From these learning theories, I have been able to identify connections between some of my life experiences and the philosophical underpinnings of my personal approach to learning. As a competitive individual, rewards and recognition play a crucial role in the challenges I undertake. At every opportunity, I seek to excel and achieve excellence, which motivates me to study and achieve the best results. My passion lies in skill development and embracing new challenges. This inclination has resulted in the continuous acquisition of new knowledge and experiences. Therefore, behaviorism has significantly contributed to the development of much of the knowledge and skills I have acquired in my life.

However, I also remember that there were knowledge areas that were challenging for me to learn and retain, but they have now become an integral part of my cultural background. Subjects like history, geography, and certain aspects of biology, for instance, required me to employ specific strategies to facilitate the memorization of concepts, terms, and information, as my initial interest in these topics was limited. Therefore, in my learning, cognitivism has played a more predominant role.

Lastly, regarding the theory of constructivism, I believe it has exerted considerable influence on my learning philosophy, especially as time has passed, as experiences and prior knowledge play an essential role. Constructivist learning can promote the development of resilience by enabling individuals to acquire problem-solving skills, adaptability, and the ability to construct their own knowledge and understanding when facing challenges and obstacles on their journey. This philosophy aligns particularly well with my experience as an immigrant, where learning a new language, changing careers, entering a new profession, and exploring a new culture, among other challenges, become an essential part of my process of developing new skills and knowledge.

As a result of this analysis, I have come to the conclusion that the learning process can adopt various philosophies throughout an individual's life. Currently, given the circumstances and the environment in which I lead both my personal and professional life, the Constructivist Theory aligns more with my philosophy of learning.

However, in light of the notable and manifest transformations brought about as a result of the presence and development of technology, a new perspective in the field of learning has emerged. This perspective is grounded in the Connectivist Theory, conceptualized by George Siemens in 2004 as "a theory of learning for the digital age." This new paradigm fosters a significant differentiation from the three theories initially mentioned and offers an innovative vision that redefines the learning process.
Under this new approach, learning is no longer perceived as an internal process of the individual, meaning it is no longer exclusively a process where the individual's brain plays the leading role in learning. The Connectivist Theory is based on the idea that learning is a process susceptible to being connected to information managed through technology and other sources.












According to Western Governors University (2023), the connectivism theory offers multiple advantages:

1. It allows educators to accurately track students' progress; for example, the Amira application provides reports on students' reading progress. Examinations conducted through platforms like Renaissance offer teachers detailed information about students' strengths and weaknesses in reading and writing, as well as their progress from the beginning, through the middle, to the end of the school year.

2. It encourages collaboration among peers. For example, when they select narratives related to a specific topic and share articles or relevant information they have discovered. After the session, they stay to discuss what each has learned, which promotes a more agile dissemination of knowledge.

3. It empowers both students and educators. This theory gives students a more prominent role, conferring on them a central function in their own development process, as they rely on themselves to create their learning experience. Consequently, the role of the educator is redefined as that of "forging learning ecosystems, shaping communities, and freeing learners within their environment" (Siemens, 2004).

4. It embraces diversity: applications do not impose restrictions on students' access but instead adapt to each student's level.

Beliefs about the learning process can undergo changes and evolutions as one experiences different approaches, strategies, and modifies their way of addressing learning opportunities. Despite having noticed that, at different times in my life, all the theories have influenced my learning philosophy, I currently identify as a constructivist-oriented learner, and this is supported by the following reasons:

• Currently, I am actively engaged in the construction of my own knowledge by exploring a new career and a different environment, which involves constant reflection on what is happening around me and active interaction with my new context.

• I recognize that past experiences have a significant influence on how I assimilate new information and how I connect it to previously acquired knowledge.

• I place high value on collaborative learning and interaction with others, as this allows me to gain a deeper understanding of the information and experiences presented to me.

Now, how do we understand the concept of teaching? Following Harapnuik's perspective (2021), "teaching" is conceived as the action of transmitting knowledge, information, or experience that benefits another person's learning process. On the other hand, Harapnuik (2021) defines a "learner" as someone who comes to know something, acquires knowledge, or discovers something. In my view, both terms are intrinsically related and, at times, can be reciprocal, meaning the teacher can also learn from the student. Obviously, the fundamental difference between teaching and learning lies in who contributes and who receives.

According to Merriam-Webster (2018), teaching can be defined as "the act, practice, or profession of an educator." However, as Harapnuik (2021) points out, the educator focuses on their role and the development of competencies for transmitting information. I believe they may overlook that, even if they fulfill the task of imparting knowledge, the purpose of teaching may not be effective. Thomas & Brown (2011) argue that "every member and element that makes up a meaningful learning environment can be considered as resources in the learning process." As an educator, my teaching philosophy lies in creating a meaningful learning environment that fosters the effectiveness of teaching. In other words, my role is not limited to the ability to transmit information but also involves considering that in a classroom, there may be students with diverse abilities, experiences, and ways of processing the information they receive. Therefore, it is imperative that I apply the role of a guide and facilitator in my teaching philosophy, adapting my lessons to the individual needs of all students to create an environment that motivates them to learn and providing the necessary resources and support.

