My Network Connected

My limited network has expanded my avenues of learning as a result of technology. Learning is no longer bound by the confines of a physical library, books, newspapers, radio, or television. Technology created unimagined sources for information flow and consumption within a few short years.

I prefer to read information from several sources obtained over the internet. When searching a topic of interest or seeking an answer to some question, I pick and choose what to read. I am cognizant of the source of the information and, depending on what topic I am researching, decide on the merits of that information. I also like to listen to political commentaries and debates.

From personally observing the dissemination of information over the past 50+ years, I often wonder what methods future generations will experience in acquiring information and learning to absorb that information. It seems that access to information is expanding exponentially and instantaneously, which may be a challenge to future learners who may have to select what to learn. Then again, with the assistance of technology, learners may simply absorb all knowledge as they sleep.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13. Retrieved from www.irrodl.org


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




Responded to:

     1. Charee Hampton (chareehampton.blogspot.com)
     2. Petti Arthur (pettiarthur.blogspot.com)

Just Collaboration

Rheingold (2005) noted that humans have a basic instinct to “interact and work as a group.” I agree with Rheingold’s premise. He gave examples of Wikipedia, Mozilla, Linux, Amazon, as businesses that work as collaborative entities. While collaborating with the public, these tech companies are also creating new forms of wealth, since people rarely commit and sustain acts of altruism in their collaborative efforts. Society is composed of collaborative groups that work together, often cooperatively, to complete tasks that are beyond the individual’s capabilities. The group’s survival may mean the individual’s survival.

Technology can facilitate collaboration by building on the prior knowledge and experience of others who forged the path to the present. Technology has made it so much easier to communicate and work with others without the constraints of time and distance.

A quantitative study (Aaron & Roche, 2011) on “cloud computing,” using 80 survey respondents, supported collaboration as a valuable tool. The study focused on four functions of cloud computing: file storage, file synchronization, document creation, and collaboration. The collaborative capabilities of GoogleDocs, where several people can view and edit documents simultaneously, provide benefits to all participants that allow sharing of ideas and resources.




Aaron, L. S., & Roche, C. M. (2011). Teaching, learning, and collaborating in the Cloud: Applications of Cloud computing for educators in post-secondary institutions. Journal of Educational Technology Systems, 40(2), 95-111. Retrieved from http://www.salt.org/salt.asp?ss=l&pn=jets

Rheingold, H. (2005). The new power of collaboration. [Podcast]. TedTalks. Retrieved from http://www.ted.com/talks/howard_rheingold_on_collaboration.html




Responded to:  Amanda Langston (langstoneducationaltechnology.blogspot.com); Regina Malz (http://educationaltechnologyrm.blogspot.com/)

Cognitive Learning Theory

Response to Kerr (2007) Blog

                Isms imply grandiose beliefs embraced and accepted by thousands of people or organizations or governments. They are not necessarily good or beneficial to believers which is not the point; they reflect ideas to which those believers adhere by choice or design.

                Behaviourism endures because, as humans, we react to stimuli, to external input, over and over again. We learn, in many cases, as a response to some external prodding that gets us moving and makes us want to learn something new. Many jobs, done by humans, can be replaced by machines. Developing artificial intelligence in machines (or machines developing it in themselves) that respond emotionally to given situations is not a stretch of the imagination. So is behaviourism only a human learning theory or will we share it with machines?

                At the same time, we do learn internally, as observed by cognitivists, through interacting socially with others. Is that interaction not considered external stimuli?

Response to Kapp (2007) Blog

                I agree that learning is “multilayered.” Putting the theory under one acceptable defining title would be challenging. If you combine behaviourism, cognitivism, and constructivism, what –ism would result? I am certain that some enlightened theorist is attempting to create a new –ism and define it as the next brilliant idea.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/