Connectivism, constructivism, cognitivism. These all sounded like Greek to me in November. Now, just eight short weeks later I am pleased to report that these learning theories are a key part of my instructional design toolbox. Greek sounding? Not any longer!

In order to design effective instructional materials for others, I will first need to have a thorough understanding of the various learning theories and styles and how to apply that understanding to materials. Learning about theories, styles, motivation and multiple intelligences has given me a firm foundation for design.
This course started off badly for me as I took an instant dislike to our textbook, which I found to difficult to get through and lacking in clarity and organization. There were far too many theories and styles to read about; at times I felt a bit overwhelmed. I managed to get through the textbook, supplemented by numerous online resources. And surprisingly, I actually began to enjoy discovering new learning theories and how to apply them.

Most surprising to me is my newfound appreciation of constructivism. When I first read about constructivism I dismissed it out-of-hand as one of the pie-in-the-sky, ethereal “isms” that Ph.D.s like to postulate, but in reality, have no real use. I have since come to understand constructivism as an extremely important learning theory which many believe to be the single most significant explanation of how complex and higher order learning occurs. In fact, I now believe that I learn best by mentally constructing meaning and knowledge from my experiences and prior knowledge. At the start of this semester I believed firmly in the behaviorist view of learning: rote memorization strengthened by positive reinforcements. This still works well for certain types of learning. But is it possible to thoroughly understand complex concepts such as cognitivism or even constructivism by simple memorization? Obviously, the answer is no. Learners have to construct their own understanding of such concepts.

My view and appreciation of technology has also changed quite dramatically in these past eight weeks. Eight weeks ago I did not even know what a blog was, let alone know how to contribute to one. What’s fascinating is that technology is growing at such a rapid pace and has so many applications for learning that there is now a theory devoted to technology and learning: connectivism! One of the tenets of connectivism is that knowing where information is housed is just as important as knowing the information itself. That was a difficult principle to swallow, but is none-the-less true. In this day and age who can learn all the information there is about a particular subject? Why should they? With the world virtually at our fingertips via the web, knowing where to find information is becoming a coveted skill.

This has been a most exciting and interesting eight weeks. Challenging? You bet! But I have learned much . . . or should I instead say ‘I have constructed much’?

As this second graduate course on Learning Theories and Technology draws to a close I must now reflect on what I have learned and how my views on learning have changed. First, in a nutshell, I have a learned a lot. There are so many theories and learning styles out there that it has become very challenging sorting them all out.

Initially, I found studying the various theories to be extremely difficult, and at times, overwhelming. And I have to admit that I started out with a negative view of the Constructivist Learning Theory. Why? Because I could not grasp the meaning of it. It actually took me several weeks to fully understand the tenets of constructivism. But my view of the theory has changed quite a bit as I have begun to embrace this theory’s tenets more and more. I have learned that we really do construct our own knowledge based on our prior knowledge, our experiences, our environment and potentially other things as well. I am still a believer, and an enthusiastic proponent of cognitivism, with its emphasis on the inner workings of the mind and information processing. But by adding constructivist learning to the mix, I can now see that my own individual learning is a rich and complex blend of theories, styles and intelligences.

Unlike the world in which I grew up, technology now plays a central role in learning. The internet, mobile devices, and software applications are only a few examples of how technology is transforming the learning process.

Take the internet, for example. The internet is not just for email anymore. You can do amazing research on the internet! Living in Chicago, Stanford University is a bit of a commute. However, I can access Stanford’s website, view class materials, instructor blogs, and possibly online lectures. Thanks to the internet, I can do all of this from my kitchen table.

Even Google is getting in on the research explosion. Yes, Google is a ridiculously popular search engine for anything from Sir Isaac Newton to apple pie. However, Google has also endeared itself to many a student via Google Books, a certain lifesaver in the face of impending deadlines. Google Books enables students to view text from books on their topic of choice - some even in their entirety!

Another unlikely source of scholarly learning is iTunes. I love iTunes! Where else can you check out Elvis’ new box collection and catch an MIT lecture on cosmology? After the MIT lecture, I can find an app that will help me find my next iPod at the cheapest price. Talk about one stop shopping.

Technology is great for gathering information, but is also an essential part of recording, formatting, and organizing information. Typewriters were an improvement, but computers were a quantum leap in recording and formatting information. There is even software that transforms the spoken word into text. . . as all the poor typists rejoice.

Ball point pens are obsolete. Why use a regular pen when you could be using a smart-pen, which records audio, synchs to your computer, and formats your written notes into an organized, searchable version? Every aspect of the learning process has been forever changed by technology.

Before I began my graduate studies at Walden University I had very limited knowledge of and subsequently little need or use for digital tools, including social networking applications. Sure, I knew about Google – everybody does, don’t they? And I had used Google extensively, even for work related queries. And earlier this year a favorite relative had introduced me to Facebook. . . and pressured me relentlessly, in a loving way, until I signed up. But even with these tools I would hardly say that I had an adequate network in place, for learning or anything else.

Since I’ve been a student, however, I have been introduced to a whole new world of technological tools – tools that I can use to assist me in learning. Take my iPod, for example. Because I purchased an iPod I learned about iTunes. And the same relative who pressured me into getting a Facebook account also showed me around iTunes. And just the other day when I wanted more information about a particular learning theory she suggested that I go to iTunes to search for informational books, lectures, presentations and the like which might cover the learning theory in question. Who knew iTunes had more to offer than just musical tunes?

So now, when I have questions and need answers I have a growing network of sources and tools to access: I have Google, iTunes, Linked-in, and Facebook. Did I mention blogs? Well, apparently, there’s a whole galaxy of information out here in the ever-growing universe of information sources and tools called ‘blogs’. Obviously you know about blogs, since you are here reading mine. But did you know that I just learned what blogs are? Shameful, I know, I know. Anyhoo…I think blogs are fantastic. Oh, the immensity of information to be gotten from blogs! And, since I created my blog, I had to also set-up an aggregator to help me sort through all the information from the blogs.

Connectivists believe that knowing where to find information is often times more valuable than knowing information. They also believe learners can significantly, even exponentially, improve their learning by plugging into an existing network. I don’t know that I agree one hundred percent on these or some of the other tenets of connectivism. What I do know, though, is that this is a very different world than the one in which I grew up. Learning is far more complex, just as George Seimens (father of connectivism) has suggested. Technology plays an ever-increasing role in learning. Digital tools can and do aid learning. After all states an unknown web source, currency (accurate, up-to-date knowledge) is the intent of all learning.