Learning in a Digital World

          What impact do you believe technology has on the way you learn?  

          Technology has had a dramatic impact on how I learn because I constantly conduct various “Google” searches for ideas to use in my classroom to support learning activities.  I search for ideas on how to enhance my skills and to keep up with the latest technology.  I also like to “Google” for opinions on the latest learning and teaching strategies.

         

          I learn differently in an online environment from the way I learned in a face-to-face learning environment.

         

         In a face-to-face situation, my learning is directed by the teacher in charge.  I listen to lectures, discuss handouts, and watch videos that are introduced by, and in most cased interpreted by the instructor.  In a face-to-face- learning environment fellow students will ask questions and make comments which could or could not relate to the subject matter being discussed.  In some cases the answer to the questions could be one that would provide additional clarification.  I make friends and discuss the class, assignments as well as family and friends with classmates.  I can read the body language and facial expression and interact face to face with everyone in the class.

        

        In an online environment, I am an independent learner.  I spend a great deal of time on line conducting research and completing assignments.  Since I have no one at work or in my social life that I can discuss my classes, professors, or program of study with, it can get lonely.  If the assignment is involved and not clearly spelled out, I have to email a question to the professor or a classmate and wait for a response.  This question could be late at night or early morning as I tend to complete a lot of online work when it is quiet in my household.  Sometimes I need an immediate answer.

    

          High expectations of all teachers and learners are critical and non-negotiable in teaching and learning.  You have to have a passion and a desire to make students better and to push them and to make them better citizens I believe in hands on learning.  Tell a student, show a student and let a student demonstrate desired learning.  A learning theory is made up of a set of concepts theorists linking observed changes in performance with what is thought to bring about those changes (Driscoll, 2005).  To build a learning theory requires, three basic components must be defined, according to Driscoll.  The components are the results or changes in performance, the means or the process used to bring the result about and the inputs or the triggers that caused the process to occur.  I also believe that learning requires interaction between people, encompassing many different perspectives, with each learner representing their viewpoints sincerely, and a mechanism that enables learners to collaborate.  Connectivism describes learning as a “network forming process” (Siemens, 2006).

Con

New Technologies

New Technologies in My Workplace.

             I work a part time tutorial job two evenings a week at our middle school.  I recently shared with the program’s counselor and other teacher how we are required to start a file of videos clips and pictures of our students engaged in various learning activities.  Our manager at the corporate office has requested that we submit pictures for their web page. 

            The attitudes of my co-workers were a bit surprising.  My co-workers made excuses about their digital cameras either not working or not found. They both stated they were not sure how to do this and wanted me to take on the project.  Their behavior was that of non-committal because they stated that they did not have the time and were not sure just how to put the project together.

            According to John Keller’s ARCS Model of Motivational Design, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, and Satisfaction. 

            To get my co-workers attention, I will start with two students who will be responsible for taking pictures and video clips using my personal equipment.  This will promote interest by getting the students involved with the hands-on methods.  I will also use humor and specific examples.  One way we will do this is check corporate by watching visiting corporate’s webpage.  I will establish relevance in order to increase the motivation of the staff and students by using concrete language and examples with which the learners are familiar.  I will tell them how the new learning will use their existing skills.  I will also present worth and future usefulness as I Model what I want them to do.  I will build confidence by helping students understand their likelihood for success.  The students will have an understanding of the requirements for meaningful success as they make small steps of growth during the learning process. Efforts will be made to ensure that the Learners feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth and that this new skill is useful and beneficial.  I want the students to derive a great deal of satisfaction from a sense of achievement and from praise from the corporate manager.  Satisfaction is based upon motivation, which can be intrinsic or extrinsic.

References:

Keller, John.  (2011).   Official site of John Keller's ARCS Model.  Retrieved from

www.arcsmodel.com on November 7, 2011.

New Technologies

New Technologies in My Workplace.

             I work a part time tutorial job two evenings a week at our middle school.  I recently shared with the program’s counselor and other teacher how we are required to start a file of videos clips and pictures of our students engaged in various learning activities.  Our manager at the corporate office has requested that we submit pictures for their web page. 

            The attitudes of my co-workers were a bit surprising.  My co-workers made excuses about their digital cameras either not working or not found. They both stated they were not sure how to do this and wanted me to take on the project.  Their behavior was that of non-committal because they stated that they did not have the time and were not sure just how to put the project together.

            According to John Keller’s ARCS Model of Motivational Design, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, and Satisfaction. 

            To get my co-workers attention, I will start with two students who will be responsible for taking pictures and video clips using my personal equipment.  This will promote interest by getting the students involved with the hands-on methods.  I will also use humor and specific examples.  One way we will do this is check corporate by watching visiting corporate’s webpage.  I will establish relevance in order to increase the motivation of the staff and students by using concrete language and examples with which the learners are familiar.  I will tell them how the new learning will use their existing skills.  I will also present worth and future usefulness as I Model what I want them to do.  I will build confidence by helping students understand their likelihood for success.  The students will have an understanding of the requirements for meaningful success as they make small steps of growth during the learning process. Efforts will be made to ensure that the Learners feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth and that this new skill is useful and beneficial.  I want the students to derive a great deal of satisfaction from a sense of achievement and from praise from the corporate manager.  Satisfaction is based upon motivation, which can be intrinsic or extrinsic.

