ADULT LEARNERS AND CONNECTIVISM

Reflections on how my Network Connections Facilitate my Learning

As an adult my network connections have broadened tremendously, and learning by discussing, interpreting, perceiving and exploring has become the main asset in assisting me to gain and retain knowledge, and solve problems. I assess my professional needs, identify threats and opportunities and use the network connections to achieve my goals. The computer (internet), cellular phone, television, workplace and community  presently influences my self-directed learning strategy, compared to my youth days where traditional classrooms and the community contributed to the majority of learning experiences through repetition, comprehension questions, trial and error, and rote learning.
 

The computer has become the best digital tool to facilitate my learning. Over the past three months I have increased my knowledge and skills in surfing, gaining access to programs, paying bills, creating and subscribing to blogs and studying from the computer. As part of the program in Instructional Design and Technology, this tool has changed my attitude to make me realize that adults can learn in any environment as long as the instructions are structured to meet my self-directed learning needs and interest. However since I have no formal computer training, I request guidance with some technological aspect, which indicates that I still want to be engaged in teacher directed courses. 
 

It is amazing how I have switched from the hard copy books to computer software. I use search engines as well as on-line dictionaries to answer my questions pertaining to school-work and my studies at Walden University. I engage teacher colleagues in discussions on topics from my on-line program to help me process information which must be stored in my long term memory. Often they expand the discussion which gives me the opportunity to learn new ideas. The use of cellular phones to call family members and friends to clarify certain concepts has become the norm for me. The television plays a part in enhancing my social life and simultaneously I gain knowledge from viewing educational channels and food networks which keeps me abreast with current events. My quest to find answers when relevant national and international issues arise is generally forthcoming in both the television (news) and the internet.

My personal network, with emphasis on the internet supports all seven principles of connectivism which Siemens posits. Indeed the idea of leaving my family to further my education in a traditional classroom was not an option, and I am achieving my educational goal on-line through the use of several resources that are non-human. From the inception of the course I have been able to connect to electronic locations to gain specialized resources which would not be conveniently accessible in hard copy. I envisage a limitation in facilitating continual learning had it not been for post-discussion comments and feedback which helps to nurture and maintain connections in the on-line classrooms.

As I progress with obtaining new knowledge, I see how mind mapping and power point presentation to name a few, can enhance the teaching-learning process and I am persuaded that I have the capacity to learn more. This actually confirms Dr Robert Paiges’ self-directed learning paradigm about being able to recognize my potential in the learning situation: ‘ to have the ability to self-direct the management of value-added learning’. Finally the whole focus attached to my choice of program justifies that my diversity of opinion created a desire to keep abreast with current knowledge both for my personal use and profession.

Reference:

Paige, R., “Beyond Student-Centered Instruction : A Model for Teaching Learning-to-Learn Strategies.” The International Journal of Interdisciplinary Social Sciences, 2010, 5,  

Dear readers,

If you find me bias it was not intentional. I was truly unable to pinpoint any way by which these central tenets refuted my personal learning network.

Thank You

BY

Julia Augustin-Charlery