Module 6 Post

Research-Based Theory on Learning and Instruction

Learning can be identified as the materialization and transformation of information which is in turn utilized to develop awareness of a particular area or discipline. Technology can be implemented to offer an integral component of education and learning. This quarter my classmates and I learned a lot in regards to Siemens and his theory of Connectivsm as it relates to fundamentals of learning in a digital age. Technology has the ability to provide better elasticity for education and learning with benefits such as online instruction and collaboration. Technology provides us with opportunities to expand our learning community and network by making connections with learners all over the world. Online learning environments allow individuals to feel less inhibited by allowing them to express themselves and still feel nearly anonymous.

Collaborating with students from all over the globe allows for the sharing of experiences from different perspectives. Learning about their various philosophies offers exposure to broader perspectives which can in turn make learning more exciting. Individuals learn best when the most effective and suitable learning theory is employed which outlines a plan for delivering and interpreting information as well as predicting the outcome. Educators have the responsibility of creating and delivering an educational environment that will undoubtedly nurture the learner’s erudition process and outcome. Technology will support the future demands of technology in preparing learners to compete in out global market by offering out students the tools they need to be successful.

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from
http://elearnspace.org/Articles/connectivism.htm

Module 5 Responses

I posted to the following blogs for module 5

http://davidjmilleralf.blogspot.com/2012/05/module-5-new-technologies.html?showComment=1336893233995#c3430217009400603711


http://theoryandeducationaltech.blogspot.com/2012/05/moodle.html?showComment=1336893623027#c2722539267353986810

Affective Learning Theory

Scanning solutions are common tools used in many industries. Four years ago my current institution decided to implement scanning solutions to reduce paper as well as storage costs. Some colleagues who perform clerical duties fear that their positions will become obsolete if technology is used to leverage efficiency and effectiveness.

Reluctance to change is probably the most common attitude towards adopting the scanning solutions amongst employees and staff. Individuals who preferred to look at hard copies of text or reports containing hundreds of pages were skeptical about utilizing scanning solutions which would eliminate the presence of the hard cover materials. As an educational technologist, I am often caught off guard by the number of colleagues who possess low self-efficacy in experimenting with new technologies. This is probably because as tech savvy people we absorb innovations easily and sometimes assume everyone else will too.

Keller’s ARCS model can be utilized to alter the motivation of employees and staff at my institution (Driscoll, 2005). According to Driscoll, John Keller’s ARCS Model of Motivational Design, is comprised of four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS) (Driscoll, 2005). Enhancing relevance and building confidence are probably the two most important steps to encouraging success amongst colleagues in relation to adopting scanning solutions and similar technologies. Enhancing relevance will reduce reluctance to change because individuals will be able to relate the usefulness of the innovations to their career and personal goals. Building confidence is significant because once individuals begin to recognize they can effectively carry out demanding processes utilizing the innovations, optimistic expectations are developed.

Educational leaders need to do more to emphasize the importance of technology proficiency and skills. I think it is assumed that if everyone is obligated to develop technology skills, we’re making it clear to everyone that the technology is valuable. If technology is not a constant in the lives of our colleagues, then it will always feel like a big deal when they need to adopt a new innovation.

Reference

Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.

Module 4 Responses

Below are the blogs I responded to for Module 4:

http://jacobseduc8845.wordpress.com/2012/04/29/networked-learning/#comment-12

http://www.jean-jacquesmedastin.com/blog/

8845 Module 4 Blog

Understanding technology comes easy to me but there are times when I have to shake my head over today’s technology. Siemens (Laureate, 2010) affirmed in his Connectivism Learning Theory video that our world as becomingly “increasingly complex” in a highly fragmented information society.

Blogs, wikis, and discussion boards are a few of the digital tools which facilitate learning for me. All of these tools have a significant impact on collaboration within environments such as virtual classrooms and distance learning. I have come to realize that individuals are more likely to absorb information at a higher rate if they work together. Learners are able to develop new knowledge and increase understanding as a result of collaborative exchange.

There is an endless amount of information outlets available today that were only ideas not long ago. Technological devices such as computers, laptops, tablets, scanners, and smart phones have spawned global transformations in the way individuals live their lives. Gone are the days of looking for the morning paper. No longer do we have to wait for the evening news to see the weather forecast. All we have to do in order to become up to date with news and information is turn on, log on or turn to our blackberry or satellite radio.

Technologies such as computers, tablets as well as portable digital devices have played an integral role in enhancing the effectiveness of learning communities. Thanks to these electronic gizmos and tools, individuals globally are able to stay connected and in touch. I am no longer dependent upon newspapers, radio, and other forms of static communication to receive news and information. This is due to the many digital devices and gadgets at my fingertips. Dynamic forms of communication can be enhanced by tools such as iPads and tablets due to their portability and robust feature offerings. As a steward of the discipline in educational technology, I can utilize this knowledge of media and technology to help sustain the transformation into a communications oriented society.

