Mapping Connections: Connect the Dots (la la la la la)

This week I was charged with completing a “mind mapping” activity on my learning connections. I am certain my kids thought I had completely lost my mind as I sat at my computer humming the infamous Peewee’s Playhouse song (Connect the Dots), as I attempted to create a visual representation of my learning connections.

Prior to beginning this assignment I thought learning to navigate Webspiration to create my graphic representation would be the most challenging part, but I was wrong. I had an extremely difficult time connecting the dots. I know I tend to over analyze things, which results in a tangled web of conflicting thoughts, but I have always operated under the premise that we learn from everything. How could I possibly list and categorize “everything” into a meaningful mind map?

                                                   My Thoughts    

Mind Map

 

In a last ditch effort I reviewed the information I read this week on connectivism, and realized despite my blank stare and eerie song choice I was on to something. Connectivism is deciphering, connecting, and organizing information into networks (Davis, Edmonds, Kelly-Baterman, 2008). I suddenly realized I did not have to list everything or everyone I have ever learned from, but needed to click my mental zoom out button and take a look at the big picture.

This new revelation enabled me to turn “everything” into 6 categories formal education, professional resources, life experience, social media, entertainment, and social interactions. Although I have gained invaluable information from all six, additional reflection revealed I do not learn from each network equally. The mass integration of technology into our everyday lives has had an enormous impact on how I learn. Prior to the internet age my primary learning networks were formal education, and personal interaction. However, today I would identify social media as my primary learning source as I use blogs, Youtube, online periodicals, and other web based information sources to help me make sense of information introduced from the other networks. Even when confronted with pressing question I tend to consult Auntie Google and Uncle Youtube before consulting with a member of my personal interactions network because these technologies allow me to obtain an immediate response to my burning questions.

Though I am not certain if connectivism is a learning theory as Siemens’ believes it to be, or a pedagogical view as Verhagen defines it (Davis, Edmonds, Kelly Bateman, 2008), I do know it best describes how I make meaning of  things, especially complex issues. I am a person who can become overwhelmed by overthinking details, and have found it necessary to make sense of things by initially viewing information through a broad lens, organizing it, and then focusing on the details.

 Resources

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.

Laureate (2009). Video Program: “Connectivism”.

Brain Power

Last September, I paid a visit to my daughter’s fourth grade classroom to see why my daughter was suddenly passionate about school. To be honest, arrived at her school expecting to walk into a chaotic classroom where students were allowed to do whatever they wanted, and the teacher was more friend than authority figure. Instead, what I found was a class of students fully engaged. They were asking clarifying questions, offering unique perspectives, challenging each other’s thinking, and drawing valid conclusions based on their discussions. I left her classroom both inspired and challenged to find ways to elicit that level of engagement from my own students.
Unfortunately, classrooms like Ms. Hagen’s are few and far between. Soraya Umewaka, in his article, “Translating Facts into Knowledge” (2011), urges educators to use their knowledge of neuroscientific research to motivate students to want to learn. He highlights the need for students to be engaged in their learning, through self-monitoring, exploratory questioning, and opportunities for cross curricular connections. Additionally he encourages educators to put more emphasis on the thought process than the answer by “helping them make that leap from learning facts to understanding how it applies to reality” (Umewaka, 2011, p. 28).
I personally believe most educators want to have a classroom like Ms. Hagen’s but need guidance on how to get there. Dianne Rees offers suggestion in her June 2010 blog post, “Tools for Metacognition”. She suggests modeling desired behaviors through techniques like think out louds, requiring learners to justify their thinking, incorporating opportunities for self-reflection reflection into lessons, and opportunities for research outside of the classroom. Though Rees is quick to highlight these strategies ay not translate into motivation to learn, as it did for my daughter. They can go a long way in building confidence in themselves as learners, which is a step in the right direction.

Resources
Umewaka, S. (2011). Translating Facts Into Knowledge. Mind, Brain & Education, 5(1), 27-28.
doi:10.1111/j.1751-228X.2011.01106.x

Rees, D (2010)Tools for Metacognition. Instructional Design Fusions. http://instructionaldesignfusions.wordpress.com/2010/06/28/metacognition

“Was Blind but Now I See”

After years of consulting blogs for reviews on the latest diet or exercise plans, insights into next seasons fashion trends, and “how to” advice from the DIY queens and kings of this world, my eyes were finally opened to the professional development opportunities available through blogs. I suddenly felt like a sixteen year old girl who picks up the newspaper, after her parents have caught up on the days current events, only to read her horoscope, comics, and advice columns, with no thought to the vital information in the neighboring sections.
This past week I grounded the 16 year old within me, and explored the professional development opportunities experienced bloggers were offering aspiring instructional designers like me. I must say I was very pleased with my findings!
As a part of my learning theories course, I was asked to highlight three blogs that I felt would be useful to me as a newbie to instructional design and technology. At the beginning of the week, I did not feel I was in any position to make solid recommendations in this area, but I must say I am happy with my selections.
(Drum roll please!) My three nominees for instructional design blogs are:
1. Upside Learning- Blog
This blog is specifically designed for newbies to instructional design. The blog features posts from multiple contributors. I found the postings very easy to follow, as they do not assume readers are well versed in the terminology common to the instructional design field. They are also extremely informative as contributors are often discussing current trends in the field. I envision myself consulting this blog often especially while in my infancy stages as an instructional designer. It is a great tool that allows beginners to stay current without getting lost in a mountain of jargon. However, I feel compelled to point out it is not updated regularly. The last post was March of this year, but I have a lot of catching up to do so it still works for me.

2. Instructional Design and Development Blog– A Service of the FITS Department at DePaul University
My second selection is another multi-contributor blog. . I consider this my well rounded selection. The contributors are a compilation of instructional design professors and students. Readers are offered a wealth of knowledge through frequent, relevant postings, suggestions to countless e- learning resources, and fresh prospectives are encouraged through steady dialogue among readers.

3. Rapid E-learning
Let me start by saying I absolutely love this blog, not just because it allows me to satisfy the cravings of my inner 16 year old with its witty and often comical postings, but largely due to the highly applicable topics explored (hence the title rapid e-learning). After reading one of Tom Kuhlmann’s blog posts I am inspired to “do”. This past week I found myself trying out some of his tips and tricks, and know this will be an invaluable resource for me when it comes time for me to start designing instruction.

Please feel free to offer feedback and recommend additional resources that may help instructional design newbies like me!

Nonni Jenkins