Taking the time to identify my
network connections allowed me to recognize that instructional design is not
done alone; instead, a network of people make it happen. In today’s technology
laden world, the ability to go with the flow and change one’s focus is
essential. I embraced the technology shift, especially after experiencing
frustration with distance learning that lacked the online aspect. My analytical
training also helped feed the switch.
The Apple iPad is the biggest boost
for my technology assault on graduate level schooling and light enough to carry
anywhere. I thrive on the ability to read blogs, investigate websites, read PDF
files on the Metro, doctor’s waiting room, without sitting at my computer. I
did not grow up with a smart phone in my hand or a laptop, but I have morphed
into the technology age, thus enabling me to move forward as an adult learner.
My most often go to place on the
web for information is Google.com. Searching for information using key words allows
me to encounter information I may not see if I walked into the local library or
bookstore, find sites focusing on specific topics or others that cover multiple.
Wikipedia is another place I like to go to as it provides a starter to point me
to other sites, PDF files, or books.
I am still learning the art of
asking quality questions on sites like ASTD or LinkedIn. You see questions/comments
by others, and yes, you learn from those, however, asking your own questions
forces you to identify gaps in your knowledge library.
Siemens (2004) describes
connectivism as the “integration of principles explored by chaos, network, and
complexity and self-organization theories...a process that happens within
nebulous environments of shifting core elements – not entirely under the
control of the individual.” Siemens also indicated “decisions are based on
rapidly altering foundations” (2004). Considering Siemens description of connectivism,
my learning style melts into the technology world of online courses. The
demands/dedication of online learning, accessing the various technology avenues
related to adult learning, requires mature adults able to stay the course.
Reference:
Siemens, G.
(2004, December 12). Connectivism: A learning theory for the digital age.
Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Marnie, this looks great! Your site is so aesthetically pleasing. And, good information/resources. I have the ASTD site bookmarked. Thanks. I like wiki's, but how do you know if the information is sound? I usually use them for definitions and basic knowledge to point me to solid references. Good to see your work. Have a great weekend. -Sky
ReplyDeleteI use Wiki as a starting point, never as a reference... Wiki is populated by anyone, thus, further research is required.
DeleteMarnie,
ReplyDeleteWhat a great post to your blog. Your title was a great addition! You are so right in your statement that instructional design is not done alone. Where would we be without our technology? I too carry around my iPad whenever possible. My iPad has been extremely helpful in staying connected anywhere, anytime. With all of todays' technology, it is a wonder that we do not experience information sensory overload. Moreover, due to the fact that we continue to be inundated with information, and "what we consider to be right today may tomorrow be considered wrong" Davis, Edmunds and Kelly-Bateman (2008), should we, therefore, take caution in how we learn moving forward (p. 5)?
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism