Reflecting on my mind map, my social network is virtually limited to the Walden learning community. Then again, my network was not this large until I started Walden, so this thought demonstrates the power of Walden’s program in building constructive learning communities. Before beginning this program, I did not use networks in the learning process relying mostly on personal interpretation and evidence created by experts. Currently, networked learning affects all avenues of the learning process including delivery, dissemination, creation, and reflection of knowledge. The learning community combats misconceptions and channels thoughtful communication to support accomplishment of objectives. Siemens (2004) would argue that the collaborative distribution of information within the Walden community engages learners in influential relationships that trigger and sustain the learning process. Therefore, my learning network contributes to knowledge acquisition by clarifying explanation through discussion and illuminating connections with information.
The most influential digital tools to facilitate my learning are threaded discussions and video. Blogs, wikis, online chat, and discussion boards are the most valuable when creating knowledge because I read, reflect, and reassess until knowledge is specifically applied in my workplace. The openness of these networked technologies facilitates necessary feedback for lucidity of knowledge (Siemens, 2009). Another significant digital tool, video, provides the visual stimulation I need to make connections with meaningful text. Although web-based video does not construct a learning community, the resource provides a means for knowledge inquiry and a reflection opportunity. In addition to discussion and video, Smartphone and social bookmarking technology facilitate my learning. Currently, I am exploring education apps to integrate in the classroom (IEAR.org, 2010). Delicious, a social bookmarking organizes information to track, discover, and archive school-related topics.
When learning a new skill, I rely on text and video to actuate the learning process. I reflect on personal beliefs and engage in instructional discourse with my learning community to filter excessive or incorrect information. During this time, I ask my learning community for clarification and expression of new learning. Then, I reflect once again and modify assumptions. This habitual practice satisfies learning connections allowing application of knowledge.
References
IEAR.org (2010, April 22). IEAR tips and tricks #4. Message posted to http://www.iear.org/
Siemens, G. (2009, November 24). Weltanschauung: Changing views, changing systems.
Message posted to http://ltc.umanitoba.ca/connectivism/
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm
Great post. I feel we think the same way because I too use trial and error on new programs to obtain information or try programs that my classmates use. If the programs are of interest, it is placed in my favorites and vice versa. Lastly, since joining Walden, I have learned so much from my classmates, instructors, as well as myself. Having to think from multiple perspectives as well as respect others' opinions has challeneged me to stay informed of any technological news and advancements that may be beneficial to my work-place.
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Me too! At first, I was miserable at Walden just because I wasn't used to learning in this way. Now, I know that I am acquiring true knowledge because I talk about it all the time to my friends and peers at work. I also use the knowledge in a practical learning environment within my classroom. It is difficult to manage so many connections and sustain repsonsive relationships with a large group of people that I never see. I am a social butterfly in person, but it is taking more for me to connect in the online environment. The shift in society is changing my perspective and almost forcing me to explore new learning tools.
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