It is really funny when I look back and consider the way I used to learn; I could only deal with what I know until other avenues surface. My rote learning gives way to problem solving techniques (characteristics of cognitivism). As I create meaning through my reflections on new information and interactions with others and objects in various environments I explore, I become more supportive of collaborative learning that I do not normally appreciate and encourage. I used to believe that personal cognition and metacognition would help a learner to be more assertive and independent, and after s/he knows then s/he can go and share.
These past weeks I realize that learning and Knowledge rest in diversity of opinions. My capacity to know is more critical than what I currently know. Learning constitutes of a process of connecting specialized nodes or information sources. It may reside in non-human appliances. Nurturing and maintaining connections is needed to facilitate continual learning. I appreciate more the ability to see connections between fields, ideas, and concepts as a core skill that is why I prefer connectivism, the digital way of learning. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. My view of how I learn continues to expand as I discover mind mapping for connectivism and the crucial importance of technology integration.
Learning consists of “a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values, and world views” (Ormorod, 1995). It focuses on results that call for learning theories to describe how people learn. Various learning theories surface as framework for learning. While behaviorism focuses only on the objectively observable aspects of learning, cognitive theories look beyond behavior to explain brain-based learning. Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. These learning theories, indeed, help shape the way we learn and cope with the changes we encounter. They consist of the basis of “curriculum reform”, as through research, knowledge, and wisdom, philosophers and educators chose the best ideas. The thinker posits: “We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism”.
Today, networked learning, collaboration technologies, collaborative learning, informal learning, learning 2.0, web 2.0, web 3.0, personal learning environment, wikis, telematic technologies, and blogs contribute effectively towards an e-lifelong learning experience; thus connectivism (a learning theory for the digital age) takes learning to a new height, and with the aid of emerging technology revealed by the Horizon Project, learning will become easier.
People learn words in the context of ordinary communication; so knowledge could be defined, accepted, justified, when it is socially shared within a culture. I notice that education is tainted with philosophy, and philosophy determines the course of each individual’s life, and I subscribe to the Aristotelian philosophy of education based on the intellectual basis for the living and the future, philosophy that gives rise to constructivism, which “is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. The pervasiveness of technology coupled with the characteristics of andragogy helps my connectivity in learning and equip me to interact in the global market.