint presentations, which he reads aloud verbatim as he presents them to his students.

Mr. Smith is likely using the PowerPoint as a guide for himself rather than his students. No-one appreciates a lecture that they can read for themselves on the screen. In developing presentations for learning, it’s important to remember that the goal is to help the student achieve learning objectives. To that end, a picture (graphic) might go a long way in reinforcing the content that Mr. Smith has in the PowerPoint Presentation. He might also want to consider offloading some of the text so that his students do not experience cognitive overload. According Richard Mayer’s theory of Multimedia Development, human’s process information trough two channels: visual and verbal. Text and graphics are both visual while narration is verbal (Mayer, 2007). If Mr. Smith moves his text detail from the screen to the notes section of the PowerPoint and prints them for his own personal use, he relieves his students of unnecessary cognitive processing in the visual channel while allowing them to better absorb the same content as it is delivered through both the visual and verbal channels.

Scenario B: A website you have always relied on in the past for information recently reformatted their content. Now, whenever you go to the site, very intense music automatically begins and you cannot turn it off.

Dual coding research consistently proves that the use of multiple modalities in media improves learning (Mayer, 2007; Kim & Gilman, 2008; Mayer & Anderson, 1991). However, it’s important to consider relevance in gaining and maintaining the learner’s attention. In the case of the reformatted website, the intense music might not be relevant. If it is annoying, it’s detracting from the user’s motivation to stay on the site. It’s non-essential and should be eliminated. Concerning motivation, Keller (1999) proposes a model of motivational design considering the following key areas: attention, relevance, commitment and satisfaction.

Scenario C: In an online course on software utilization, a screencast is used to showcase step-by-step instructions. In addition to written directions on the screen, the screencast contains narration used to highlight the most important steps of the software function. This narration can be paused, rewound, and fast-forwarded.

At first glance, I’d be inclined to think this scenario would work because it uses multiple modalities; however, depending on the length of the written directions on the screen, the set-up could be a disaster. If the learner is engaged in reading while trying to listen to narration and the content from both channels is the same, he/she is doing unnecessary cognitive processing. The designer should rethink this arrangement and off-load written directions to a handout or user guide. If the written content is complex and necessary, it might be prudent to employ some techniques for managing essential cognitive processing. In the Laureate Video, The Triarchic Model of Cognitive Load, Richard Mayer advocates the off-loading technique (principle of modality) in addition to the following methods:

• segmenting the presentation so that the learner has an opportunity to pause and digest information
• pre-training to orient the learner to key concepts and/or components.

As we continue to integrate audio and web-based syndication into the development of learning objects, we need to remember that there is a difference between designing for commerce and designing for learning. Cebeki & Tekdal (2006) remind us that not all podcasts are learning objects. They become learning objects when they are designed to match learning needs and have associated learning objectives. While a major advantage for podcasting in education is portability, we can also benefit from the value in reusability. As such, we need to think in terms of tagging and describing objects for future use.

References:

Campbell, G. (2005). There is something in the air: Podcasting in Education, Educause, 40, 6, p.33 – 46, Retrieved from:

Cebeci, Z., & Tekdal, M. (2006). Using podcasts as audio learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 47–57. Retrieved from

Keller, J.M. (1999). Aplying the ARCS model of motivational design in distance learning. Retrieved May 25, 2011, from

Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology & Society, 11(3), 114–126. Retrieved May 24, 2011, from

Mayer, R.E. (n.d.). Triarchic Model of Cognitive Load: Parts 1 and 2, Lecture presented for Laureate Education, Inc. Retrieved May 23, 2011 from:

Personal Insights on Learning Theory & Technology in Practice

When I began the quest for a better understanding of learning theories seven weeks ago, my professor asked me to share my preferences for personal learning. My response deliberately encompassed preferences for cross-modal delivery of information in visual, auditory, expository, and kinetic forms. I have since learned that these preferences have more to do with learning styles than learning theories which explain how learning occurs. I also expressed an awareness of neuroscience citing brain-based learning as a preference because its practices accommodate physiological realities. For instance, I knew that instruction should be designed to address limited attention spans for students because I had been previously informed by Jensen (1998) that during acquisition, people can generally remain attentive for the length of their age in minutes. I had also found this to be true in my own experience. Having gained a better understanding of theory, I now have more ammunition to meet the needs of diverse learners and varied learning situations.

