Cognition Culture and Learning Project:

Personal Learning Networks and Connectivism

James K. GreerEDUC 8401

Cognition, Culture and Learning Project:Personal Learning Networks and Connectivism

Project Goal

SocialMedia

Blogs

DataBases

Books &Articles

Briefs &Reports

Papers

DiscourseObservation

Games

Videos

On-lineSites

RSSFeeds

From institution-centric, one-size-fits-all constructivism toStudent-centric personal learning networks employing connectivism

Army units are faced with a myriad of complex problems:

Apply cognition and culture to improve learning and problem solvingFor the benefit of society

CombattingTerrorism

HumanitarianDisasters

ChallengingOperational

Environments

DecliningResources

Cognition, Culture and Learning Project:Personal Learning Networks and Connectivism

Project Purpose

Identify the contributions of these four topics to learnersemploying personal learning networks with a connectivist approach

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

Thinking Skills

Cognitive Science

Educational Neuroscience

Learning Theories Constructivism Connectivism

Culture

Cognitive science emphasizes brain, mind and external connectionsAnd both individual and collaborative learning

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

Cognitive Science

As cognitive load increases collaborative learning better than individual

Groups as collaborative processing systems of individual memories

Brain always searching for meaning through making connections

Self-regulation and self-efficacy critical to learning

Conceptual change theory – Learning changes perceptions

Educational Neuroscience presents both opportunities and challengesTo improving educational approaches

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

Educational Neuroscience

Learning styles affect the impact of hypermedia on learning

Mirror neurons affect learning new tasks; expert-novice approach Simply applying biological neuroscience is not enough;

cultural learning and context must be accounted for

potential for developing instructional theories based on neuroscience

Connectivism and constructionism enable student-centeredLearning employing personal learning networks and technologies

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

Learning Theories

Link social-constructivist, network and learning theories

Metaliteracy and transliteracy inform connectivism

Connectivism basis for learning in digital (virtual) spaces

Student-centered interactivity; but still key role for instructor/facilitator

Connectivism initially informal; gradually becoming formal

An effective collaborative learning culture can shapeAnd improve both individual and organizational learning

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

Culture

Education discipline must adapt to emerging virtual culture Virtual learning communities assist overcoming

Vygotsky’s Zone of Proximal Development

Organic structures, communications and shared responsibility promote organizational learning cultures

Advantage of collaborative learning culture over transactional education in universities

An effective collaborative learning culture can shapeAnd improve both individual and organizational learning

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

Themes Recurring across All Four Topics

Individual nature of learning; including self-regulation andself-efficacy, both critical to personal learning networks

Collaborative learning through connections to other learners isa 21st Century competency and promotes connectivism

In personal learning networks and connectivism there remainsa critical role for the teacher and expert in the discipline

Understanding cognitive and educational neuroscience can improveinstructional design

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

References – Cognitive Science

Kirschner, F., Paas, F. and Kirschner, P. (2009). A cognitive load approach to collaborative learning: united brains for complex tasks. Educational Psychology Review. 21, 31-42.

Kruse, G. (1998). Cognitive science and its implications for education. National association of Secondary school Principals. NASSP Bulletin. 82, 73-79.

Schunk, D. (1998). An educational psychologist’s perspective on cognitive neuroscience. Educational Psychology Review. 10(4), 411-417.

Zembylas, M. (2005). Three perspectives on linking the cognitive and the emotional in science learning: Conceptual change, soci0-

constructivism and poststructuralism. Studies in Science Education. 41(1/2), 91-116.

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

References – Educational Neuroscience

Chen, S. and Macredie, R. (2002). Cognitive styles and hypermedia navigation: development of a learning model. Journal of the American Society for Information Science and Technology. 53(1), 3-15.

Collins, J. (2007). The neuroscience of learning. Journal of Neuroscience Nursing. 39(5), 305-310.

Schumacher, R. (2007). The brain is not enough: potentials and limits in integrating neuroscience and pedagogy. Analyse and Kritik. 29(1), 38-46.

Varma, S., McCandliss, B. and Schwartz, D. (2008). Scientific and pragmatic challenges for bridging education and neuroscience. Educational Researcher. 37(3), 140-152.

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

References – Learning Theories

Couros, A (2006). Open, connected, social – implications for educational design. Campus Wide Information Systems. 26(3), 232-239.

Dunaway, M. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review. 39(4), 675-685.

Hogg, N. and Lomicky, C. (2012). Connectivism in post secondary on line courses. The Quarterly Review of Distance Education. 13(2), 95-114.

Sangra, A. and Wheeler, S. (2013). New informal ways of learning: Or are we formalizing the informal? In: “Informalisation of Education” [online dossier]. Universities and Knowledge Society Journal(RUSC). Vol. 10, No 1, pp. 286-293.

Cognition, Culture and Learning Project:21st Century Competencies – Thinking Skills

References – Culture

Gueverra, J. (2007). Repositioning for a virtual culture. On the Horizon. 15(3), 139-144.

Lim, C., Hung, D., Wong, P. and Hu, c. (2004). The pedagogical design of ICT integration in online learning: A case study. International Journal of Instructional Media. 31(1), 37-47.

Rebelo, T. and Adelino, D (2010). Conditioning factors of an organizational learning culture. Journal of Workplace Learning. 23(3), 173-194.

Jaccaci, a. (1989). The social architecture of a learning culture. Training and Development Journal. 43(11).