In the maelstrom of seemingly unlimited learning theories, evaluating the defining characteristics of particular theories can help to determine the one most applicable to a given situation, or which have the broadest application to learning in general. As I considered the various readings on connectivism this week, one of the most striking assertions I saw was George Siemens’ statement that “In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.” (Siemens, 2005) In most previous learning models, increasing internally-held knowledge has typically been seen as the end goal of any learning activity. Connectivism counters that in today’s world, where people will encounter a never-ending progression of new situations and increased available knowledge, a lot of knowledge does not need to be internalized, merely accessible. The theory holds that being able to find relevant knowledge and ignore unhelpful input is likely to be a more useful skill set than memorizing new processes or facts that are likely to change frequently, or be pertinent only rarely. The theory doesn’t preclude the possibility that people can and will internalize certain learning that remains stable and germane to their life or work. It merely highlights the prevalence of tools that can store and retrieve facts that used to rely on individuals’ retaining them. Very few people remember a long list of phone numbers anymore. Instead, they usually have them programmed into phones and other devices. Simple cooking tasks like how to boil eggs, calculate measurement conversions, or substitute ingredients are quick and easy to find online, so many people look them up each time they need to do the task rather than devoting memory to the process.
In a workplace, last week’s procedures for a particular situation may have been updated as outside factors changed. In this case, remembering the older process too well may in fact interfere with using the new one correctly. Many organizations maintain an internal wiki or blog to store the most recent information. Users can check it to make sure they know the most current version. Learning then involves being able to find and correctly interpret the desired knowledge. Searchable email systems make that another viable system to disseminate information. When in doubt, a person can easily search for keywords about the topic, then use the time stamps to be sure they are using the correct version. In this case, a good subject line, and the ability to choose fruitful search keywords are far more important than memorizing new procedures. When seeking a novel solution to a problem, a good learner will pinpoint applicable information in the sea of facts and opinions available across a spectrum of fields that initially may or may not seem related to the subject at hand. With the assembled data, they can create a resolution for the current need and still remain ready to update anew when situation changes.
Resources:
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved from: https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf.