Learning Principles &

Theories

Connecting theory to practice

Connectivism

• Siemens (2005) states technology supports learning and that Connectivism learning theory integrates technology with previous learning theories to support technology usage in our everyday lives.

• He also explains that technology is used in knowledge management.

• Organizational and individual learning is linked an evaluated via technology.

Theory to Practice: Connectivism

• How does the theory contribute to my understanding?

• Before learning about Connectivism theory, I considered the integration of technology to be “lazy”. I did not understand why people would look to the internet before reading book. However, now I realize technology integration is a positive force for networking, research, and presentation source when used to facilitate the teaching and learning process.

• How does the case deepen my understanding?

• As an online learner, I viewed the course management system and instructor facilitation of learning online as “protocol”. As an observer, I was able to see the learner’s successes and struggles with the technology. In addition, I reflected on the benefits of the collaborative atmosphere provided by discussion boards. One of the key concepts of Connectivism is distributed learning. The case allowed me to observe the interactive aspect of online learning, that many believe you miss out on, if you choose online instruction.

• How does the theory contribute to my assessment and recommendation?

• During my observations of my learner, I started to think of ways that I could increase the interaction. My assessment and recommendation is that the course was limited by not having a synchronous discussion aspect.

Adult Motivation to Learn

• Wlodkowski says “when adults care about what they are learning and know they are becoming more effective at what they value by means of learning” (p. 8).

• He also concludes, "As educators, we know that understanding why people behave as they do is vitally important to helping them learn" (p. 2).

Theory to Practice:• How does the theory contribute to my understanding?

• Before reading about adult learning, I did not separate how children and adults learn. Although the basic knowledge acquisition for core concepts can be delivered in via pedagogical methods. The processes after, to extend the learning, are more aligned to andragogy.

• How does the case deepen my understanding?

• As a K-12 educator, I have experience in pedagogical best practices for teaching and learning. The case provided a platform to observe adult teaching and learning. The instructor’s facilitation of the learning and the learner’s motivation to continue studies portray the aspects of adult learning and best practices for teaching adult learners.

• How does the theory contribute to my assessment and recommendation?

• The instructor uses scaffolding techniques to integrate repetition over time. Wlodkowski says “current skill and quality of instruction affect learning” (p.12). My assessment evaluates the effectiveness of the instruction. My recommendation is more for the learner. The learner must examine their own interests before choosing a degree program. Caring, which is also an element in significant learning, is a parallel to success, due to its intrinsic motivation quality.

Significant Learning

• Fink says,"or learning to occur, there has to be some kind of change in the learner" (p. 3, para. 1)

• Taxonomy of Significant Learning (p. 3, figure 2. 1) includes:

Process of learning; Integration; Foundational knowledge; Developing new values, feelings, interests; human significance; and application

Theory to Practice• How does the theory contribute to my understanding?

• Fink’s learning principle recognizes learning as a process rather than a product. Until reading Fink, I viewed learning as a product after instruction or an experience.

• How does the case deepen my understanding?

• The case study allowed me to observe the aspects of the Taxonomy of Significant Learning.

• How does the theory contribute to my assessment and recommendation?

• My assessment looked at each of the elements in the taxonomy and I checked them off as I observed them in the teaching or learning process during my case study.

Technology Integration

• Howland and Jonassen (2012) examine the use of technology for meaningful learning. Key characteristics are :

• Inquire with technology

• Design with technology

• Communicate with technology

• Collaboration with technology

• Writing with technology

• Modeling with technology

• Visualizing with technology

• •Meaningful learning with technology includes: knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; reflection, not prescription (p. 16-17).

Theory to Practice:• How does the theory contribute to my understanding?

• The learning principle explains technology can be used for active construction and engagement (Howland & Jonassen, 2012, p. 7).

• How does the case deepen my understanding?

• As with my evaluation of Connectivism, the case study illustrates the many ways technology is used for teaching and learning. Before the case study, I did not consider the particulars necessary for teaching with technology and how it contributes, in a significant way, meaningful learning.

• How does the theory contribute to my assessment and recommendation?

• My assessment involves the ways technology is used and its successes and limitations. Technology is used by the instructor to produce learning materials. The learners answer open-ended discussions, collaborate in group work and create final presentations via the course management system. Learners also use outside media sources, such as videos and readings that they access online from outside sources. My recommendation is to require a voice thread and video chat addition.

• The readings connect the key points of adult learning, which is characterized as intentional, self-directed and purposeful for problem-solving. Importantly, Howland & Jonassen's analysis of the use of technology for meaningful learning parallels my research conveying the use of online learning, in a meaningful way, in order to encourage the strengths of adult learners.

References

• Fink, L. (2003). What is significant learning. Retrieved from https:// nuonline.neu.edu/bbcswebdav/pid-7283951-dt-content-rid-8656340_1/courses/EDU6319.21591.201425/readings/readings_viewings_recap/WK2%20-%20Fink%20-%20Significant%20Learning.pdf

• Howland, J. L., Jonassen, D. H., Marra, R. M., (2012). Meaningful learning with technology (Chapter 1). Boston : Pearson. Retrieved from https://nuonline.neu.edu/bbcswebdav/courses/EDU6319.21591.201425/readings/WK2%20-Howland%20-%20Jonassen%20Meaningful%20Learning%20with%20Technology%20-%20Chapter%201.pdf

• Siemens, G. (2005). Connectivisim: A learning theory for the digital age. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

• Wlodkowski, R.(2008). Enhancing adult motivation to learn. A Neuroscientific Understanding of Motivation and Learning, 8-23.