Learning is an active process that begins at birth and continues until death. Learning can occur anywhere and at any time. Learning is an active process of constructing, “it is an experienced relation of things, and it has no meaning outside of such relations” (Tan & Hung, 2003, 49).
“Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.”
Siemens, 2008
As educators and developers of courses and content, when we focus on creating significant learning environments where our students are given the opportunity to experience COVA, we can ensure that our learners will grow and that learning will take place in our learning spaces. In order to accomplish this goal, it is important for facilitators to have a basic understanding of the different views of learning in order to make the appropriate choices when it comes to the use of technology for teaching and learning (Bates, 2014). Understanding learning theories is important because as we create and plan authentic experiences for our students, we should use these theories as the foundation for creating our significant learning environments in order to engage our learners and understand how their learning occurs (Harapnuik, 2021). As I continue to study and research multiple learning theories, I am beginning to understand how my beliefs are research-based and supported by evidence as I create learning environments where my students can experience choice, ownership, and voice authenticity within their learning experiences (Harapnuik, 2021). I also have come to understand how my beliefs about learning help me to analyze and select the appropriate instructional tools, technologies, and strategies to enhance my students’ learning environment and accommodate their educational needs that will in turn promote their learning (Harapnuik, 2021).
My newly developed learning philosophy is in alignment with an amalgamation of the elements of the student-centered approaches of cognitivism, constructivism, and connectivism. The key contributors of these learning theories are Jean Piaget, John Dewey, Jerome Bruner, Lev Vygotsky, and George Siemens. Although I can identify with many components of the named learning theories, it is important to keep in mind, as Tony Bates reminds us, that learning theories are constantly evolving and we must keep the needs of our learners abreast as we select the appropriate theories to use in order to create authentic learning environments (Harapnuik, 2021). After the knowledge that I have acquired from researching these learning theories, I can identify with the significance of constructivism, active learning, inquiry-based learning, and a learner-centered education. I completely agree with the importance of creating significant learning environments that inspire, foster, and facilitate deeper learning for each of my students where they can construct knowledge based on meaningful interactive projects that require critical thinking and problem-solving skills. Based on my 30+ years of experience and recent research, I understand that learners construct knowledge based on their prior experiences, and making meaningful connections to that prior knowledge is a key factor of learning. That being said, as the facilitator, I can strategically plan and incorporate active learning, authentic projects, and other learning processes that will address a much larger picture, (Jim Collin’s Big Hairy Audacious Goal) and encourage the learners to take ownership of their learning (Harapnuik, 2016). I believe that as a facilitator, it is my responsibility to guide my students to become independent learners. I need to create effective outcomes so that my learners can make meaningful connections on their own and validate their active learning by creating authentic and innovative projects.
In my study of Constructivism, I found that this theory is based on the premise that learning is an active constructive process where the learner is an active constructor of knowledge and information based on their previous individual experiences and internal knowledge. Learning is unique to each individual based on individual experiences and perceptions (Kelly, 2012).
I agree with the notion that knowledge is socially constructed as students’ conceptions can change as they work collaboratively to collectively improve their knowledge and ideas through inquiry and reflection (Theories_Constructivism – KB, 2018).
Cognitive learning theorists, on the other hand, believe that learning takes place through the internal processing of information where the focus is on what is happening inside the learner’s mind. The reorganization of experiences by adapting previous experiences or attaining new insights is how learning occurs (Kelly, 2012). I agree that when learners are able to connect the information to prior knowledge, it seems to make more of an impact on them.
Similarly, Vygotsky’s social constructivism is the belief that cognitive development is constructed through interaction with people. The Constructivist learning theory promotes motivation and collaborative knowledge building through interaction with others. It engages higher-order thinking and enhances the transfer of knowledge. It is when learners are able to socially construct knowledge with others, through the active process of meaning-construction in real-authentic problems and situations that deeper learning takes place (Tan & Hung, 2003, 50).
In 2005 another learning theory was introduced by George Siemens and Stephen Downes to accommodate the 21st-century constant connectedness of most individuals. The Connectivist Theory is similar to the Constructivist Theory but it also accepts that learning can occur with the use of technology. Studies have shown that students mostly use Facebook, YouTube, and their mobile devices for learning and researching outside of school. Our students are using these devices to research and gather information from multiple sources and synthesizing that information to come up with their own creative and innovative ideas and then using Facebook, Youtube, and other social media to interact and share their creations with global communities.
As an educator, my goal is to create significant learning environments and opportunities for my students to engage in collaborative and interactive situations where meaningful learning can occur through their collectives. To encourage this type of learning, I focus on inquiry-based learning where my students are presented with the answer and required to investigate the solution by asking in-depth questions that will help support the answer. Allowing my students to explore various contexts and their collectives, in turn, helps them to develop critical thinking skills and guide them to become self-directed learners.
“Connectivism promotes learning that happens outside of an individual, such as through social media, online networks, blogs, or information databases.”
Siemens, 2008
I can connect with this theory as I believe in the power of learning through collectives and connecting with others through online platforms such as Google Classroom, Seesaw, and Flipgrid where my students can respond to one another and provide constructive feedback and feedforward.
The learning approaches that I align most with are consistent with the goals of my innovation plan. My plan proposes implementing a blended learning model to ensure that learners experience meaningful learning. Blended learning in the classroom can enhance student learning by creating experiences that leave those impressions. “When well implemented, blended learning environments create the possibility for every student to experience the learning that they need. Teachers can now personalize instruction and empower students in ways that were unthinkable before” (Tucker et al., 2016). The benefits of blended learning in the classroom are numerous, yet the focus should be on enhancing student learning and not on the technology itself. By implementing the blended learning model, my students will engage in authentic learning experiences where they are provided with the technology to empower and engage in a learning community that will enhance creation, collaboration, inquiry, investigation, and communication (Harapnuik, 2016). Research has noted that if technology tools are implemented in the context of a blended learning environment where the learning is relevant to the students and connected to the real world, these innovative tools can work effectively (OECD, 2015; Harapnuik, 2020). Instead of using technology to consume information, we need to create opportunities for our students to use technology to make thinking visible (Clark, 2020, 67). Technology allows students to demonstrate their thinking in authentic and rich ways (Clark, 2020, 66). I believe that using meaningful technology to engage and empower learners to make connections and deepen understanding is key to enhancing our students’ experiences in the classroom and beyond. Harapnuik states that when students are given the opportunity to take control of their learning experiences they learn to make meaningful connections and gain life-changing knowledge that will inspire them beyond the classroom (2017). Allowing learners to choose their learning outcomes and select authentic projects that inspire their passions will help them grow and keep them motivated and engaged in their learning (Harapnuik, 2017). Creating nurturing environments and supporting the learner’s natural curiosity will have a powerful impact and motivate them to become lifelong learners. The impact of giving learners choice, ownership, and voice in authentic learning environments can engage and inspire them to dive deeper into their own learning and grow their learner mindset. Providing them with these opportunities will open up limitless possibilities for truly authentic learning (Harapnuik, 2017). One might think that creating these kinds of experiences for our students can be risky, especially with the pressure of having to prepare them for standardized tests. According to research, by providing learners with choice, ownership, and voice in an authentic learning environment learners have the opportunity to become more student-centric and as a result, more productive in their educational careers (Harapnuik, 2017).
As a learner, I consider myself to be a self-motivated independent learner. I take ownership of my learning and I love making connections to prior knowledge. I also consider myself to be a dependent learner as I like collaborating and learning from others’ perspectives. My love for learning and sharing my knowledge with others is one reason that I became an educator.
From the perspective of a learning facilitator, I believe that every one of my students deserves the opportunity to experience new learning, to pursue their passions, to learn by doing, and to have the opportunity to learn from their mistakes. I believe that by creating opportunities where my students can use digital technology to solve problems that they are experiencing, they can make a change in the world, and my students can experience authentic and meaningful learning everywhere and all of the time. With this type of deep learning, I am certain that my students will become the life-long learners that they need to be in order to succeed in today’s technological world. Today’s students are not different learners but the way that they learn is making a dramatic shift.
As I reflect on my teaching philosophy, where my goal is to lead and guide my students as we collaborate and construct knowledge, in a student-centered learning environment where they can learn at their own pace, have a choice in their own path, ownership, voice, and authentic learning opportunities that can be personalized for each of them. My teaching philosophy is focused on how I will create the learning experiences for my students.
My learning philosophy, on the other hand, focuses on my students and how they will process the information. I see how both my teaching and learning philosophies are in alignment with each other and how they both have influenced me as an educator and learner. My learning philosophy guides my teaching philosophy because it is how I believe my students learn. I am responsible for combining my learning and teaching philosophies in order to meet the needs of my students. It is my responsibility to provide them with the proper tools and environment where they can construct their own knowledge rather than receive the knowledge directly from me. I envision myself as the change agent that will impact my students, my organization, and my community to positively affect meaningful learning as I imbue myself with both my learning and teaching philosophies.
