Discussion and reflection on the learning theories wiki's

The next activity we were exposed to required us to partner with another student we selected from the profile wiki and together using the PMI tool, add our analysis of one of the core theories to the learning theories wiki.  Some information of the learning theories was included in our course readings but this was more of a broad brush approach.  In this task we were required to understand the use of the PMI tool and use this tool to analyse more detailed readings associated with the learning theory we chose.  The results of our analysis was then to be posted to the wiki where we could also view the contributions of the other students regarding their chosen learning theory.  This was certainly a great task which highlighted the benefits of collaboration of information.  As individuals, it would take more resources and time to analyse each one of the learning theories, thus making us aware of the benefits of connectivism, collaboration and networking. 

• So what was my experience like?

I found a partner to work with on this task, we chose the constructivism learning theory and used the PMI tool to analyse the information and then finally added this to the wiki.  This was an interesting task as it allowed individual learning, collaborative learning and networking.  I have found benefit from reading the summaries of the other students on their chosen learning theories.  This has saved me time and allowed me to see how others are thinking and working through the materials.  The information is being presented differently when compared to face to face as it is mostly displayed in relevant point form and there is no lengthy discussion between a select few individuals.  This makes the information to the point and concise.  This activity has allowed the students to see multiple outcomes.  For example, the information has been presented in different ways, some of the partners have information posted only by one of the persons in their pair and some partners have assigned themselves a learning theory but have not posted any analysis.  This collaborative approach can allow people who are not contributing to get hidden amongst the information that is being presented.

• So how is this task linked to learning theories?

Firstly, we had to understand how to use PMI as an analysis tool to separate and categorise the positive, the negative and the interesting information.  We then transferred this knowledge to analyse information relating to our chosen learning theory.  After analysing the constructivist learning theory I have come to realise that this task is constructivist in nature.  It requires us to have some prior knowledge, including that of wikis (from the profile wiki task) which we build upon and requires us to actively participate as a pair in a larger group.  Our learning has been facilitated as compared with taught and has required higher order thinking skills.  Our thinking has been made transparent through this task which has allowed us to see how people with strengths in different areas of multiple intelligence interpret and construct information.  The knowledge we have gained will transfer into real life, within our future careers as teachers. This task also contains elements of behaviourism and connectivism.  This task had required us to advance our skills of socialising in an online environment which contains elements of social development theory.  It is supporting the ongoing social and educational networks required for ongoing learning by requiring the information to be collaborated together on a wiki. 

This task also links us with the dimension of learning.  Firstly, attitudes and perceptions are hopefully more positive with this task as we have had prior experience with some elements of the task.  Also, again the learning has been scaffolded with links to information we would require to complete the task.  We again had to acquire new information, both declarative on PMI and the individual learning theory and procedural knowledge on how to apply the analysis tool and post results of this nature.  We also had to find a way to work with other students.  We have also had to extend and refine our knowledge of wiki's, learning theories and analysis. Perhaps a little ironically we have had to use and demonstrate this knowledge through this very analysis of the learning theories used in this task of analysing learning theories.

• So how has this scaffolded my learning?

This task has required us to use skills outlined in dimension five of the dimensions of learning.  It has required us to think critically, creatively and self regulate our thinking.
This task has required me to apply higher order thinking, think flexibly, question information and what it means, apply past knowledge to increase learning outcomes, create, remain open and communicate with clarity.  I have seen benefits through making learning transparent and collaborative and I have seen deficits in seeing varying degrees of non participation in the task.  I have learnt how to apply a simple analysis tool to analyse information and gained more understanding of the learning theories which will transfer into my teaching roles to improve teaching and learning outcomes.  This activity could be used as a classroom activity as it would provide the students with an understanding of the learning process and tools to improve their educational outcomes.

• So why use a wiki for this task?

Again, a wiki is a great tool to use for this task as it allows for easy collaboration of multiple groupings of information and easy access to networking.  It continues to support both social and educational links required for continued learning.