HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?

HowCanTechnologySupportEffectiveLearning?

LauraMann

VancouverIslandUniversity

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?2

Weturnclaytomakeavesselbutitisonthespacewherethereisnothingthattheusefulness
ofthevesseldepends.
TaoTeChing

ThroughmyOLTDjourney,Ihaveconnectedtosomeextraordinaryandinnovativethinkers
andeducatorstowhoseworkIreturnandexploremoredeeplythroughthisreviewoflearning.The
questionIconsideristhis:Howcantechnologysupporteffectivelearning?TheworkofGeorge
SiemensandStephenDownesremindsmeoftheimportanceofsemanticsandIbeginthisreviewby
deconstructingmyquestionandaskingfirst:Whatislearninginthiscurrentdigitalage?Afteran
explorationoftheworkofcurrentlearningtheorists,Ilookspecificallyatwhatiseffectivelearning.In
referencetotheworkofStephenDownes,Icategorizeeffectivelearningintofoursections:connected
learning,interactivelearning,accessiblelearningandrelevantlearning.Foreachsection,Iidentify
research,toolsandideas.ThroughoutthisreviewofmyOLTDlearning,IkeepinmindtheTaoTe
Chingquotethatprefacesmyreview:asaneducatorIamremindedoftheimportanceofcreatingan
invitingspaceforlearners.
Learningtheorieshavebeenproposed,testedanddebatedforhundredsofyears.Aristotleand
SocratesdebatedbetweenempiricismandrationalismandJohnLockearguedthatachildsmindbegins
blankandfillsthroughexperience.Piagetsuggestedthatlearningisadevelopmentalcognitiveprocessto
whichVygotskyaddedtheimportanceofsocialandculturalinteraction.JohnDeweybelievedthat
learningshouldbechildcenteredandguidedbyateacherwiseincurrentpedagogy.MariaMontessori
continuedthisidea,addingthatchildcenteredlearningexperiencesshouldbefreefromadult
interference.JeromeBrunerpicturedlearningasaspiralofeverdeepeningunderstanding.Cognitivists,
constructivists,postconstructivistsandbehaviouristsallcontinuetoweighinonthequestionofhow

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?3
peoplelearn.Enteringthe21stcentury,anewgroupoflearningtheoristshavejoinedtheconversation:
theconnectivists.
Connectivismisdescribedasalearningtheoryforthedigitalage(Siemens,2004,p.1)and
suggeststhatlearninglooksalotlikethebrainitself:anetwork.Siemensarguesthatbecauseoftheway
inwhichtechnologyhasreorganizedourlives,ourcommunicationmethodsandthewayinwhichwe
learn,alearningtheoryshouldreflectthecurrentsocialenvironment.Connectivismasalearningtheory
acknowledgesthechaosofinformationavailabletousthroughtheinternetandsuggeststhatrecognition
andsensemakingofpatternsarethecriticalchallengesforlearnersinthedigitalage(Siemens,2004).
InhiscollectionofessaysConnectivismandConnectiveKnowledge,StephenDownes
distinguishesbetweenknowledgeandlearning:knowledgeisdistributedacrossanetworkof
connectionsandlearningistheabilitytoconstructandtraversethosenetworks(2012,p.68).Downes
theoryoflearningincludespracticeandreflection,talkinganddoing,theorizingandpracticingand
abstractingandmakingconcrete.Tolearnistoemulateanentireorganizationalstateandnotmerelyto
possessasimplesetoffacts(Downes,2012,p.17).Theimportanceofrelationships(connections)is
alsoevidentinDownesunderstandingofknowledge:Apieceofknowledgeisntadescriptionof
something,itisawayofrelatingtosomething(2012,p.3).
Theoriesoflearningareoftenrepresentedbymetaphor:trees,spirals,puzzles,circles,water,
andladderscometomind.Thetreeisparticularlytenaciousasarepresentationofknowledgein
Westerncultureandbringswithitthehighlyvaluedconceptsofunity,symmetry,hierarchy,simplicity
andbalance(Lima,2012).Thismetaphor,however,ischallengedbythetheoryofconnectivismandthe
increasingpowerofnetworks.InThePowerofNetworks,ManualLimasuggeststhattreesareno
longerabletoaccommodatethecomplexitiesoftheworld(2012).Socialscientistsandother

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?4
researchersarelearningthatmassivenumbersofelementsinourworldarehighlyconnectedand
inextricablydependentupononeanother.Thereasonthetreefailstostandasacurrentsymbolof
knowledgeandlearningisthatitsbranchesandrootsdonotmakeconnections.Figure1demonstrates
atreesrootsandbranchsystems:theseemergefromonesourcebutarenotconnectedexceptthrough
theirrelationshiptotheoriginaltree.