References:

Keller, John.  (2011).   Official site of John Keller's ARCS Model.  Retrieved from

www.arcsmodel.com on November 7, 2011.

New Technologies

New Technologies in My Workplace.

             I work a part time tutorial job two evenings a week at our middle school.  I recently shared with the program’s counselor and other teacher how we are required to start a file of videos clips and pictures of our students engaged in various learning activities.  Our manager at the corporate office has requested that we submit pictures for their web page. 

            The attitudes of my co-workers were a bit surprising.  My co-workers made excuses about their digital cameras either not working or not found. They both stated they were not sure how to do this and wanted me to take on the project.  Their behavior was that of non-committal because they stated that they did not have the time and were not sure just how to put the project together.

            According to John Keller’s ARCS Model of Motivational Design, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, and Satisfaction. 

            To get my co-workers attention, I will start with two students who will be responsible for taking pictures and video clips using my personal equipment.  This will promote interest by getting the students involved with the hands-on methods.  I will also use humor and specific examples.  One way we will do this is check corporate by watching visiting corporate’s webpage.  I will establish relevance in order to increase the motivation of the staff and students by using concrete language and examples with which the learners are familiar.  I will tell them how the new learning will use their existing skills.  I will also present worth and future usefulness as I Model what I want them to do.  I will build confidence by helping students understand their likelihood for success.  The students will have an understanding of the requirements for meaningful success as they make small steps of growth during the learning process. Efforts will be made to ensure that the Learners feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth and that this new skill is useful and beneficial.  I want the students to derive a great deal of satisfaction from a sense of achievement and from praise from the corporate manager.  Satisfaction is based upon motivation, which can be intrinsic or extrinsic.

References:

Keller, John.  (2011).   Official site of John Keller's ARCS Model.  Retrieved from

www.arcsmodel.com on November 7, 2011.

Module 4 - Connectivism

           My connections facilitate learning by allowing a varied resource base for my learning environment. The amount of information and access to this information I have has been increased by my connections. I use these varied resources in numerous ways for instruction and learning. My personal network has changed the way I learn as well as my knowledge and understanding. These connections serve as intellectual partners and connections that enable and facilitate critical thinking and meaningful learning in my network. When I have questions, I learn new knowledge by consulting my network. I can ask questions, compare answers and then reflect on the new learning as I develop an answer to the question.

Roger

 

                                                                                                                                                        

My connections facilitate my learning by allowing a varied resource base for my learning environment.  The amount of information and access to this information I have has been increased by my connections.  I use these varied resources in numerous ways for instruction and learning.  My personal network has changed the way I learn as well as my knowledge and understanding.  These connections serve as intellectual partners and connections that enable and facilitate critical thinking and meaningful learning in my network.  When I have questions, I learn new knowledge by consulting my network.  I can ask questions, compare answers and then reflect on the new learning as I develop an answer to the question. 

Connectivism

	Connectivism

 

                                                                                                                                                         

Connectivism

 

                                                                                                                                                        

My connections facilitate my learning by allowing a varied resource base for my learning environment.  The amount of information and access to this information I have has been increased by my connections.  I use these varied resources in numerous ways for instruction and learning.  My personal network has changed the way I learn as well as my knowledge and understanding.  These connections serve as intellectual partners and connections that enable and facilitate critical thinking and meaningful learning in my network.  When I have questions, I learn new knowledge by consulting my network.  I can ask questions, compare answers and then reflect on the new learning as I develop an answer to the question. 

Blog - September 28, 2011

·         Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

I believe that there is a natural instinct for human to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia.  A group is made up of two or more people that have a common goal, a stable structure, a leader, and a set of rules.  These people would see themselves as a member of a group whose purpose is to get things done, states Rheingold. People join groups because it is a natural way get their social needs meet.

·         How can technology facilitate collaboration among learners based on constructivist principles?  

Technology and constructivism complement each other because technology is designed to engage learners and constructivism states that learning takes place in contexts. The implementation of one will complement the other.  Technology in the classroom is within the atmosphere of a framework of constructivism.  When we focus on the learner, technology can be used to help with new understanding and capabilities, thereby, affording a cognitive tool that supports cognitive and metacognitive processes.  Thus, the task of the learner is seen as dynamic, and the computer makes available new learning opportunities.  The learner functions as a designers using technology tools for accessing information, interpreting and organizing personal knowledge and then representing that knowledge to others. Technology provides a rich and exciting learning environment.  (Nanjappa, A. and Grant, M., 2003).