For this reason, my Innovation Plan is based on the Blended Learning teaching strategy in its rotation model. The goal is to create an active environment that promotes interaction and collaboration among students, the generation of ideas and critical thinking, the creation of individual projects, participation in deep discussions, and personalized attention from the teacher to address specific weaknesses and shortcomings. This innovation plan offers a variety of resources that align with different learning perspectives, from a cognitive, constructivist, behaviorist, and connectivist approach. The role I play in this innovative plan is that of a guide and facilitator, enabling students to carry out activities as independently as possible, thereby generating authentic and limitless learning. This innovation plan offers a variety of resources that align with different learning perspectives, from a cognitive, constructivist, behaviorist, and connectivist approach.


















                                                            Conclusion

In summary, my philosophy of learning and teaching is centered on adapting to the individual needs of students, prioritizing their development and growth. I recognize that learning is a continuous and personalized process, and my approach goes beyond just transmitting information but also guiding and facilitating the learning process. I aim to empower students, foster their autonomy, and enable them to become active and reflective learners. Through innovation and the creation of a meaningful learning environment, I seek to prepare students to face challenges in an ever-evolving world.


                                                

Annotated bibliography

Alvarado, M. (2022, October 5). Teorías del aprendizaje: un fundamento para comprender la realidad educativa. Plataforma Educativa Luca: Curso En Línea Y Aprendizaje Esperado. https://www.lucaedu.com/cuales-son-las-teorias-del-aprendizaje-y-sus-representantes-luca/

This text discusses the main learning theories and their impact on traditional and digital education. It covers theories like Behaviorism, Cognitivism, Constructivism, Social Learning, and Multiple Intelligences. The text emphasizes the importance of these theories in shaping teaching methods and strategies to create better learning environments.

Cobb, J. (2023, September 21). A definition of learning. Mission to Learn - Lifelong Learning Blog. https://www.missiontolearn.com/definition-of-learning/

This blog, "Mission to Learn," provides a valuable perspective on learning, as it doesn't merely focus on this process as the acquisition of skills and knowledge but also highlights the importance of including behaviors and attitudes. Furthermore, it points out that learning also involves deeper aspects of personal development and long-term growth.

Harapnuik, D. (2021, noviembre). Learning Philosophy. Harapnuik Blog. https://www.harapnuik.org/?page_id=95

The author teaches us the importance of adopting a facilitator of learning approach rather than being a mere teacher. They emphasize that teaching involves imparting knowledge, while learning is about discovering and actively acquiring knowledge. They suggest that we should create student-centered learning environments to help them learn effectively. Additionally, they refer to constructivist principles such as removing fear, stimulating curiosity, and emphasizing the significance of discovery-based learning

Merriam-Webster. (n.d.). Dictionary by Merriam-Webster. In Merriam-Webster. https://www.merriam-webster.com/

This webpage offers comprehensive insights into Jerome Bruner's Constructivist theory. It presents a summary of its fundamental elements, along with suggestions for practical implementation and real-life illustrations of the theory in action.

Downes, S. (2022). Connectivism. Asian Journal of Distance Education, 17(1), 58. URL: http://www.asianjde.com/

This This work focuses on the concept of "Connectivism" and its emphasis on a broader understanding of learning. It provides a detailed description of how this new theory emerges and is understood. It suggests that the success of learning should not be measured solely by task scores, grades, or graduations but by broader social indicators.

Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. The International HETL Review, Special Issue. URL: https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf

This article presents a critique of the learning thesis proposed by George Siemens and Stephen Downes, which they called "Connectivism." They suggest that this theory is a tool that can be used in the learning process for instruction or curriculum, rather than being an independent learning theory like cognitivism, constructivism, or behaviorism. It also highlights the change that teachers must undergo in teaching their lessons with the incorporation of technological resources.

Terol, M. (2021, July 23). Teorías del aprendizaje y e-learning: aportes del conductismo, constructivismo y cognitivismo. Blogthinkbig.com. https://blogthinkbig.com/teorias-del-aprendizaje-que-son-aplicaciones-elearning

In this article, the main features of the most important learning theories are detailed, as well as how these theories can be incorporated into e-learning.

Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219). Lexington, KY: CreateSpace.

This publication focuses on the need to transform the learning environment into a more meaningful and personalized model, moving away from the industrial paradigm. 

Western Governors University. (2023, October 9). Connectivism learning Theory. Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html#close

This article mentions the 8 principles of the theory of connectivism identified by Siemens and Downes based on their research, as well as the advantages of applying this philosophy in the educational environment. Additionally, it provides ideas on how to integrate this philosophy into the classroom when digital resources are available.