Figure1.Imageofatreeanditsroots.Thisfigurevisuallydemonstrateshowatree
doesnotmakeconnections.
DaveCormiersmetaphorforlearningisbothvisuallyandtheoreticallycompelling.He
describeslearningasrhizomatic.Inbotany,therhizomeisarootorstemofaplantwhichsendsout
rootsandshootsfromitsnodesandhasneitherbeginningnorend.Figure2isavisualrepresentationof
arhizomaticnetworkwhichisconnected,interactiveandaswellassomewhatunpredictableand
chaotic.Cormierbeganwritingaboutrhizomaticlearningin2008andwasinspiredbyDeleuzeand
GuattarisAThousandPlateauswhereintheydescribetherhizomeasoperatingbyvariation,
expansion,conquest,capture,offshoots[...]Therhizomepertainstoamapthatmustbeproduced,
constructed,amapthatisalwaysdetachable,connectible,reversible,modifiable,andhasmultiple
entrywaysandexitsanditsownlinesofflight(p.21).

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Figure2.RhizomaticNetworks(Sampson,2012).Thisfigurevisuallydescribesa
rhizomatic,connectednetwork.
Cormier,SiemensandDownes(amongothers)allsupporttheideaof21stcenturylearningas
connected,networkedandrelational,butwhatiseffectivelearning?Isitenoughtohaveasocialmedia
accountandanumberofconnectionswithwhomyoushareideasandresources?AccordingtoDownes
(2012),effectivelearningisinteractive(F2Forinonlineenvironments)andaccessiblethroughavariety
oflearningplatforms.Effectivelearningisalsorelevanttothelearner.Animportantaspectofrelevant
learningisanytimeandjustintime(asopposedtojustincase)learningwherelearnersgetwhat
theywant,whenandwheretheywantit.Relevantlearningisalsopersonalandconnectsmeaningfullyto
thelifeofthelearner.
Effectivelearninginthe21stcenturyisconnected,interactive,accessibleandrelevant.Howcan
technologysupportlearningtobeallthesethings?Iwillusethesequalitiesasnodesorhubs(inthespirit
ofconnectivism)throughwhichIllexplorecurrentideas,pedagogy,learningprinciplesandtools
connectedtotechnologyandlearning.
Learningisconnected
Technologysupportsconnectedlearningbecauseitallowsstudentstoconnecttoknowledge,
ideasandeachotherinwaysthattranscendphysical,spatialandtemporalboundaries.JamesPaulGee

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writesextensivelyaboutthelearningprinciplesembeddedingames.Notbeingagamer,Iapproached
hisideaswithscepticismbutrealizedquicklythattheeducationalimportanceliesnotinthegameitself
butintheuniversallearningprinciplesembeddedinthegame.Thesecanbeextractedandappliedto
otherlearningcontexts.Geeidentifiesmanylearningprincipleswhichcouldfitintotheconnected
learninghubbuttheonethatstandsoutisthesystemsthinkinglearningprinciple.Gamesencourage
playerstothinkaboutrelationships,notisolatedevents,factsandskills(Gee,2005,p.36).Inour
complexglobalsociety,theabilitytothinkabouthowdecisionsandactionsaffectotherpeopleand
othersystemsiscrucial(Gee,2005).
Socialmediaalsosupportsconnectedlearning.Socialmediahelpslearnersandprofessionals
shareinformationandideasandyet,asAlecCourosremindsus,itismorethanthat.Inhisblog,he
recognizesthehumanityofsocialmediaconnections:IvebeenthinkingalotlatelyabouthowTwitteris
notsimplyaboutsharinginformationitsmuchmoreaboutsharingourcollectivehumanexperiences.
Whenwereadtweets,wereadlivesoratleastthepartsthatsomeonechoosestoshare(2014).
DavidWiley,inhisNovember2008posttohisblogiteratingtowardopenness,alsoarguesforthe
importanceofconnectedhumanexperiences,especiallywhenitcomestohigherorderthinkingskills:
whenstudentsareworkingnearthetopofthetaxonomy,theabsenceofsocialinteractionwillgreatly
decreasetheefficiencyofalllearners.
AnthropologistClaudeLeviStraussexploredtheideaofTheDigitalBricoleurwhichvalues
remixingaslearning.Connectedlearningencouragesusingfoundobjects,art,tools,photographs,
documents,music,etc.tobuildupon,transform,remixandturnitintosomethingrelevant,newand
important.Brownarguesthatremixingdevelopscrucialthinkingandjudgementskills:Judgementis
inherentlycriticaltobecominganeffectivedigitalbricoleur(2002,p.1011).

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Toolsthatcouldbeusedtosupportconnectedlearninginclude:socialmediatools,interactive
andcollaborativewhiteboardtools,blogs,eportfolios,wikisandGoogledrive.Thesetoolsallow
learnerstoconnecttooneanotherregardlessofspaceandtime.Eportfoliosarepowerfultoolsthat
providelearnersnotonlyaspaceinwhichtocelebrateandreflectupontheirlearning,butalsotoshare
andincludeothersinaconversationabouttheirlearning.Thisconversationaddsnodesandconnections
toonesnetwork,enrichingthelearningthroughamoreconnectednetwork.Othersbecomepartofthe
reflectionprocessand,asKolbsuggested,reflectionistheheartandsoulofaportfolioandisessential
tobrainbasedlearning(1984).
TheInternationalSocietyforTechnologyinEducation(ISTE)identifies6standardsthat21st
centurystudentsshouldbeabletodemonstrate.Thesestandardssetastandardofexcellenceandbest
practiceinlearning,teachingandleadingwithtechnologyineducation(2007).ISTEsfifthstandardfor
students,digitalcitizenship,connectstoconnectedlearning:studentsshouldunderstandhuman,cultural
andsocietalissuesrelatedtotechnologyandpracticelegalandethicalbehaviour(ISTE,2007).
Connectedlearninganddigitalcitizenshipisalsoaboutcommitmenttolifelonglearning,leadershipand
safe,legalandethicalcollaboration.
Learningisinteractive
Technologysupportsinteractivelearningbecauseitprovidesplatformsthroughwhichto
communicateandshareideas.JamesGeeidentifiestwolearningprincipleswhichsupportinteractive
learning:interactionandproduction.SidMeiersaidthatagoodgameisaseriesofinterestingchoices
andtheinteractionprincipleembodiesthisidea.Gamesprovideaspaceforinteraction,relationshipand
valuablefeedbacksothebestpossiblechoicecanbemade.Geesuggeststhattextbooksneedto
embodythisprincipleandmanydigitaltextbooksnowdo.AfineexampleisRichardDawkinsThe

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?8
MagicofRealitywhichisaninteractivebookfortheiPadwhereillustrationsleapoffthescreen...and
scientificexplanationsarebroughttolifewithplayfuldemonstratesandgames(Dawkins,2011,p.1).
IdisagreewithGeesstatementthatbooksarepassiveandincapableofrealdialogue(2005,
p.34).Goodbookssparktheimaginationandsetthestageformeaningfuldialoguebetweenpeoplein
onlineorF2Fenvironments.Booksandstoriesprovideawaytoconnectwithotherculturalworlds
beyondtheoneinwhichweliveandtakeforgranted.Technologyprovidestheopportunitytointeract
withandaccessthesestories.InherTEDTalk,ThePoliticsofFiction,ElifShafakwarnsthat
communitiesofthelikemindedareoneofthegreatestdangersoftheglobalizedworld...ifwehaveno
connectionwhatsoeverwith[otherworlds]weruntheriskofdryingupinside.Ourimaginationmight
shrink,ourheartmightdwindleandourhumannessmightwitherifwestaytoolonginsideourcultural
cocoons...Storytellingcanpunchholesinourmentalwallstogetaglimpseoftheother(2010).Stories
havebeenaroundforthousandsofyearsandprovidereadersanchorsaswellaswings.Technology
offersawaytoaccessmorestoriesandinteractwithothersaboutthem.
Productionisalsoanimportantlearningprinciplewhichsupportsinteractivelearning.21st
centurylearnersarenotpassiveconsumersofinformation:usingtechnologytheycreatecontent,
codesigngamesandpublishideas.Ingames,playerswritetheworldsinwhichtheyliveinschool,
theyshouldhelpwritethedomainandcurriculumwhichtheystudy(Gee,2005,p.35).
Asalearningfacilitatorof#rhizo14(aMOOConconnectedlearning),DaveCormier
encourageshisstudentstoconsidercheatingaslearning.Thisisastartlingpropositionforstudents
whorememberthelengthssometeachersandinstitutionswenttopreventcheating.Accordingto
Cormier,cheatingisonlypossibleinaworldthatisclosed...whenlearninggoespublic,cheating
becomeslearningfromotherpeople(2014).InanopenlearningenvironmentsuchasaMOOC,the

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?9
teacherisresponsibletothelearningprocessstudentsareresponsibleforthemselves(Cormier2014).
Toolstosupportinteractivelearningincludecollaborativewhiteboards,wikis,blogs,Google
Driveandsocialmediatools.Themoreopenthetool,themoreinteractionispossible.
AccordingtoTheInternationalSocietyforTechnologyinEducation(ISTE),studentsshouldbe
abletodemonstratecommunicationandcollaborationskills.Thissecondstandardstatesthatstudents
usedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,to
supportindividuallearningandcontributetothelearningofothers(2007).Interaction,collaboration,
communication,globalawarenessandteamproblemsolvingarecrucialskillsandattitudesfor
successfulandeffectivelearninginthedigitalage.
Learningisaccessible
Technologysupportsaccessiblelearningbyallowingstudentstotakelearningoutsidethe
classroomwalls.InmyblogpostonmobilelearninganddigitalcitizenshipIreflect:WhatInoticeand
valuemostprofoundlyaboutmobiletechnologyandmLearningisthatmobiledevicesallowlearnersto
takethelearningoutoftheclassroomandmakeitpartoftheirlivesindiverseplacesandatdiverse
times[it]allowsmetoextendandconnectmylearningnomatterwhereIamorwhatdayitis.This
flexibilityallowslearnerstobemoresuccessfuldigitalcitizens(Mann,2014).
JamesGeesjustintimeandondemandlearningprinciplesupportsthiskindofaccessible
learning.Games[give]informationeitherjustintime,(whenplayersneedandcanuseit)oron
demand,(whentheplayerfeelsaneedforit,wantsit,isreadyforit,andcanmakegooduseofit).
Informationshouldworkthesamewayinschool(2005,p.36).Wheninformationiseasilyaccessible,
thefocusoflearningshifts:itisnolongeraboutaboutfindingorrememberinginformation,itisabout
howtousetheeasilyaccessibleinformationincritical,constructiveandcreativeways.

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TheInternationalSocietyforTechnologyinEducation(ISTE)identifies6standardsstudents
shouldbeabletodemonstrate.Thethirdandsixthstandardsconnecttoaccessiblelearning:students
shoulddevelopresearchandinformationfluencyandstudentsshouldunderstandtechnologyconcepts,
systemsandoperations.Accesstoinformationaswellasthetechnologyisanimportantcomponentto
thedevelopmentofthesefluenciesandunderstandingandsupportingeffectivelearning.
DavidWileybelievesthateducation,firstandforemost,isanenterpriseofsharing(2012,p.
82).Thisviewofopeneducationhelpstomakelearningaccessible:studentscannotonlyaccessbooks
andresourcesbuttheycanalsoaccesspeople.Openeducationallowslearnerstoparticipateasfullyas
possiblefromflexiblelocationsandatflexibletimes(Wiley,2012,p.87).
Specifictoolsthatcouldbeusedtosupportaccessiblelearningincludesocialmediasitessuch
asGoogle+andTwitteraswellasavarietyofopenresources.Socialmediasitesallowstudentsand
teacherstopostcontent,ideasanddiscussionpublicly,allowinglearnerstoparticipateinthelearning
processanywhereandatanytime.Forcenturies,librarieshaveprovidedaccesstostoriesand
informationandcontinueworktodosoaroundtheworld.AsJonBingsaid:Toaskwhyweneed
librariesatall,whenthereissomuchinformationavailableelsewhere,isaboutassensibleasaskingif
roadmapsarenecessarynowthattherearesomanyroads.Ourlocallibraryopensaccesstoonline
resourcesandbooks.Withalibrarycardandapporinternetaccess(free),studentscanaccesshigh
qualityebooks,audiobooksandvideoanytimeandanywhere.TheVancouverIslandRegionalLibrary
alsopurchasesayearlylicencetoTumbleBooks(anebooklibraryforchildren)andsharesaccesswith
alllibrarycardholders.
Learningisrelevant
Technologysupportsrelevantlearningbecauseitprovidestoolstopersonalizelearning.James

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?11
Geesidentity,agencyandpleasantlyfrustrating(flow)learningprinciplessupportrelevantlearning.No
deeplearningtakesplaceunlesslearnersmakeanextendedcommitmentofself,(Gee,2005,p.34).
Studentslearnwhentheyareintrinsicallymotivated,investedin,accountableforandengagedintheir
ownlearning.Relevantlearningsetsthestageforallthesequalities.
Intrinsicallymotivatedlearnersfindrelevanceintheirlearningprocessbecausetheyconnect
fromwithin.DanielPinkarguesinDrive(2009)thatthreeconditionssupportintrinsicmotivation:
autonomy,masteryandpurpose.Autonomy:peoplearenaturallyinclinedtobeselfdirected.Children
explorenaturallythroughplayanddosowithoutbeingtold.Learnersaremotivatedwhenthey
experiencethisautonomyorrealcontrolandchoiceovertheirlearning.Mastery:peoplenaturallywant
togetbetteratsomethingandwillworktowardthatgoalaslongasitisnottooeasyandnottoohard.
Learnerswillbeintrinsicallymotivatedtolearniftheyworktowardmasteringsomethingrelevanttotheir
lives.Purpose:learnersaremostdeeplymotivatedwhentheyarepartofsomethingbiggerthan
themselves.
TheInternationalSocietyforTechnologyinEducation(ISTE)standardsstudentsshould
demonstratewhichconnecttorelevantlearningincludecriticalthinking,problemsolving,
decisionmaking,creativityandinnovation.Theseskillshelpsupportrelevantlearningbecausethey
encouragestudentstomakepersonalconnectionstotheirlearningratherthanmakingexternal,irrelevant
connectionstoinformation.
Specifictoolsthatcouldbeusedtosupportrelevantlearningincludetheplethoraofstorytelling
appsandonlinelearningtools.Thesetoolsallowstudentstonotonlywriteandrepresenttheirstoriesin
creative,visualways,theyalsoprovideapublishingplatformthroughwhichtosharestorieswithawide
audience.Storiesofallkindshelptomakelearningrelevantbecause,asThomasKingremindsus:the

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?12
truthaboutstoriesisthatthatsallweare(King,2003,p.2).Technologyallowsustoshareourstory
andexperiencethestoriesofothers.Thesebecomepartofthenetworkofknowledgethatlearnersare
invitedtotraverseandremix.Onceastoryisshared,itbecomesyours.Dowithitwhatyouwill.Tellit
tofriends.Turnitintoatelevisionmovie.Forgetit.Butdontsayintheyearstocomethatyouwould
havelivedyourlifedifferentlyifonlyyouhadheardthisstory.Youvehearditnow(King,2003,p.
29).
Conclusion
Connectivismisalearningtheoryforthedigitalageandeffectivelearninginthe21stcenturyis
connected,interactive,accessibleandrelevant.Effective,connectedlearningistheabilitytoconstruct
andtraverseknowledgenetworks(Downes,2012).Whiletechnologycansupporteffectivelearning,
simplybeingabletousetechnologyisnotenough:Todaysstudentsneedtobeabletousetechnology
toanalyze,learnandexplore.Digitalageskillsarevitalforpreparingstudentstowork,liveand
contributetothesocialandcivicfabricoftheircommunities(ISTE2007).
ToreturntoTaoTeChingsclaybowl,effective,connectedlearningoccursinthespace
createdbetweennodesinoneslearningnetwork.Thisisaninvisiblespacemadeusefulbythelearners
connectionsandinteractionsmadeinvitingbecausetheyareaccessibleandrelevant.Technology
supportstheaccessibilityandrelevanceoftheseconnectionsandinteractionsbutcannotdosowithout
theintegrityandinvestmentofacommunityoflearners.

HOWCANTECHNOLOGYSUPPORTEFFECTIVELEARNING?13
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