The Walden network has changed the way that I learn because I have increasingly sought knowledge related to learning theories in Instructional Design. For example, I have managed my time to complete assigned discussions, applications, Q & A and emails. I have also explored different technological tools and have procured to reflect and take notes on available tutorials to complete my first blog, to initiate the process of Google RSS Feeder and to create a Mind Map while introducing it to my blog. I am able to interact better and share ideas with my peers and my Instructor. Importantly, we are able to collaborate with ease while supporting each others learning experience. The digital tools that have facilitated my current learning experience have been all related directly to the management of the course (virtual classroom). For example, threaded discussion, video conferencing, synchronous learning, streaming audio and videos. When I have questions related to my learning, I email my Instructor, I use the Q & A resource to post my inquiry, or I will post my inquiry in general to receive a response from either one or several peers in my course. However, my Instructor is always available to respond to questions. I think that my personal learning networks do support the number one tenet of Connectivism and that is that learning occurs inside of me. My learning is stored in working memory and transferred to Long Term Memory and this is how my learning is constantly manipulated by technology. I have learned to have the ability to synthesize and recognize connections and patterns and I view this as a valuable skill. Connectivism focuses on the inclusion of technology as part of our distribution of cognition and knowledge. For now, our knowledge is supported in the connections that we form from instructor to student and from student to student. What is unique about connectivism? For starters, the discussions that we formulate and collaborate too. Connectivism is the application of network principles that defines both knowledge and the process of learning. Knowledge is defined as a particular pattern of relationships and learning is defined as the creation of new connections and patterns as well as the ability to maneuver around existing networks/patterns. Connectivism addresses the principles of learning at numerous levels - biological/neural, conceptual, and social/external. What I'm saying with connectivism (and I think Stephen would share this) is that the same structure of learning that creates neural connections can be found in how we link ideas and in how we connect to people and information sources. Connectivism focuses on the inclusion of technology as part of our distribution of cognition and knowledge. Our knowledge resides in the connections we form - where to other people or to information sources such as databases. Additionally, technology plays a key role of cognitive work in creating and displaying patterns, it extends and enhances our cognitive ability, we hold information in ready access form (for example, search engines, semantic structures, etc). Connectivism acknowledges the prominence of tools as a mediating object in our activity system, but then extends it by suggesting that technology plays a central role in our distribution of identity, cognition, and course, our knowledge. Connectivism recognizes the fluid nature of knowledge and connections based on context. As such, it becomes increasingly vital that we focus not on pre-made or pre-defined knowledge, but on our interactions with each other, and the context in which those interactions arise. The context brings as much to a space of knowledge connection/exchange as do the parties involved in the exchange. In connectivism, the rapid flow and abundance of information raises the following elements to critical importance. For example, in understanding our cousework, we all share coherence in our learning, especially when we are able to discuss and collaborate with each other. What we learn as students has meaning to us. Connectivism finds its roots in the climate of abundance, rapid change, diverse information sources and perspectives, and the critical need to find a way to filter and make sense of the chaos. As such, the networked centrality of connectivism permits a scaling of both abundance and diversity. The information climate of continual and ongoing change raises the importance of being continually current. As Anderson has stated, "more is different". The "more" of information and technology today, and the need to stay current, forms the climate that gives roots to connectivism." http://www.mywebspiration.com/view/396831a475c
