EDL20001: Learning Theory in the Digital Age

    

Learning Theory in the Digital Age

Learning Theory in the Digital Age is an interesting topic.  Research has been conducted on the position of earlier learning theories and modern digital age learning.  Emphasis was given to the SAMR model and how learning has transformed with technology. For this activity, the three artefacts which have stood out are the Small Business Management Toolbox, Online Learning Circles and Twitter.  I will further discuss how these technologies have transformed learning beyond augmentation. A reflection of my own learning experience within the course is also provided. 

Scoopt.it! Digital Age and Learning

The Small Business Management Toolbox is freely available and encompasses eight (8) units for the business and finance sector.  Its focus is on developing a skill set to successfully manage a small business.  Toolboxes employ the cognitive constructivism approach, providing information in small chunks allowing the brain to categorise the information.   As the learner moves through the topics within the Toolbox new knowledge is acquired and the schema will adapt to it (Anderson 1977).  It could also be seen Gagne’s 9 steps of learning are adopted in toolboxes;

• attention is gained through scenarios
• objectives are outlined in tasks
• previous information is required to complete tasks, linking to workplace and case studies
• new material is presented progressively
• guidance is provided by the business advisor link
• tests and activities are provided to bring out performance
• synchronous feedback
• the overall outcome assesses the learners performance
• transference of information is stimulated progressively in the “Discussion Starter”.

Toolboxes have modified learning with technology by way of bringing real life scenarios, case studies, and advice from an expert and opportunity to collaborate with other learners to confirm or discuss new knowledge.

Learning circles has provided many opportunities in adult education.  Learning circles encourage the influence of society on learning, and social activity aiding the construction of learning. There is a shared role in the building of knowledge, learners learn and the teacher facilitates (Vygotsky’s Social Constructivism). Learners have the opportunity to collaborate in a safe environment and share their experiences.  It has also enabled learning to take place further than the location of the institute, to across Australia and globally.  An example in my context is Administer Projects, where the circle is the centre for all learning and transferring of information, development of specific project documentation, risk planning, etc. The facilitator will pop in and out of circles providing guidance.

Learning circles has redefined learning with technology as it has given learners the opportunity to recreate tasks using collaboration and information sharing through technology.

Siemens (2004) describes connectivism as learning through updating owns knowledge through preservation of our connections, to actively belong to digital communities and to digitally network.  Connectivisim has redefined learning through technology in a number of ways.  This modern digital age theory is one that I have not endeavoured to utilise to its full capability, with learners using wikis, facebook and blogger as a repository rather than a networking learning environment.   Twitter was the stand out for me.  The YouTube clip I selected for my Scoop outlined the response time to a tweet.  In a business sense, Twitter will allow learners to find current information on economies, finances, stock market, etc within minutes of tweeting.  The learning is the process of collecting specialised nodes from tweet responses.  As well, tweets have the capacity to be retweeted by others, expanding their networks to many other people.  Learners can also connect to professionals within their chosen field of study.  Learners will make sound decisions on information gathered.  As information is updated/changed learner’s knowledge is adapted to the new information. 

This technology has redefined learning enabling learners to reach sources of information never before been available, in a matter of minutes.  It also provides for continuous updating of knowledge.

Whilst reading the theories on learning and the ideas of how e-learning can be designed, I began to have a new appreciation for the subject.  Connectivism is quite new for me, and I struggled with the concept for some time.  I had never been a fan of blogging, wikis, facebook or twitter; my uses for these were mainly as a repository for course content or course news flashes.  As I started developing blogs, dabbling in Scoop-it, testing twitter I began to appreciate how networking and connecting can bring a new dimension to our learning and teaching.  

I have found the design of the course somewhat frustrating at times, as I find I learn best when there is structure and I know from the onset, this is what we are doing and this is how it is going to be happen, cognitivism perhaps.  I have now been exposed to a world which I thought was only suited to the digital native, I may not have fully adapted, but can appreciate the skills these digital natives bring to the learning environment.  

My initial ideas were all learning theories should be considered when designing online learning, as some will lend better to course outcomes than others. My background has been to design courses, not so much considering the learning theories, but identify what instrument I thought would be most effective to achieve outcomes.  Once I started to reflect on a different level the tasks I am developing, a light switched on and it shone bright. Research has shown there is still a need for the earlier learning theories as well the modern age digital learning to guarantee a complete learning experience. 

References:

Instructional Design, Operant Conditioning (B.F. Skinner), viewed 15 March 2014 http://www.instructionaldesign.org/theories/operant-conditioning.html

Instructional Design, Conditions of Learning (Robert Gagne), viewed 15 March 2014 http://www.instructionaldesign.org/theories/conditions-learning.html

Ernst von Glaserfeld, Constructivism in Education, viewed 20 March 2014 http://www.vonglasersfeld.com/114