The document discusses several learning theories and principles: Connectivism, which sees technology integrated with learning; adult motivation to learn, stating adults care most about topics relevant to their lives; significant learning, which posits learning causes changes in learners across foundational knowledge, application, and human significance. A case study is described where these principles are observed in practice, such as using technology for collaboration, seeing adult motivation, and assessing significant learning elements. Theories like meaningful learning with technology are seen to parallel strengths of adult learners when used for online environments.

1. Learning Principles
& Theories
Connecting theory to
practice

2. Connectivism
• Siemens (2005) states technology supports
learning and that Connectivism learning theory
integrates technology with previous learning
theories to support technology usage in our
everyday lives.
• He also explains that technology is used in
knowledge management.
• Organizational and individual learning is linked an
evaluated via technology.

3. Theory to Practice:
Connectivism
• How does the theory contribute to my understanding?
• Before learning about Connectivism theory, I considered the integration of
technology to be “lazy”. I did not understand why people would look to the
internet before reading book. However, now I realize technology integration is a
positive force for networking, research, and presentation source when used to
facilitate the teaching and learning process.
• How does the case deepen my understanding?
• As an online learner, I viewed the course management system and instructor
facilitation of learning online as “protocol”. As an observer, I was able to see the
learner’s successes and struggles with the technology. In addition, I reflected on
the benefits of the collaborative atmosphere provided by discussion boards. One
of the key concepts of Connectivism is distributed learning. The case allowed me
to observe the interactive aspect of online learning, that many believe you miss
out on, if you choose online instruction.
• How does the theory contribute to my assessment and recommendation?
• During my observations of my learner, I started to think of ways that I could
increase the interaction. My assessment and recommendation is that the course
was limited by not having a synchronous discussion aspect.

4. Adult Motivation to Learn
• Wlodkowski says “when adults care about
what they are learning and know they are
becoming more effective at what they value by
means of learning” (p. 8).
• He also concludes, "As educators, we know
that understanding why people behave as they
do is vitally important to helping them learn"
(p. 2).

5. Theory to Practice:
• How does the theory contribute to my understanding?
• Before reading about adult learning, I did not separate how children and adults
learn. Although the basic knowledge acquisition for core concepts can be delivered
in via pedagogical methods. The processes after, to extend the learning, are more
aligned to andragogy.
• How does the case deepen my understanding?
• As a K-12 educator, I have experience in pedagogical best practices for teaching
and learning. The case provided a platform to observe adult teaching and learning.
The instructor’s facilitation of the learning and the learner’s motivation to continue
studies portray the aspects of adult learning and best practices for teaching adult
learners.
• How does the theory contribute to my assessment and recommendation?
• The instructor uses scaffolding techniques to integrate repetition over time.
Wlodkowski says “current skill and quality of instruction affect learning” (p.12).
My assessment evaluates the effectiveness of the instruction. My recommendation
is more for the learner. The learner must examine their own interests before
choosing a degree program. Caring, which is also an element in significant
learning, is a parallel to success, due to its intrinsic motivation quality.

6. Significant Learning
• Fink says,"or learning to occur, there has to be
some kind of change in the learner" (p. 3, para. 1)
• Taxonomy of Significant Learning (p. 3, figure 2.
1) includes:
Process of learning; Integration; Foundational
knowledge; Developing new values, feelings,
interests; human significance; and application

7. Theory to Practice
• How does the theory contribute to my understanding?
• Fink’s learning principle recognizes learning as a process
rather than a product. Until reading Fink, I viewed
learning as a product after instruction or an experience.
• How does the case deepen my understanding?
• The case study allowed me to observe the aspects of the
Taxonomy of Significant Learning.
• How does the theory contribute to my assessment and
recommendation?
• My assessment looked at each of the elements in the
taxonomy and I checked them off as I observed them in the
teaching or learning process during my case study.

8. Technology Integration
• Howland and Jonassen
(2012) examine the use of
technology for meaningful
learning. Key
characteristics are :
• Inquire with technology
• Design with technology
• Communicate with
technology
• Collaboration with
technology
• Writing with technology
• Modeling with technology
• Visualizing with
technology
• •Meaningful learning with
technology includes:
knowledge construction,
not reproduction;
conversation, not
reception; articulation, not
repetition; collaboration,
not competition; reflection,
not prescription (p. 16-17).

9. Theory to Practice:
• How does the theory contribute to my understanding?
• The learning principle explains technology can be used for active construction
and engagement (Howland & Jonassen, 2012, p. 7).
• How does the case deepen my understanding?
• As with my evaluation of Connectivism, the case study illustrates the many
ways technology is used for teaching and learning. Before the case study, I did
not consider the particulars necessary for teaching with technology and how it
contributes, in a significant way, meaningful learning.
• How does the theory contribute to my assessment and recommendation?
• My assessment involves the ways technology is used and its successes and
limitations. Technology is used by the instructor to produce learning materials.
The learners answer open-ended discussions, collaborate in group work and
create final presentations via the course management system. Learners also use
outside media sources, such as videos and readings that they access online
from outside sources. My recommendation is to require a voice thread and
video chat addition.

10. • The readings connect the key points of adult
learning, which is characterized as intentional, self-
directed and purposeful for problem-solving.
Importantly, Howland & Jonassen's analysis of the
use of technology for meaningful learning parallels
my research conveying the use of online learning,
in a meaningful way, in order to encourage the
strengths of adult learners.

11. References
• Fink, L. (2003). What is significant learning. Retrieved from https://
nuonline.neu.edu/bbcswebdav/pid-7283951-dt-content-rid-
8656340_1/courses/EDU6319.21591.201425/readings/readings_viewings_recap/W
K2%20-%20Fink%20-%20Significant%20Learning.pdf
• Howland, J. L., Jonassen, D. H., Marra, R. M., (2012). Meaningful learning with
technology (Chapter 1). Boston : Pearson. Retrieved from
https://nuonline.neu.edu/bbcswebdav/courses/EDU6319.21591.201425/readings/W
K2%20-Howland%20-
%20Jonassen%20Meaningful%20Learning%20with%20Technology%20-
%20Chapter%201.pdf
• Siemens, G. (2005). Connectivisim: A learning theory for the digital age. Retrieved
from http://www.itdl.org/Journal/Jan_05/article01.htm
• Wlodkowski, R.(2008). Enhancing adult motivation to learn. A Neuroscientific
Understanding of Motivation and Learning, 8-23.