I originally pegged myself for a constructivist learner because this theory emphasized transfer of knowledge “by involvement in authentic tasks anchored in meaningful contexts” (Ertmer & Newby, 1993)......basically learning by doing. Since learning of all the current theories, I now see that I am the quintessential adult learner where my method of gathering knowledge is “a complex phenomenon that can never be reduced to a single, simple explanation” (Merriam, 2008, p. 94). I fit adult learning theories because I am “autonomous and self-directed” (Cercone, 2008) but I also exhibit Connectivism in that I am now “nurturing and maintaining connections to facilitate [my] continual learning” (Davis, Edmunds & Kelly-Bateman, 2008). I definitely see that “learning is a process of connecting specialized nodes or information sources” (Davis et al). Yet, I also demonstrate social theory principles because I depend on the “relationship between people and environment” (Smith, M.K. 1999) and rely on “team building and professional communications” (Smith, D. S. 2008) for my learning as well.
Our resource reading about learning styles and educational theories has taught me that I am “motivated to learn by internal factors” (Conlan, Grabowksi & Smith, 2003) and that for me, information has to be “accessible and adventurous” (Foley, 2004). I also have a visual learning style and respond best to visual/audio information reinforced by text.
Through technology I have a totally new way of “learning how to learn” (Davis, Edmunds, Kelly-Bateman, 2008) Since “the half-life of knowledge has decreased significantly” (Davis, et al, p. 15) learning for me has in just the last two years really now become “a process of connecting specialized nodes or information sources” (Davis, et al, p. 16). My “decision making itself is a learning process” (Davis, et al, p. 17) as I pick and choose which tool will best help me get information for today’s needs. I feel an urgent need to establish a “diversity of network” (Davis, et al, p. 17) options so I can morph ( I hope) into what Marc Prensky, a connectivist theorist and gaming company CEO, considers a successful learner: “adept at multi-tasking and always connected” (Timeline of the history and learning, 2011-prensky). I feel like Daniel Boone as I cut a path through all the exciting tools of the virtual and technological world to grab new land in the future wilderness of global learning.
References
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
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
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50–71.
Foley, G. (2004). Dimensions of adult learning. Berkshire, NY. GBR: McGraw-Hill Education.
(chpt. 11, p. 200, by author Bruce Spencer). Retrieved from
http://site.ebrary.com/lib/waldenu/DOC?id=10161341
Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and
Continuing Education, 119, 93–98.
Smith, D. S. (2008). A case study in situated cognition. Retrieved from
Smith, M. K. (1999). Learning theory. The encyclopedia of informal education. Retrieved from
Timeline of the History of Learning. (2011, May 1). [Flash Media Program].Baltimore, MD:
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