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.