Research Methods in Linguistics - Essay Example

Research Methods in Linguistics Roll No: Teacher: 18th January 2009 Table of Contents Table of Contents 2 Connectivism 3 Background 3 Connectivism as the Theory of Learning 5 Principles 5 Objectives 7 Procedure 8 Assessment and Evaluation 9 Learner’s Roles 10 Teacher’s Roles 11 Conclusion 12 References 13 Connectivism Background Learning has always played an important role in the lives of human beings. It is only because of learning that human kind is able to enter the recent boosting of technological development. For learning, human kind has always developed certain methodologies and learning theories that can be employed for successful learning. The learning theories that are quite well known are behaviourism, constructivism and cognitivism. Learning can be assessed by the transformation of a person, which is considered by all the above mentioned theories. Knowledge is something that human beings learn by means of their gained experience or on the basis of reasoning (Driscoll, 2000). It is not with the human beings by birth or we cannot call knowledge as an innate part of human beings. The learning theories of behaviourism, constructivism and cognitivism regard knowledge as acquirable and identify various ways with the help of which, a person is able to learn in this world. According to the learning theory of behaviourism, the knowledge that a person keeps or attains by means of experience or rationality can be assessed by means of change of behaviour (Gredler, 2005). When a person attains knowledge, his/her behaviour changes with the acquisition of knowledge. The behaviourism philosophy can be defined as a philosophy that deals with the transformation of behaviour as an indication of learning (Vaill, 1996). Therefore, in behaviourism learning theory deals with the transformation of behaviour of an individual as a sign of his/her learning. Learning theory of behaviourism regards learning as wholly external. Constructivism is also based on the philosophy of constructivism. According to the learning theory of constructivism, knowledge comes to a person with the help of his/her past experience (Gredler, 2005). A person is able to learn on the basis of his/her past experiences in terms of knowledge acquisition. Knowledge is acquired by means of comprehension of experiences that a person goes through in his/her life time. According to the constructivism theory of learning, learning is something based on internal input of a human being (Gredler, 2005). As far as congnitivism is concerned, according to the learning theory of cognitivism, a person is able to get knowledge similarly as the computer does. An input is required, there is some memory where the knowledge is stored on temporary bases and then this knowledge is coded for future employment. Cognitivism also categorizes knowledge as an external element (Vaill, 1996). These theories of learning are concerned with the manual environment of learning. With the technological development, new learning theories and approaches are required. Connectivism is such an approach that is made for an age where there is technological development and innovation. George Siemens describes connectivism as a learning theory for the digital age (Siemens, 2004). The old learning theories that are behaviourism, constructivism and cognitivism are unable to cope up with learning in the technological developed world. According to George Siemens, the three theories of learning are somewhat restricted and unable to help the learners in the digital age and another learning theory is required, which is connectivism (2004). According to Plon Verhagen in his article, “Connectivism: A New Learning Theory?” (2006), connectivism is not a new theory and its elements are already present in the old theories of behaviourism, constructivism and cognitivism, due to which, this theory cannot be regarded as a new theory. On the other hand, George Siemens regards connectivism as a new learning theory that should be there to aid the learners with technologically developed world (Siemens, 2004). Connectivism as the Theory of Learning According to the learning theory of connectivism, knowledge comes to a person by means of network of information, which is formed by various nodes (Siemens, 2004). Connectivism also regards knowledge as something external, which can be attained by means of connections. According to George Siemens, knowledge resides outside us and is stored in databases or in structured set ups and comes to us by means of connections (2004). The knowledge keeps its attention on specialized sets of information to increase itself. With the help of connections, we are involved in getting new information every time. For the theory of learning of connectivism, instructional design is acquired that enables us to get access to unlimited nodes present online or on internet (web) (Downes, 2008). These unlimited nodes will not only allow us to gain further knowledge but will also enable us to create knowledge. As the name of this approach is connectivism, it deals with connecting the individual with the knowledge that he/she wishes to attain by means of online working or instructional design. By means of instructional design to access information online, the students and learners will be able to get access to unlimited pool of knowledge. Principles In the article, “Connectivism: A Learning Theory for the Digital Age” (2004), George Siemens gives certain principles of connectivism as a learning theory which are as follows: 1. Learning and knowledge is based on multiplicity of opinions which means that learning and knowledge are not considered the same by everyone (Siemens, 2004). Many people have diversified opinion over the same set of information due to which, information can be accessed in many forms and with many view points. 2. Learning is a procedure by which, the nodes present in the network or information sets are connected to one another by means of connections (Siemens, 2004). This means that learning is dependent on information sources, which can be connected by means of unlimited nodes available online. 3. Learning is not compulsorily a feature of human kind; it can be located in non-human artefacts (Siemens, 2004). This means that it cannot be said that learning and learning material only lies within human beings and can be stored in human minds only because knowledge can be stored and located in human as well as non-human resources. 4. Acquisition of more knowledge is focussed in place of depending on the current knowledge (Siemens, 2004). This means that knowledge is not considered limited or restricted. One set of information is connected to a grand set of information. With the connectivism theory of learning, knowledge and learning has no limits and capacity. 5. For continuous learning, it is made compulsory that one has the ability to retain and preserve the connections (Siemens, 2004). This means that the connections that become a mean for obtainment of unlimited information and knowledge are required to be kept safe and further improvement should be done on them, in order to continue the process of obtainment of information. 6. The connections that are present between opinions, thoughts and fields should be identified and this identification process is an expertise (Siemens, 2004). This means that for the learner, the capability to identify the link between connections and opinions, thoughts and fields is considered as a skill. 7. The connectivism theory of learning aims at the attainment and acquisition of current knowledge, which means that the knowledge should be updated and increased with the help of connectivism theory of learning (Siemens, 2004). 8. According to the connectivism theory of learning, the process of decision making is also termed as one of the learning activity (Siemens, 2004). This means that connectivism theory of learning considers decision making as a step of learning and knowledge acquisition. Objectives There are four main objectives of connectivism as a theory of learning which are: 1. Learning should not be limited and restricted and should be improved and increased time by time (Downes, 2008). 2. There should be online learning environments that can be employed for learning on ease basis (Siemens, 2006). 3. The students should be able to access knowledge with the help of available nodes within minimum possible time. 4. The information changes from time to time and there should be an approach that is able to access that updated information. Procedure Network development and creation of networks can be regarded as learning mechanism according to the learning theory of connectivism. As connectivism is a technologically rich approach of learning, it requires the teachers and the learners to gain awareness of the network that is employed for attainment and creation of information (Downes, 2008). The information that is available on internet is present in the form of nodes and nodes are connected to each other in a network and it is because of the network that one node can lead to another node. These nodes consist of information, which is wide spread on internet. An instructional design is required that should be implemented for the learners and the teachers, who can access the internet with the help of this instructional design (Downes, 2008). Information changes every day due to which, the learners are required to be updated with new information, which is possible with the help of learning theory of connectivism. The information is widely spread on the network in form of nodes of information that are interconnected (Downes, 2008). These nodes are information need to be accessed in order to gain further knowledge and learning. The learners should be able to sort out relevant and irrelevant information. They should have the ability to differentiate between the sets of information that are available online. They must also know about which information is helpful for them and which is not. For that purpose, they should be fully aware of the network and its procedures. With the help of connectivism theory of learning, the learners and creators of information are able to connect themselves with the information with the help of connections (Siemens, 2004). They are connected to the network of information with the help of connections that they should specify according to the needed information (Downes, 2008). Assessment and Evaluation People who learn by means of learning theory of connectivism can be assessed and evaluated by means of their information sharing that they do with their teachers, classmates and friends. The learners are assessed by means of their work done, their learnt information and by proper written assignments that they submit after learning much and much through this network system of nodes of information. The learners also have to take up certain examinations that assess the skills obtained by the learners by their learning according to the theory of connectivism. With the help of connectivism as a theory of learning, the information that is obtained in the lieu of knowledge needs to be assessed and evaluated in terms of its authenticity and accuracy (Downes, 2008). The learners are not required to accept what is available without any critical analysis. They are required to assess and criticize what they have found in order to reach to a conclusion whether it is authentic and reliable or not. The theory of connectivism is not considered fully appreciative. There are writers who regard this theory as somewhat deficient. According to Verhagen, connectivism can be called a pedagogical methodology but cannot be considered as a learning theory because all the important aspects of this theory are already present in the learning theories of behaviourism, constructivism and congitivism (Verhagen, 2006). George Siemens regards connectivism as a new theory of learning because it addresses technology which is not addressed by any other theory of learning (Siemens, 2004). By considering the merits of connectivism, it cannot be categorized as something negligible or disadvantageous (Downes, 2008). Connectivism is a theory of learning that helps the learners to access current and up to date knowledge with the help of a new learning theory that accommodates technological needs and requirements of the age (Siemens, 2004). Learner’s Roles The learners are also required to be attentive to their teachers’ instructions related to the employment of the network for information retrieval and information creation. The learners should develop the ability to connect to the network of nodes for accessing the information for their learning and for increasing their learning and knowledge (Siemens, 2006). The students should not accept and approve what is available on the network. They are required to critically evaluate what is available on the network. The students should also gain awareness about the connection and the information network in order to gain access about what is relevant and important (Siemens, 2006). The students should have the capacity to gain more knowledge as compared to what they already know. The learners should also know what is right and what is wrong when they access the network. The learners should share information with their classmates, teachers and students of other classes in order to comprehend the information set themselves and also to facilitate others with the available information (Downes, 2008). The knowledge and information that is gained by the learners should be uploaded and saved on the network, so that, other learners can access this information for their learning and knowledge attainment. Teacher’s Roles The teachers have a very active role in order to facilitate the students with the connectivism theory of learning. The teachers are required to connect to the network of nodes in order to get access to information and also to create information (Siemens, 2006). The teachers should also facilitate their students to make use of internet in their class by the help of the appliances used for connectivity such as computer, mobile and other accessories for connectivity. Teachers also have a responsibility to facilitate students with critical evaluation of the information available online (Siemens, 2006). The students should not be allowed to make use of information available on internet without any analysis or assessment. The information should be fully assessed in terms of its authenticity and accuracy. There should be methods for critical analysis that should be taught by the teachers. The teachers are required to accommodate the students with the ways that can be adopted for uploading new information on internet from where, their uploaded information can be accessed by other learners (Downes, 2008). The teachers are required to get awareness to the authentic and acceptable methods of creation of information, with the help of which, students can be able to create information for the usage of other learners. The teachers are also required to facilitate the students to connect to other classes by means of the network that is capable of connecting all the classes. The students should also be taught to keep confidence on the network so that they can access and create information on the network with confidence (Siemens, 2006). The students should also be taught about how can they share useful information with the learners of other classes. Conclusion Connectivism is a learning theory that is meritorious because of its addressing the issues of technology and because of its updated accessibility of information. The learners and teachers are required to access the network where they can find the nodes of information which are interconnected. This network can be employed for obtainment and acquisition of current and up to date information and for the increase of information that people already have. The basic aim of this approach is not to enrich people with information but to add to their attained information. The information that is available on internet has no limits. Information that is available online needs to be accessed by the learners by means of connectivity. The teachers have a much more active role in accommodating the students with the information that they require. They should help out the students to access the network and to gain what is relevant. The students should also be taught about how can they analyze and evaluate the information given on the network. The students not only should gain information from the network but they should also share and store what they have learnt from the network so that the future learners can take benefit from their uploaded information. Therefore, it is quite clear that connectivism is such a learning theory that is very facilitating and accommodating for the learners of today’s world. References Downes, Steven. (2008). Topic: Connectivism. Retrieved on 18th January 2009 from http://www.downes.ca/cgi-bin/page.cgi?topic=189 Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA: Allyn & Bacon. Gredler, M. E. (2005). Learning and Instruction: Theory into Practice. 5th Edition. Upper Saddle River, NJ: Pearson Education. Siemens, George. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved on 18th January 2009 from http://www.elearnspace.org/Articles/connectivism.htm Siemens, George. (2006). Connectivism – Learning Theory or Pastime for the Self-Amused? Retrieved on 18th January 2009 from http://www.elearnspace.org/Articles/connectivism_self-amused.htm Vaill, P. B. (1996). Learning as a Way of Being. San Francisco, CA: Jossey-Blass Inc. Verhagen, Plon (2006). 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