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My Connectivism in Detail

Connectivism is a learning theory used in computer science which is based on the premise that knowledge exists in the world rather than in head of an individual  (The Free Dictionary, 2012) I remember beginning my education journey with a goal of earning my masters. One of my concerns, at that time, was how was I going to stay connected, educationally. I wasn’t too concerned with my social status as when I was growing up all the online social media had not yet hit the scene. I more so enjoy social functions where you have to physically show up.

It was such an inconvenience to always go to the library to use their research tools only available if you had a library card. So when in home technology became available, which offered internet became available along, with all the specific search engines to utilize for specific purposes, I knew all would go well on my educational journey.

Majority of my research I utilize the internet and search engines Bing and Google. I then jump onto Skype with individuals to discuss the research and receive their feedback. For educational purpose, the discussions, university library, and Gratner Group Researches work well for me.

I utilize the communication media such as educational and business magazines, as well as, books. Majority of the above mentioned media I read online or through Evernote, or Bilo.

Although I do not often communicate by posting and commenting, I do regularly read others postings and comments on Facebook. I tend to enjoy attending functions where I can utilize face-to-face communication. Of course I follow-up with friend requests of individuals I meet at these functions and post the pictures.


Works Cited

The Free Dictionary. (2012, October 7). Retrieved from The Free Dictionary:


Connectivism: Donna’s Learning Network

Storeage and Retreival in STM: Why can’ I……..

As an instructional designer understanding the process of how learners store and retrieve information is essential. The difference between how the Short Term Memory (STM) and Long Term Memory (LTM) processes information will allow an instructional designer insight on design approach. Therefore, the design should allow students to store and retrieve information in long-term; basically what to include what not to include. This should be based on research, and best design strategy.

A website titled “The Human Memory” has interesting information on STM. The information caused me to think on how I process and store information.  Instantly I had a “huh” moment. I suffered with being able to glance at an unknown needed number, quickly store in STM, retrieve then dial the number. It never failed; I would forget the number every time. It would just  disappear from my memory which was so frustrating and a huge inconvenience. I sometimes had to go back and view the number two or three times over before it actually locked in my STM memory. Am I the only person this happened to? And why does this happen to me when I put forth every effort to quickly store and retrieve the information correct the first time….what is going on with my STM?

The website “The Human Memory” states “your STM can be thought of as the ability to remember and process information at the same time” (Mastin, 2010). It also states, “STM holds a small amount of information (typically around 7 items or even less) in mind in an active, readily-available state for a short period of time (typically from 10 to 15 seconds, or sometimes up to a minute)” (Mastin, 2010). Aren’t phone numbers exactly 7 items? Well, according to Mastin (2010) “in order for me to correctly understand or store information, the first part of the phone number needs to be held in mind while the rest is read, a task which is carried out by the STM” (Mastin, 2010). Maybe my issue is solved if I first make sure I quickly memorize the three numbers in the phone number, first. Not…

Memorizing phone numbers quickly to dial has always been a problem for me therefore I consider the above mentioned information valuable, but I still need more information to further clarify the functions of STM. I came across an article titled “Dissociation of shortterm forgetting from the passage of time” which the words “short-term forgetting” immediately gained my attention and intrigued me to read further. This article really provided detailed information as there was a method which participants participated in 2 experiments, with conditions and retention intervals. Participants were instructed to remember word pairs and numbers. There were hard to easy conditions. The results showed forgetting functions, and recall accuracy. (White & Dunedin, 2012) For me this provided insight to when the “trace memory would decay” (White & Dunedin, 2012). For example, when I quickly, in my mind, memorize the phone number for dialing, there is a pause taking place when I visually leave the phone number to enter it into the phone. There is all type of distractions happening along with me trying to input the number quickly into my STM. To say it plainly, although I am trying to quickly store the number, I am severely under pressure to memorize the number, as well as, unfocused. I have learned to give those numbers meaning by now adding a favorite tune or song. I recite the numbers including the song and behold it works, in STM. Granted, I can’t remember the number in LTM. But I don’t need the number to be in my LTM because it’s a number I need for that day and time, only.

What information needs to be stored in STM versus LTM? Of course what information is most valuable to the student would be decide if storage in STM or LTM. So why is this relevant as an instructional designer? Bottom-line…understanding how learners store, process, and retrieve information is important in the design process. In a virtual setting it is vital to understand this process considering the instructor is not physically there with the student. The storage and retrieval process of the brain is a must know for an Instructional Designer. There should also include interesting attention grabbers making the design much more interactive, versus read along.

Mastin, L. (2010). The Human Memory. Retrieved from The Human Memory:

White, K. (2012). Dissociation of short-term forgetting from the passage of time. Journal Of
Experimental Psychology: Learning, Memory, And Cognition
, 38(1), 255-259.








Reading other Instrutional Desginers Blogs

So this is my very first time blogging! As I read the few different blogs from other Instructional Designers it was clear to see they each shared areas of concern on how to make things most perceptive for the student.

One blog I read was looking to understand if a public speaking class is possible or not possible online  As I read the title of the blog I thought to myself this may be a very interesting blog. How can such an online course take place, considering a public speaking class would seem to require the student body to be present? After reading the blog I came to understand the blogger was speaking of public speaking in a virtual space. This was very interesting to me as creating a strategy to design such would bring on challenges. This blog for me was a good read.

The second blog I read was equally as good as the first as this blogger gave information on how action mapping can change your design process So I’m thinking what is action mapping? I came to understand it’s the focus on the activity versus the information. The client may think they need a course but after the action mapping you may not need to develop a course but design an area more specific to the learners needs.

The last blog I read was the most enjoyable because the blogger was actually talking about me! The blog is titled “Instructional Design for Beginners – What Motivates People to Learn.” I must agree I did not think of the art of being an instructional designer but more so the academic influences. This blogger actually had valuable information I could use as a beginner Instructional Designer. The ARCS model was discussed as well as motivational design both are valued information. I will continue to read this bloggers blogsJ

As I’m not sure I actually got the hang of blogging…I’m going to continue to keep at it even after this course.