A Learner in the Modern World

For many decades learning theories have been studied, researched, and developed by theorists, philosophers and educators. Behaviorism, Cognitivism, and Constructivism are the three widespread learning theories implemented through research.  "These theories, however, were in a time when learning was not impacted through technology".   Siemens has looked at these three learning theories and has added yet another theory to satisfy the technology, that is now intensively added into our learner's lives-Connectivism.  Connectivism continuously is moving forward at a rapid rate.  There are four principles that are integrated into this learning theory. Chaos, network, complexity, and self-organization theories.  How does connectivism relate with current technology in the learning process? First, lets look at the root word, connect. Beginning from when we were born, our lives have been filled through connection with others creating a variety of experiences.  

Today in the 21st century, our connections have changed and our social networking has expanded. Vieira, provides a brief explanation of the expansion of social networking through a Youtube video titled, The Network is Learning. Social software is one of the largest ways we network as adults through either personal or professional communication.  Children and adolescents network through social media using pictures, statues, text-messages, and blogs, only to name a few.  Educators are now enforcing educational learning through social software and is changing the way children learn.  Along with Vieira, George Siemens has posted a short informative sideshow audio on collectivism and the continual fluctuating space which learning occurs titled, What is Connectivism? After listening to both of these short videos I can positively say that I have a much greater understanding of Connectivism and how I can relate it to my networking through technology. 

"Our emphasis with collectivism is to recognize the continually fluctuating space in which learning occurs.  If we fail to account for those progressive changes, we will omit a good portion of what is critical in the learning process"-George Siemens Associate Director, R & D , LTC U of Manitoba.   

A learner is like a continuous and steady ripple affect. One small drop or change keeps the ripple going in the ocean and can be related to a learner and their knowledge/advancements. As experiences and connecting increases so does the affect and changes of learning. "A knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses". Now how does this work?  Does this mean the information I am learning today is not going to help me tomorrow?  As continuous learners, we need to focus on what we need to learn for tomorrow so we can keep steady with the developing changes around us. This is why as educators we truly need to evaluate our teaching styles to fit the needs of students today. "In order to better understand learning, we need to better understand how and why connections form.  We need to understand the nature of those connections, find how we need to use that understanding in forming how we design classrooms, how we create curriculums, and how we deliver or teach the curriculum".  With the literature and slide show videos that were given to complete this assignment, I now have a greater understanding of how I need place connectivism on a higher level of importance, when designing the environment for my students to learn.  21st century students of all ages need the opportunity to enhance through experiences, networks, and currency.  Relationships, decision making and maintaining connections are all important skills needed to be implemented in my curriculum planning.

Here is a little Vygotsky for thought :)
“The relation of thought to word is not a thing but a process, a continual movement backward and forth from thought to word and from word to thought. In that process, the relation of thought to word undergoes changes that themselves may be regarded as developmental in the functional sense. Thought is not merely expressed in words; it comes into existence through them. Every thought tends to connect something with something else, to establish a relation between things. Every thought moves, grows and develops, fulfills a function, solves a problem” (1986, p.218).