Learning with Mind Maps

Mind Map Reflection:

Early in my own learning experience, I remember being told that I was responsible for my own learning and no one was going to just give me the answers or allow me to slide on through. This seems like a very harsh thing to tell a five year old just starting the first grade, but it acts as a sign of the times. Learning was to be a singular endeavor that I could have assistance with, but had to accomplish on my own. Networking gives me a feeling of support and helps me focus on what I should be getting out of the instruction. It makes learning an event that is much more tolerable and valuable as a positive experience.

The tools that serve me best as facilitators of learning are the computer and the Smart phone (only because I can access the Internet with the Smart Phone). Other pieces of technology (television, radio, calculator, etc…) are also valuable as learning tools of specific types of information. The Internet is the most valuable tool in answering specific questions about disparate topics. Running a search using key

words with a search engine has become second nature. New information is learned by asking other individuals or running a computer search, dependent on the type of information required and the time frame within which it is required.



The mind map below is an example of what my information network may look like in graphic form. It is a very dynamic entity and shifts as the need for specific types of information changes. If you have difficulty reading the labels, please click on the image for a larger version.

References:

Bayne, G. (Producer). (2008, January 29). Connectivism [Audio podcast]. Retrieved from http://www.educause.edu/blog/gbayne/ELIPodcastConnectivism/167445

Chatti, M. & Jarke, M. (2007). The future of e-learning: A shift to knowledge networking and social software. International Journal of Knowledge and Learning, 3(4/5), pp 404-420. Retrieved from http://scholar.google.com/scholar?q=connectivism+learning+as+network+creation&hl=en&as_sdt=0&as_vis=1&oi=scholart

Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of research in Open and Distance Learning (IRRODL), 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103%22

Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD. Retrieved from http://www.astd.org/LC/2005/1105_seimens.htm

Siemens, G. (2006). Knowing Knowledge. Copyright 2006 by George Siemens. Used by permission.

Cognitivism as a Learning Theory

Cognitivism is a step up from behaviorism in that it stimulates and supports higher level thinking in learners. But as a stand-alone methodology, cognitivism, just like behaviorism and constructivism, must be considered as a practice that is incomplete. Behaviorism is a stimulus-response type of instruction, while constructivism outlines the process of putting it all together.

Cognitivism strives to understand what happens in the human mind in terms of learning, thinking, remembering, retaining (knowing) and using (problem solving) (Arinto, 2010). How the mind learns and what is learned in a certain context is more important than the behaviorist aim of observing and prompting a stimulus-effect scenario. Changes in learner knowledge can still be seen in individual behavior, however variances in responses are expected due to prior knowledge and experience. Cognitivists see the process of learning very much like the information acquisition of a computer: new information is introduced to the working memory, is processed with relation to existing information, and is stored into long-term memory for later use (Driscoll, 2005).

The analogy of the similarities of information processing between humans and computers notes that the information (in a classroom or other learning environment) is delivered, accepted, and processed for later use by individuals within the group. This is a standardized situation in which the same information is delivered to everyone in a common environment using delivery methods that are also common. However, the information students receive is not always accepted with the same levels of import, understanding, and relativity by different individuals. The analogy breaks down at this point because the information is combined with other knowledge bits (prior information) to perform tasks or to form concepts concerning the world around the learner. These differences are due to varying learning styles, intelligences, and prior information. In this manner, the learning becomes subjective because individual learners reach different combinations and conclusions using the common information that has been shared. This understanding establishes the necessity for incorporation of elements of the different learning theories (Kapp, 2007).

Kerr (2007) mentions concept of “Connectivism”, a creation of George Siemens and Stephen Downes. Connectivism is seen as an ideal theory for learners of the digital age, combining the strongest points of behaviorism, cognitivism and constructivism. It Connectivism is thought by some to be the learning theory for the digital age in that it seems to be an appropriate vehicle for the explanation of the effects of technology on how we all live, learn and communicate.

Several interesting sites containing further information on Connectivism are listed below.

 Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning http://www.joaomattar.com/Constructivism%20and%20Connectivism%20in%20Education%20Technology.pdf

Connectivism: A Learning Theory for the Digital Age http://www.elearnspace.org/Articles/connectivism.htm

What is Connectivism? http://education-2020.wikispaces.com/connectivism

References:

Arinto. P. (2010).Handbook on instructional design for the academy of ict essentials for government leaders. APCICT. Retrieved from http://www.unapcict.org/academy/academy-modules/english/Handbook_on_Instructional_Design-v2.pdf

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/