A Deeper Understanding of Learning Theories and Learning Styles

After rereading my discussion forum post from Week 1 of our course, the opinions that I had then about learning styles, and about Behaviorism, Cognitivism, and Constructivism, are still the same. However, my views on learning have expanded greatly with the additional exposure to Social Learning Theory, Connectivism, and Adult Learning Theory. I still consider myself a life-long learner, with a preference for solitary learning through independent study. However, that understanding is now enriched with the knowledge of how social networks and the presence of technology impact my own learning.

From Social Learning Theory, I now know that while I think I have a preference for solitary learning, the truth is that I do rely on a network of others, peers and mentors, to help in my learning. Learning is not a solitary endeavor. Social Learning Theory says that learning occurs through social interactions throughout a learner’s life, first with parents, then later with peers (Laureate Education, 2009). So, I have been learning from others my entire life, maybe without always being cognizant of that fact. In Social Learning Theory, “people learn through observing others’ behavior, attitudes, and outcomes of those behaviors” (Social Learning Theory, n.d.). Learners model their behavior after what they see in others. By paying attention and retaining what they have seen, they are then eventually able to reproduce those skills on their own (Social Learning Theory, n.d.).

From Connectivism, I now know that I learn through a network of technology and people. I didn’t realize how heavily I relied on 21st century technology in the course of my own learning until I read the work of George Siemens. I have “learned how to learn” (Davis, Edmunds & Kelly-Bateman, 2008). Thanks to George Siemens, I know that learning occurs through the ever-changing process of gathering new information from a variety of sources in one’s networks. I have heard this same idea expressed in another way: as Progressive Learning (“Primary ICT – Natural Connections,” n.d.). In this video, “progressive learning” is defined as a learner, starting from one place, then making connections by interacting with peers in a social network, interacting with information available through a technology network, as well as a variety of traditional sources, such as books and journals. Once the learner makes initial connections and takes on information and knowledge, the learner can proceed to acquire additional knowledge, which is added to the knowledge already acquired. Learning, then, becomes a gradual process of building upon previous knowledge through interaction with social networks and technology. I think the idea of “progressive learning” best describes my personal style of learning, and I am very excited to have a name to put on it.

Finally, our study of Adult Learning Theory  added to my growing understanding of learning theories by helping me realize the range of characteristics that tend to be unique to adult learners. While there are many commonalities among learners of all ages, adult learners have some unique characteristics (Conlan, Grabowski,  & Smith, 2003). Adult learners tend to be self directed and have a vast deal of life experiences; adult learners also tend to have a lot of extra responsibilities, such as jobs, families, and households to maintain, while going to school simultaneously. Adult learners can learn in many environments, from formal classrooms to the workplace. Adult learners rely on their life experiences, previous learning experiences, work experiences, and more to draw from (Conlan, Grabowski,  & Smith, 2003). I, myself, fit this bill of “adult learner” quite well. At 48 years of age, I am pursuing a second master’s degree, I work full time, I am engaged in consulting on the side, and I’m a single parent of an 11-year-old daughter. I am a busy, highly-motivated, and very much a self-directed adult learner.

The Role of Technology in my Learning Process

I really didn’t pay attention before to the extent that technology plays a role in my own learning processes. I think I always took the technology for granted – it was simply there. Now I understand the role that technology plays in learning, and I have a much greater appreciation for its presence. I, myself, am highly reliant on technology in my own learning process. For me, technology primarily offers me a conduit through which I can obtain information. I am constantly searching the internet for credible sources of information related to the topics that I am studying.... whether I am looking for books, journal articles, or informal sources of information. I use technology to record information... both in blogs and using a word processing application. I also use technology to create my own content, whether it is a written document in a word processing application, a narrated presentation, or a dynamic and fluid presentation, such as Prezi. Technology in the learning sphere is an empowering force. It also levels playing fields for learners. Nearly everyone can have access to technology to aid them in their learning quests, regardless of their financial resources. Technology is indeed the great equalizer, and in the future, the presence of our vast and global network of information will empower learners throughout the world to take control of their own progress and success.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

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 Education, Inc. (Producer). (2009). Theory of Social Cognitive Development [DVD]. Baltimore, MD: Dr. Jeanne Ormrod.

Primary ICT - Natural Connections | SchoolsWorld. (n.d.). SchoolsWorldTV. Retrieved April 15, 2012, from http://www.schoolsworld.tv/node/1183

Social Learning Theory (Bandura) | Learning Theories. (n.d.). Learning Theories. Retrieved April 15, 2012, from http://www.learning-theories.com/social-learning-theory-bandura.html

Learning Connections - Connectivism and the Learning Network

George Siemens’ theory of connectivism is "a learning theory that integrates technology, social networks, and information" (Laureate Education, 2009). Siemens himself describes the origins of connectivism in relation to the major learning theories in existence today. "Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn" (Siemens, 2005). Siemens sees a need to update the framework through which we view how learning occurs in light of the impact that technology has on human culture. 


One of the key components of connectivism is "learning networks." Davis, Edmunds & Kelly-Bateman quote Siemens as saying, "We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment" (2008). 

One of the key principles of connectivism is that adult learners construct learning networks through which they gain information and knowledge. These learning networks are made up of a variety of sources, both formal and informal. Below is an illustration depicting my own learning network. As you can see, some of the sources are formal ones, such as "Professional Activities" and "At Work" and "At School" and some of them are more informal sources, such as "Friends & Family" and "Internet."

My Learning Network

Connectivism is a learning theory that acknowledges the role of the self-directed learner. A self-directed learner is one who takes responsibility for her own learning. A self-directed learner is one who is highly motivated and an active learner. Self-directed learners create their own learning networks, through which they gather information and develop knowledge.

My learning network has certainly evolved and matured over the years. The advent of the internet and its wealth of sources of credible information, readily available, has made learning easier for those who seek it. As a young person in college in the early-to-mid-1980's, my sources for information were primarily my university professors, face-to-face classes, and the university library. Today, my sources of information have greatly expanded to include professional organizations and associations, colleagues at work, books and scholarly articles, friends and family, and of course the internet, with its vast resources of information. Having access to so many different sources of credible information has empowered me to become a self-directed learner. Whether I am studying a topic for school (I'm in graduate school once more, working toward a second master's degree) or work, or learning something for my own personal enrichment, I have access to a vast universe of information.

Connectivism is the learning theory that most resonates with me as an individual learner. As a highly motivated and self-directed learner, I certainly describe myself as a life-long learner.  When I am researching a topic, my first inclination is to go to the internet. I search for credible sources of information on websites, including personal and professional blogs, YouTube, and even social networking sites. From there, I gather some basic concepts and references to other sources. I track down these sources through research databases that I can access through my university affiliations, scholarly repositories on the internet, and books. I view my personal learning network as a web of connections and resources. I follow threads of information through that web, making connections, validating information, verifying sources, and testing ideas. One credible source often leads to several others, and so on, and the web of information expands.

The technology that is so readily available today makes self-directed learning easier than it has ever been in human history, and this access to information has changed the way many of us learn. "In today’s technology-rich society, it has become increasingly important to learn how to learn" (Davis, Edmunds & Kelly-Bateman, 2008). It's not enough to sit back passively and take in information from perhaps one single source. In order to have a rich and fulfilling learning experience, we need to take in a great variety of information from a multitude of sources. "New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history. As a result, the span of time between learning something new, being able to apply it, and finding that it is outdated and no longer useful continues to decrease" (Davis, Edmunds & Kelly-Bateman, 2008). We must become what is known as a life-long learner -- which means that learning is a continuous endeavor, not a one-time activity that is done and over with in a single point in time.


My personal learning network illustrates Siemens' theory of connectivism very well. My style of learning has evolved along with the technology, so that I can take advantage of the access to information and knowledge that technology allows. While I am actively involved in formal learning (I'm in graduate school, earning a new degree), I am equally involved in informal learning as well, as there are a number of topics that I have great personal interest in and I am actively researching these topics as well. To me, my informal learning experiences are just as important as my formal learning experiences.  According to Siemens, "Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same" (Siemens, 2005).

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 Education, Inc. (Producer). (2009). Connectivism [DVD]. Baltimore, MD: George Siemens.

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm