Figure 1.Connectivism MindMap
Connectivist’ principles consist of an academic structure to comprehend and appreciate learning. In connectivism, learners construct their knowledge through connective nodes (Siemens, 2006). As learners participate in a learning community, they collaborate, transact, act and reflect on information to generate and experience knowledge (Kop & Hill, 2008).
Impact of Connective Network
Naturally, the hierarchy acclimatizes static, structured, managed, and controlled knowledge to an institution or organization (Siemens, 2006). Schooled in the traditional education system up to the undergraduate level, this author constructed knowledge through archaic authoritative lecture and sources (books and physical libraries). He started using computers during his last year before he got his first degree in mathematics, due to his teaching assignment. The change of his educational environment contributed to his growth in using technology. During his second degree (MBA) in France, he learned to support his ideas through research, yet still through intricate knowledge. However, in his MS-IDT at Walden University, the writer learned to enjoy Web 2.0 and Web 3.0 tools to create, use, share, engage, and manage contents, relations, and applications. Indeed, the use of connective network empowers the organization to knowledge (Siemens, 2006).
In the Ph.D. program, in educational technology, this author has become an experienced user of connective network. He uses laptops and smartphones to access online and digital academic resources (books and library), researches on topical discussions and assignments. In the asynchronous learning environment, he interacts with classmates and instructors using learning management system (LMS) Blackboard Learn. He creates blogs, using Dreamweaver, uses really simple syndication (RSS) feeds to collect other blogs and interested links for information to stay current in his field. As self-regulated learner, this writer could say his network has changed the way he learned (Laureate Education, 2012).
Digital Tools
The Internet, blogs, Google docs, webinars, and cloud computing constitute some of the digital tools (Laureate Education, 2012) that facilitate this writer’s learning. He uses social network as diversions and interests. He also learns from his classmates and instructors from discussion posts and feedback.
Learning New Knowledge
This author acquires new knowledge through class discussions and professors’ feedback. He attends webinars, seminars and professional development, to update his skills. He learns from colleagues in the field of educational technology and subject matter experts (SMEs). He reads on dissertations of interest, peer-reviewed academic and professional journals, and conducts research in the library, using the Internet. The learner’s connectivism mindmap in figure 1 exemplifies the way he learns.
Reference
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.
Siemens, G. (2006). Knowing Knowledge. Retrieved from http://www.Lulu.com.