In studying traditional as well as more contemporary learning theories, I find that the proof is in the results of application. In fact, education professionals, by and large, agree that learning theories must meet several criteria, not the least of which is universal application (testing). Ormrod et al (2009) outline the criteria noting that learning theories must have:

1) A set of explicit assumptions that address aspects of learning
2) Specific principles derived from those assumptions that can be tested through research
3) Explicit definitions of key terms
4) Explanation(s) of underlying psychological dynamics of the events that influence learning

Ertmer & Newby (1993) corroborate this understanding, suggesting that learning theories are a source of verified instructional strategies, tactics, and techniques. When a theory yields predictable results, its practices become tools that can be applied to learning experiences for the purpose of achieving specific learning outcomes.

Traditional learning theories include Behaviorism, Cognitivism, and Constructivism. The former two meet with all of the criteria listed above, but the latter has shortcomings in that it does not fully address psychological and cognitive factors that influence learning. We still use behaviorist techniques like providing reinforcements in some learning environments because they work. Cognitivists principles are derived from scientific investigation. For instance, through empirical studies we know that only a certain amount of information can be retained in short term memory (STM) without rehearsal. The practical implication for teaching is that students need processing time and practice in order for effective learning to take place. Constructivists reject the notion of scientific truth (Ormrod et al, 2009) in favor of knowledge as a construct unique to each individual and heavily dependent upon cultural as well as environmental factors. The unifying thread between Cognitivism and Constructivism is that both theories place the learner in the center of the learning equation. One theory explains how our brains process information while the other explains how we learn in the context of environmental factors like language and expert guidance. Having worked in a school that promoted constructivists techniques and having recently been immersed in research on constructivist thought, I’m convinced that the theory has relevance as an epistemology (belief system about learning) rather than a theory. I don’t intend to throw costructivists practices out with the wash, but I will use them carefully when they are appropriate for the learning goal and environment.

Some of the more contemporary learning theories like Social Learning and Connectivism are extensions of constructivists thought with applications for experiential learning and the information age. For example, social learning theory posits that all meaningful learning occurs when individuals are engaged in social activities (Kim, 2001). This is a major tenet of Constructivist theory, but Social Learning theory is centered around experiential learning and apprenticeship/community arrangements where the environment affects the individual as the individual affects the environment. Bandura (1978) terms this relationship reciprocal determinism. I view Connectivism theory as constructivism on steroids. As a result of opportunities provided by the World Wide Web, we now construct knowledge with influence from more knowledgeable others (MKOs) who might be anywhere in the world. And because we have to manage so much information, we now store knowledge in our brains as well as on non-human devices.

Learning theory applied to the adult as a unique type of learner, lends more insight for instructional design. Research in this area reveals that motivation, prior experience, and self-direction immensely impact the learning process for adults because most adults are self-motivated and self-directed. They want to participate in determining how they learn. Adults also learn better when information is relevant to their current circumstances and can be implemented immediately (Conlan et al, 2003).

I’ve been enlightened because I can now attach the practices associated with theory to learning goals. I know rehearsal is primarily a behaviorist technique and that drill and practice is most appropriate when the goal is conditioned response. Studies have also shown that behaviorist techniques are very effective with developmentally and learning disabled students (Ormrod et al, 2009). Elaborating, aggregating information, and the use of schemata are cognitive practices that are best applied when problem-solving and organization are needed. Discussions and group projects are constructivist methods that encourage socialization and can be used to invite multiple perspectives.

Beyond the provision of a foundation for effective instructional design, exposure to the evolution of theory has endowed me with access to new technologies that will strengthen my ability to expand learning sources while providing interesting opportunities for practice. Some of the most interesting emerging technologies for education professionals are presented annually in The New Media Consortium’s Horizon Report at http://wp.nmc.org/horizon2009/.


Reference List:

Bandura, A. (1978), The Self-System in Reciprocal Determinism, American Psychologist, Vol. 33, No. 4 (pp. 344 – 358), Retrieved 12/19/10 from http://des.emory.edu/mfp/Bandura1978AP.pdf

Conlan, J., Grabowski, S., Smith, K. (2003), Adult Learning. In M. Ored (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 11/10/10 from http://projects.coe.uga.edu/epltt/

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Jansen, E. , (1998), How Julie’s Brain Learns, Educational Leadership, v56 n3 pp. 41-45

Keller, J.M. , 1999, Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education, New Directions for Teaching and Learning, no. 78, Josey-Bass Publishers

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson

Connectivism 101

Blogs, Wikis, RSS Feeds, half-life of knowledge, communities of practice – what is all this stuff, and why does an educator need to know? Until recently, I thought web 2.0 was a new software, but a simple Google search enlightened me to the fact that it’s actually a concept referring to web based applications that allow for collaboration and interaction as opposed to simply viewing page content. I need to know about these applications because tech-savvy students know about them and use them. As a point of interest, 80% of adult learning is now taking place outside of the classroom (Suave, 2007). It stands to reason that formal education environments have to acknowledge a paradigm shift if they are to remain relevant in our changing world.

Traditional learning theories include behaviorism, cognitivism, and constructivism. Behaviorism explains learning in terms of variables in the environment including reward and punishment to produce desired outcomes. Cognitivism focuses on the process of learning as we perceive, synthesize, and recall information. And finally, constructivism calls attention to social learning where culture, language, and community impact an individual’s learning construct. Each of these theories offers valuable insights as we learn about learning. It is critical, however, to consider that what we know today may be irrelevant or obsolete tomorrow. We live in exponential times where new information is learned and produced at rates faster than ever before. In addition to this abundance of information, the World Wide Web affords us opportunities to more readily share our experiences. In short, the way we learn is being transformed by technology.

This fundamental paradigm shift has been happening for the past twenty years, but George Siemens, very aptly explores the phenomenon, resources, and dynamics as they influence learning. In his 2005 article, Connectivism: A Learning Theory for the Digital Age, he describes learning as a network phenomenon, influenced (aided) by socialization and technology. Connectivist terms help us to better understand the theory so I’ll share a few of them:

Half-life of knowledge - the time span from when knowledge is gained until it becomes obsolete (Gonzalez, 2004)

Communities of Practice (COPs) - Networks of people with similar interest creating collective knowledge (Fenwick & Tennant, 2004)
Chaos Theory – A key learning task is the ability to adjust as patterns shift (Siemens, 2005)

Personal Learning Network (PLN) – a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience (Tobin, 1998).

I shared my own personal learning network in my last blog post, but I’ll elaborate on some of the most useful nodes in the network as you may find them useful also. First of all, Walden University is supplying me with information and technological skills that are right in line with my goal of training in a corporate or adult education setting. Of course, this is not a free resource, but I am impressed with the experience of the instructors and the courses. The curriculum is very challenging, but definitely rewarding. Secondly, I have connected to professional trainers and educators by subscribing to their blogs. I can simply go to their blog sites, and if I find that the content will be useful on an ongoing basis, I can click on the RSS feed button to add the blog to my feeds. Any updates would be delivered to my computer when I go online. Since I’m subscribing to so many blogs, I use Google Reader to aggregate them. Thanks to Blogspot, I am now doing my own personal blog. Communities of Practice for me include members of ASTD (American Society for Training & Development), my Walden classmates, and NSRF (National School Reform Faculty). NSRF promotes professional development in schools through community collaboration. I received critical friends group (CFG) certification through their programs in 2008. My professional profile can be located on LinkedIn . I use this site for professional networking.

Connectivism is a learning theory well suited to the information age. It recognizes that, “. . . the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs (Davis, et al, 2008).” As we participate in learning and educating in the information age, maintaining personal networks that are relevant to our unique interests and needs will be critical to our development. Siemens (2005) puts it this way, “The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. As I continue my academic and professional journey, my network will grow. I hope that yours will also.

Reference List

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

Fenwick,T. & Tennant, M., Chapter 4, “Understanding Adult Learners” In Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Siemens, G (2005), Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology & Distance Learning, Retrieved from: http://www.itdl.org/journal/jan_05/article01.htm
Sauve, E. (2007). Informal knowledge transfer. T+D, 61(3), 22–24

Tobin, D., (1998) "Building Your Personal Learning Network", Retrieved from: http://www.tobincls.com/learningnetwork.htm

Get Connected

Adult education is unique in many ways, but one of the most critical characteristics of the adult learner is intrinsic motivation. Most adults are learning because they recognize the benefits of attaining knowledge. In many cases, they have an immediate need to know and ideas about how they will use new information. Motivated adults want to participate in planning their learning so it’s meaningful and relevant to their needs.

Over the last few months, I've been planning my continuing education by getting connected and contributing. Learning theorists call this kind of learning Connectivism. It's an education model that promotes learning through connections that might not have been possible decades ago. We now have the means to learn formally and informally. We learn through our every-day practice, and we can learn from the practice of others if we are willing to venture out of our comfort zones. I’ll share more on this theory in my next post, but for now, click on the link below to take a look at my learning network.

http://www.mywebspiration.com/view/670433a2a0c6