·         Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

  Smith and Toland (Is wiki an effective platform for group course work?) states that Wiki is a means of supporting collaboration by making it possible for individual to contribute toward a joint assessed outcome.  Students have a fair share of the work and they are assessed individually.   The quality and quantity of each group member’s contribution encourages participation and makes the marking of the group easier.  Wiki technology supports collaborative learning not only for on campus students, but also for geographically dispersed distance students, by making it possible for individuals to contribute towards a joint assessed outcome.  There is value in using wikis as collaboration tools because they encourage individual student participation even though the study found that some students do prefer to work alone. 

References:

Elgort, I., Smith, A., and Toland, J. (2008).  Is wiki an effective platform for group course work?  Educational Technology, 24(2), 195-210.

Nanjappa, A. and Grant, M. (2003). Constructing on constructivism: The role of technology. University.  Retrieved from http://scholar.google.com/scholar?hl=en&sugexp=pfwc&cp=33&gs_id=3o&xhr=t&q=electronic+journal+for+the+integration+of+technology+in+education&qe= on September 27, 2011.

Web Video. Rheingold, H. (2008, February).  Howard Reingold on collaboration (Video file).  Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html  on  September 28, 2011.

Module 2 - Learning Theory In Defense of Behaviorism

           One reason that  “the instructional design community remains rooted in behaviorism - this more than 30 years after the theory was abandoned everywhere else” (Karl Kapp, 2006), could be because behaviorism works. I agree with Bill Kerr in that  “actions which are followed by rewards are often repeated.”  At my middle school we use Patriot  Bucks to reward overall good behavior and following the dress code.  These Bucks are used to receive various awards, depending on the number of Bucks earned by the student.  As human, we all like to be rewarding/appreciated for a “job well done”.  We are indeed “all behaviourists” to some degree.   I agree with  Bill’s post in that it does “ seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right.”
            I am in agreement with Karl Kapp as he refers to Bill post.  We do “need  to take pieces from each school of thought and apply it effectively because…Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism,” states Karl.  I believe that most classroom teachers, like myself, do “take the best  from each philosophy and use it wisely to create solid educational experiences for our learners.”    “Learning” is  multi-facetted.

References

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved fromhttp://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/ on September 19, 2011.

Kapp, K. (2006, December 19).  Definitions: ABCD Objectives.  Retrieved from Karl Kapp, Kapp Notes (Web log post)  http://www.kaplaneduneering.com/kappnotes/index.php on September 19, 2011.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html on September 19, 2011.

Module 1

Module 1 Blog Topic

What are your beliefs about how people learn best?

Formal education is no longer the primary way we learn because informal learning is now a big part of our learning experience.  Learning now occurs in various ways – through communities of practice, personal networks, and  work-related tasks.  Learning is for a lifetime because learning and work are no longer separate.  Technology is now changing our brains. According to neuroscientists, technology is changing the way we think and behave because our brain structure is linked to our “higher” thoughts and feeling.  The power of imagination is real and is a physical part of our brain.  Consider the video games. The technology tools we use define and shape our thinking.

Learning takes place when students get feedback about their thinking from a teacher, a peer or from within. As a result, students can achieve at higher levels and at a deeper understanding.  Technologies that promote communication within and outside the classroom make it easier for feedback, reflection, and revision to occur. Learning is brought about as a result of experiences and interactions with content or other people.

What is the purpose of learning theory in educational technology? 

Technology integration in schools is not easy to achieve, no matter how much evidence we have that it can help learning. Understanding principles of learning is a good way to begin.  Four broad principles, according to Driscoll (2010),  layout a framework to teachers for thinking about how technology can support their instruction:  Learning occurs in context.  Learning is active.  Learning is social.  Learning is reflective.

Including technology and connection making as learning activities will begin to move learning theories into the digital age. We get our competence from forming connections.  Experience has long been considered the best teacher of knowledge (Driscoll, 2010).  We cannot experience everything other people’s experiences so they get to be the holder of knowledge for us.  We store our knowledge in friends and as a result, we collect knowledge by collecting people.


The starting point of connectivism is the individual.  Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development, from personal to network to organization, allows learners to remain current in their field through the connections they have formed.


References:

http://www.dailymail.co.uk/sciencetech/article-565207/Modern-technology-changing-way-brains-work-says-neuroscientist.html#ixzz1Y412ut6M retrieved on September 15, 2011.

Driscoll, M. (2020). How people learn (and what technology might have to do with it). ERIC       Clearinghouse on Information and Technology Syracuse NY. Retrieved from             http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/search/advanced on September 13, 2011.

http://www.elearnspace.org/Articles/connectivism.htm retrieved on September 13, 2011.






http://www.thetrainingworld.com/wp/training-wisdom-or-training-foolishness/training-technology/how-people-learn-and-what-technology-might-have-to-do-with-it-eric-digest/ Retrieved on September 13, 2011.