L for Learning Theories

Among other things in ETEC 512, Applications of Learning Theories to Instruction, I had the opportunity to study, review and reflect on learning theories and later develop my own Personal Learning Theory (PLT).  Interestingly, at the very beginning of the course, prior to reviewing any learning theories, I had to develop a preliminary PLT.  Then, at the very end of the course, I had to revise my PLT by considering the learning theories I had encountered in the course’s readings.  I was pleasantly surprised at the end of this course to see how strong my PLT was initially and in the end it did not change that much, except for being reinforced by the readings I decided to integrate.  The fact that I liked my first PLT draft as much as I liked my last one suggested to me that I already had some strong learning values as an educator and this was really comforting.  At this point in the Master of Educational Technology (MET) program, it gave me the confidence to pursue my learning journey as a strong educator.

My Personal Learning Theory (PLT) (Last copy)

Chosen Artifact

In order to retain previous and new knowledge on learning theories and most importantly make connections between them, one of the course requirements in ETEC 512 was to build a concept map (cmap) using the Visual Understanding Environment (VUE) e-tool.  I believe the Concept Map on Learning Theories (as embedded below) I built using this eTool is a great artifact to include in my ePortfolio.

Artifact: My Concep Map on Learning Theories

Context

In a previous course, ETEC 530, I used a different eTool called the Institute for Human and Machine Cognition Cmap (IHMCCmap) to create a concept map (cmap) on Constructivism that I will discuss in the section C for Constructivism, so this was not my first time using a cmap eTool.  However, the eTool I used to create my concept map on learning theories in ETEC 512, VUE, was new to me.  Consequently, it was a challenge to work with its features.  Moreover, this particular assignment was challenging because reflecting on and making connections between the diverse learning theories involved an active engagement including deep and complex thoughts in what I considered to be a very limited time-frame.

Reason

The main reason I choose this artifact is that “concept maps are graphical tools for organizing and representing knowledge” (Novak & Cañas, 2006, p. 1) and being able to create a concept map on learning theories helped me integrate new knowledge into my existing knowledge, which has “promoted further change and growth” (Brown & Irby, 2001 as cited in Kilbane and Milman, 2003, p. 63) in my academic journey.

Further, this particular artifact is a demonstration of individual learning — each person is integrating knowledge differently.  It was fascinating to see at the end of the course everyone’s concept map on learning theories.  Some people used a few pertinent words identifying the principal elements of their learning theories and others, like me, added many details, which perhaps was unimportant to others but essential to me.  Clearly, a diversity of learning styles is shown in such a project just as it is becoming evident in the construction of our individual ePortfolios.  Using a framework like a concept map gives someone the opportunity to create, develop, build upon and reflect on the process of knowledge acquisition.  All this is happening at the person’s own pace, and, most importantly, according to this person’s engagement in his/her own learning.

Discussion

This artifact is a good representation of how learning growth has occurred for me, since using this particular eTool has helped process knowledge that otherwise would have been difficult.  Creating a concept map helped me concentrate on significant aspects of each theory; it provided me with the important information I needed to review and further develop my own PLT.  At the end, developing my PLT in 300 words was still a challenge mostly because I tried so hard to integrate some of the great ideas of the learning theories I reviewed and had just learned about, like connectivism.

Furthermore, my cmap provided me with an efficient method for learning.  Connections were made between existing and new knowledge and I was also able to initiate the creation of my own PLT.  In addition, in order to succeed and to reach new goals, effort and encouragement are essential.  For example, toward the end of the course, peers’ feedback was offered through discussion in Vista, giving each of us the self-confidence we needed to continue developing and improving the quality of our cmap in progress, similar to the development of the ePortfolios in ETEC 590.

Siemens (2004) stated that “learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual” (Under Connectivism).  With the advent of new technologies, people are living, communicating and learning differently than they used too.  Determining how learning happens in this new age of technology is more complex than it used to be because it involves elements for which an individual is not necessarily always responsible.  However, it is clearly important to maintain these connections once they are made.

Reflection

Unexpectedly, I found that my PLT works well with my metaphor.  It is true that one person’s development might diverge from another’s because of diverse learning styles but when it comes to socialization, humans are mostly looking to be accepted by their peers.  As we are searching for this social approbation, one way of getting it is by becoming a better person, which might involve changing in a variety of ways.  It could be at a physical or an intellectual level but in order to learn how to change, how to transform and empower ourselves, we relate to the learning objects with our experience; what we already know and what is to be learned.  Working out on an elliptical machine might be something completely new, just like a learning theory might be new, but it certainly involves our full engagement in the process.

Likewise, any learner desiring progress, just like any user of an elliptical machine, must make a decision in terms of what to do and how to do it.  Goals must be set.  I, like the user of such a machine, had to stick to a plan and step by step transform according to what I was learning.  As my goals were reached, new ones appeared.  Just like the user of an elliptical machine is making connections between what he/she has already achieved and future goals, while using a concept map for building knowledge I made connections between existing and new knowledge.  In addition, in order to succeed and reach new goals, effort and encouragement are essential.  For example, peers’ feedback during ETEC 512 gave me the self-confidence I needed to continue improving my skills and competencies, just like feedback from an instructor would benefit the user of an elliptical machine.

I want to thank Danielle Law and Dr. Clifford Falk for the meaningful feedback they provided me during the course of the semester (Fall 2011).

References

Kilbane, C. & Milman, N. (2003). The digital teaching portfolio handbook: A developmental guide for educators. Boston: Allyn and Bacon.

Novak, J.D., & Cañas, A.J. (2006). The theory underlying concep maps and how to construct and use them. Institute for Human and Machine Cognition, 1-36. Retrieved from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

Siemens, G. (2004). Connectivism: A learning for the digital age. Retrieved from Elearnspace: Everything at http://www.elearnspace.org/Articles/connectivism.htm