Learning Then and Now

I am a digital immigrant. So says Mark Prensky, internationally acclaimed educator, innovator and all around technology gaming guru.  The phrase “digital immigrant” first appeared in Prensky’s 2001 article “Digital Natives, Digital Immigrants.” It refers to those of us who were born before the Internet and cell phone became commonplace.

So how did I learn? Throughout high school and two different rounds of undergrad training in the 80’s and 90’s my formal learning activities included listening, reading, completing assignments and doing tests as most of us digital immigrants did back then. Given that one of my focus areas was in Library Science (as it was called then) I was exposed to Cognitivist learning strategies such as rehearsing,  summarising, outlining, elaborating, etc. all under the guise of library skills. These skills did not transfer to my other areas because I could manage very well without them at that time. I am fairly good at listening to what professors or lecturers have to say, packaging it neatly into well-thought out sentences and regurgitating it on tests. This has worked well for me until now.

Let’s fast forward to today, the 21^st century. What! I actually need to think about concepts, discuss them with other students and come up with my own ideas? Oh no! Yes. I do need to survive in this era.

I should say in all fairness to my former lecturers, some of whom I still maintain warm relationships with, that there were opportunities for Constructivist learning. I could, and did opt for an internship to complete my first degree and learned by observing and imitating others who were more knowledgeable in that area than I was. The internship was also an opportunity to practise the book learning in a realistic setting, solving problems in real time.

How am I learning today? I am currently enrolled in an online master’s degree programme. The very nature of such a programme means that Malcolm Knowles’ adult learning theory, Andragogy, which speaks to the self-directed, intrinsically-motivated nature of adult learning applies to me. I am selecting what to learn because as an adult I have evaluated my situation and interests to determine what additional skills I need as I strive for self-actualisation.

George Siemens theory of Connectivism which notes that today’s learner does not learn primarily from formal structured environments but from a network of connections also applies to me. Through connections via various technological tools I am able to collaborate with others to create products, e.g., presentations; glean and share useful information and tips, store and retrieve research articles and create personal artefacts to aid in retention, e.g. matrices and mind maps.

On my journey through learning theories over the last few weeks I have been reflecting on not only how to use the concepts learned but how they apply to me. Of all the things learned the most important for me so far has been recognizing and working on the affective areas of learning which include developing positive attitudes, instituting better time-management practices and creating a learning-friendly environment.  It is evident that incorporating these strategies will enhance my ability to learn.

The Clinical Educator's Resource Kit (Andragogy)

http://www.qotfc.edu.au/resource/index.html?page=65375   

Connectivism: A Learning Theory for the Digital Age

George Siemens, December 12, 2004

http://www.connectivism.ca

Digital Natives, Digital Immigrants

© 2001 Marc Prensky

http://www.marcprensky.com

Mind Map Matters

When John Locke (http://plato.stanford.edu/entries/locke/#SocConThe) put forth his idea that we learn through directly experiencing with our senses and by reflecting on these experiences he probably could not imagine how much those senses would be exposed to three hundred years after his death.

Twenty years ago I learned primarily from printed materials and face to face social interactions. These social contacts included formal school, lecturers or teachers, or family, friends and acquaintances.  Some electronic contact via the telephone with family members scattered over three continents also provided opportunities for social learning but these were limited to brief telephone calls on special occasions. Long distance calling costs were prohibitive then. I can recall spending happy hours browsing in book stores or waiting eagerly for those letters from home when I spent time abroad at college. 

Today, armed with a laptop, an e-reader and a recently acquired smart phone which is smarter than I because I am yet to figure out how to make an actual call, I am able to learn from many sources.

Undoubtedly the computer is at the centre of my learning network. Through it I am able to look up recipes, chat with and actually see relatives and friends who are thousands of miles away and even attend college without leaving my job. All these are accomplished via the Internet. I have access to the ‘Net on my phone and other devices but the computer allows for comprehensive use and is also the medium with the largest screen, an important factor for me.

  

I must confess to being incredibly fond of Google, which has become more than just a proper noun. I have heard folks at work referring to “googling” for information. I still do rely on people for knowledge however, especially on matters of culture and local information in general. Though the ‘Net does have a vast array of information it come up short on issues from my region, the Caribbean. We are not just sun, sea and sand nor all  about reggae music.

George Siemens, one of the primary proponents of connectivism, (http://www.elearnspace.org/Articles/connectivism.htm), identifies some of its fundamental principles. These include the fact that it is more important to be able to know more than to actually know, that current and up-to-the-minute information is one of the main advantages and that one may learn from non-human devices. While I could easily agree with the first two, it was a challenge for me to think that we could learn from devices. After giving it more thought I must admit that I agree with the third argument as well. Because the computer is able to accept data and quickly process it into usable information, it does indeed enable us to learn by identifying trends and patterns which it would be difficult if not impossible for the unaided mind to calculate and use in real time when the information is needed.

Although I agree with Siemens and other connectivists I must conclude on a cautious note, and that is that not many people in the third-world are able to afford some of the devices which make these connections possible. Therefore, like all learning theories, they have to be applied judiciously after examining the situation on hand.

Mind Map

We learn from many sources. Here are some of mine.