Connectivism

My network of available resources has had me remain in a constant state of learning. If I had a more linear way of attaining knowledge, I think there’d be this sense that once I learned something new, I was done learning that thing. Now, because of the interconnectivity of my learning resources, I never get the sense that, “Yep. I’ve completed my learning!” My most useful learning tools are definitely blogs, youtube, and online journals. I can spend hours surfing these resources because they’re not like a book, with a beginning and an end. Instead, blogs link from one to the next in a never-ending train of learning.

When I have questions, I sometimes begin by seeing who else has already had those questions. I hop online and search for videos, blogs or websites. I begin with less professional sites where everyone and anyone can post their learning. Then, I trace their research and go to the original sources myself, trying to gather my own interpretation of the source.

My own learning style supports the tenents of connectivism. I begin my research with one node, my first question. As I travel through that node, I find other, connected nodes that answer questions I didn’t even know I had. I keep this trend going usually until my husband makes me go to bed! My learning is not linear; it is interconnected and never-ending

Connectivism

Research Sheds Light on Personal Experience

Using the SAGE database, I stumbled upon the Advances in Developing Human Resources journal, published by the Academy of Human Resource Development. In this journal, I found two articles in particular that apply not only to the theories we’ve learned this week, but also to my profession as well.

1. “Design Considerations for Web-Based Learning Systems” by William W. Lee, Diana L. Owens, and Angela D. Benson.

Lee et al. begin their article with an overview of the history of instructional design. I found the section in which they outline the differences between objectivist and constructivist approaches. But what was even more helpful in the article is that they extended the compare and contrast to include the models of ID themselves. Lee, et al. The objectivist approach to ID is “sequential and linear” where as the constructivist approach is “nonlinear, and sometimes chaotic”; objectivists plan “top down” and constructivists plans are “organic” and “collaborative” (p. 407). This article helped me diagnose some of the struggles I’ve encountered in my workplace. While I find that I am a bit more constructivist, my boss is entirely objectivist. Honestly, this article shed light on all of our previous misunderstandings and disagreements!

2. “Alternative Training Models” by Charles Cowell et al.
While my teaching experience is all in the realm of high school English and Theatre, my professional work as an Instructional Designer is with the military. Cowell et al. use their article as a chance to explain what I have been learning the hard way: the ADDIE model is not universal. While rigid adherence to ADDIE is required for all of my work with the military, my experience in high school is significantly less structured. As Cowell et al. say, “the ADDIE model functions well in a highly structured and authoritarian setting” (p. 466). The article outlines a process called “Telling Ain’t Training” which differs from the ADDIE model in that the trainer (e.g., teacher) isn’t involved in the early stages of the ADDIE process, but is still required to “honor the tenants of systematic training” (p.470).

Though this article didn’t explicitly talk about the theories we’ve learned this week, the issues it addresses are certainly connected. As instructional designers we have to consider the various sides to many issues:
- The learner’s means of processing information;
- The instructional designer’s means of processing information;
- The issues the instructional designer faces when deciding how to present information for processing.


References:
Cowell, C., Hopkins, P.C., McWhorter, R., Jorden, & D.L. (2006). Alternative training models. Advances in Developing Human Resources, 460–475.

Lee, W.W., Owens, D. L., & Benson, A.D. (2002). Design considerations for web-based learning systems. Advances in Developing Human Resources, 405–423.

A Wide World of Blogs

I’ve found lots of blogs and resource sites that will help me in this class and in my career as an instructional designer. I’ve listed them below in the order of discovery. As I look at them all together, I’m beginning to notice that I’m a “techie” teacher. I enjoy resources that give me new insights on how to use more technology in my presentations.

1. Instructional Systems Design: Don Clark has a job similar to mine. He works as an instructional designer for Navy training. His website contains information on the ADDIE process, Learning situation analysis, and many other relevant fields. While the site is more informal than others, I find its grassroots approach relatable and charming. He has a complete “ISD Manual” that he’s created as well.

2. Rapid e-Learning Blog from Articulate:
Articulate is a program that my company uses to develop our lessons. This website has a number of links to technology, downloads and other blogs that center around the topic of instructional design. What I find most useful about this is its technological approach. Every time I check it out I feel as though I learn something new. I’ve already used the downloadable PowerPoint templates and put them to use. In a few weeks, I will be traveling to an articulate training class in Virginia, where I will learn how to create rapid eLearning courses such as the ones on this site. This program and blog, to me, represents the future of education because it is so stimulating, engaging and technological.

3. Tech Tools by Scholastic:
My strength as an instructor is my use of technology. This blog lists free and useful tools for instruction. It’s sponsored by Scholastic, a company that focuses on the education of children. For that reason, I will find it useful for the work I do in the high school courses I teach, but perhaps less useful in the corporate world.