In conclusion, as a learning facilitator, I believe that we should design experiences that leave impressions on our students, not just create activities for them to do throughout the day (McNair, n.d.). Using a variety of learning theories based on our students’ needs, and the CSLE+COVA approach to create these rich learning experiences will leave a HUGE impression on our students helping them to be the innovative change agents of the 21st century.
References
Active learning. (n.d.). Wikipedia. Retrieved April 11, 2022, from https://en.wikipedia.org/wiki/Active_learning
Bates, T. (2014, July 29). Learning theories and online learning. Tony Bates. Retrieved April 10, 2022, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
Clark, H. (2020). The Chromebook Infused Classroom: Using Blended Learning to Create Engaging Student-Centered Classroom. Elevate Books Edu.
Connectivism Learning Theory. (2021, May 27). Western Governors University. Retrieved April 11, 2022, from https://www.wgu.edu/blog/connectivism-learning-theory2105.html#close
Fink, L. D. (2003). A Working, Self-Study Guide on:. Dee Fink & Associates. Retrieved April 10, 2022, from https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
Godin, S. (2012, October 16). STOP STEALING DREAMS: Seth Godin at TEDxYouth@BFS. YouTube. Retrieved April 10, 2022, from https://www.youtube.com/watch?v=sXpbONjV1Jc
Harapnuik, D. (2016, June 16). Mapping Your Learner’s Journey. It’s About Learning. Retrieved April 10, 2022, from https://www.harapnuik.org/?p=6420
Harapnuik, D. (2017, June 5). Why Authentic Learning Converts Into Lifelong Learning. It’s About Learning. Retrieved April 15, 2022, from https://www.harapnuik.org/?p=6921
Harapnuik, D. (2017, June 12). Do You Care Enough to Let Them Take Ownership of Their Learning? It’s About Learning. Retrieved April 15, 2022, from https://www.harapnuik.org/?p=6946
Harapnuik, D. (2017, December 19). Computers in Schools – Not Working…Yet. It’s About Learning. Retrieved April 15, 2022, from https://www.harapnuik.org/?p=7258
Harapnuik, D. (2021, April 16). Learning Philosophy. EDLD 5313 Module 2. https://youtu.be/8maEgRctnc0
Harapnuik, D. (2021, November 10). Four Keys to Understanding Learning Theories. Four Keys to Understanding Learning Theories. https://www.harapnuik.org/?s=four+keys+to+understanding
Kelly, J. (2012). Learning theories Behaviorism, Cognitive and Constructivist. The Peak Performance Center. Retrieved April 12, 2022, from https://thepeakperformancecenter.com/educational-learning/learning/theories/
Learning. (n.d.). Wikipedia. Retrieved April 11, 2022, from https://en.wikipedia.org/wiki/Learning
McNair, A. (n.d.). Designing Meaningful Learning Experiences for Gifted Learners. TAGT On Demand. Retrieved April 15, 2022, from https://tagtondemand.com/product/designing-meaningful-learning-experiences-for-gifted-learners/
Siemens, G. (2008, June 6). Connectivism: A Learning Theory for the Digital Age. Connectivism: A Learning Theory for the Digital Age. Retrieved April 11, 2022, from https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf
Tan, S. C., & Hung, D. (2003). Beyond information pumping: Creating a constructivist e-learning environment. Educational Technology, 42(5), 48-54. https://www.academia.edu/2675239/Beyond_information_pumping_Creating_a_constructivist_e-learning_environment
Theories_Constructivism – KB. (2018). KB. Retrieved April 12, 2022, from https://kb.edu.hku.hk/theory_constructivism/
Annotated Bibliography
The following is a list of resources that I have learned from which have led to my beliefs on learning, although not cited in my learning philosophy.
Bring on the learning revolution! | Sir Ken Robinson. (2010, May 24). YouTube. Retrieved March 30, 2022, from https://youtu.be/r9LelXa3U_I
Sir Kenneth Robinson bids that education needs a revolution. He states the importance of personalizing education for each student rather than the current factory model approach.
Brown, J. S., & Thomas, D. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform.
Brown and Thomas state the importance of incorporating passion, imagination, constraint, and play into the ever-changing learning environment.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Dweck explores the power that having a growth mindset can have on success. The growth mindset has implications and benefits that coincide with teaching and learning.
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Horn and Staker discuss online learning and its connection to in-person learning, focusing on student learning in the 21st century.
Owning Your Learning 