Reference

Laureate Education, Inc. (Executive Producer). (2010). Connectivism Learning Theory

Module 3 post listing

For module 3 I posted to the following blogs:

http://ploderlearningtheoryandedutech.blogspot.com/2012/04/module-3-blog-collaboration.html?showComment=1334434239887#c8188317597790259236

http://schroederedtech.blogspot.com/2012/04/do-you-believe-that-humans-have-basic.html?showComment=1334435307670#c1285647252597421717

http://edistancelearning.blogspot.com/2012/04/alm-module-3-collaboration.html?showComment=1334436135996#c4209348438994748459

Module 3: Collaboration

Module 3: Collaboration

In module 3, I watched a video of Howard Rheingold talking about the innate sense of individuals to collaborate and seek out groups. Rheingold spoke of collaboration occurring in early civilizations such as when the “nomadic hunters. He went on to describe a range of methods in which technology produces collaboration tools such as Wikipedia.

It is my belief that humans do possess an innate instinct to collaborate as presented by Rheingold in his presentation. Often when I taught technology to elementary students, I would see from all of the age groups that when paired with others or placed in groups, many students will collaborate to accomplish objectives. According to Driscoll, constructivist theory is based on the conjecture that individuals construct knowledge as they endeavor to comprehend experiences (Driscoll, 2005). Technology offers several conduits to learning. Furthermore, Rheingold referred to the collaboration that was promoted as a result of the printing press. This innovation helped to evolve individuals into literacy which generated innovative forms of collective action in the realms of knowledge, religion and politics (Rheingold, 2008).

Collaborative and self-directed learning, engagement, inquiry, and knowledge construction can all be enhanced by way of technology and technological devices. Online access enables classroom equity and places a greater demand on learners because access to new information technology requires learners to become disciplined readers. The internet facilitates construction of knowledge and learner engagement.

Discussion comments and points of interest typify the attentive critique and analysis of individual experiences and ventures. Individuals use constructivist processes in preparing for online discussions as well as participating in them. The collaboration offered by each of the participants is developed carefully and used to show evidence of the various other learning resources and associations to course work. Learners read the issue which is up for discussion, then they assess the material and texts, read and provide their thoughts in relation to the contribution of other learners, and then articulate their own responses.

The Dunkel, Shams and George article (2011) presents the Expansive Collaboration (EC) Model’s theoretical background and role in providing students in disciplines within various educational environments. Although transdisciplinary and multi-institutional approaches create synergy not possible with a simpler collective, the EC model works differently based upon educational and community settings. The findings of the study indicate that the model operates under the premise that teaching environments, created when these diverse working teams form, deepen student interest and learning by promoting critical thinking, creative problem-solving, and enhance communication skills needed to solve nuanced issues.

References

Dunkel, F. V., Shams, A. N., & George, C. M. (2011). Expansive Collaboration: A Model for Transformed Classrooms, Community-Based Research, and Service-Learning. NACTA Journal, 55(4), 65-74.

Rheingold, H. (2008, February). Howard Rheingold on collaboration. Retrieved 4/9/12 from
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

For the module 2 discussion, I posted comments to the following blogs:

http://srzollinger.wordpress.com/2012/03/28/zollinger-educ-8845-mod-2-blog-post/#comment-6

http://raycoxphd.blogspot.com/2012/03/module-2-blog-posting-while-idea-of.html#comment-form

http://jygreensblog.blogspot.com/2012/03/module-2-cognitivism-as-learning-theory.html?showComment=1333376613869#c7187014886875622169

Module 2 Blog Post

8845 Module 2 Blog Post:

Kerr (2007) asks “Should we stick to -isms or should we be more pragmatic and just cherry pick different useful ideas out of the various theories?” This question is intriguing because as students, researchers, and experts we all have an obligation to conduct solid research which is grounded in theory. Researchers within each discipline should endeavor to add knowledge to that discipline and consequently supply illustrations which speak to the fundamental questions of the discipline. This can seem like a daunting task because grasping an understanding of all of the –isms requires a substantial amount of effort (Kerr, 2007).

The same concept is valid for selecting –isms as well. For that reason, knowledge of multiple approaches and theories can be, above all, valuable in facilitating more in-depth as well as precise research. Kapp (2007) implies that he has no definite answer as to which –ism reigns supreme but he does feel that –isms require amending. I agree that in order to ensure accuracy and validity, researchers must possess ample knowledge of theories within their discipline and those closely related. This seems to be a lot of information to digest because the evolution of an –ism can be persuaded by theorists who have different beliefs as well as those theories changing the views of those who were not on board initially (Kerr, 2007).

Kapp (2007) asks “What is the best, how do we know what makes sense or what doesn’t?” This is an important question that ultimately assists in making determinations as to deciding the exact theory or theories are best suited. The argument could be made that -isms contain weaknesses in different areas; yet, combining them can contribute to its evolution on top of presenting a more well-rounded study. According to Kapp (2007), there is no impeccable –ism, he postulates that behaviorism nor constructivism can answer how individuals process information on its own. Lower level or lower cognitive load learning is in line with behaviorist concepts involving memory, labels and recognition. Thought must be given to how they will influence the objectivity of the intended researcher. Furthermore, constructivism puts prominence on collaboration, creativity, problem solving along with procedural and rule based learning (Kapp, 2007).

Reference

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved March 27, 2012 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought. Retrieved March 27, 2012 from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 1 Blog Post Listing

For the module one discussion, I posted comments to the following blogs:

http://suzannereaidsscholarsblog.blogspot.com/2012/03/educ-8845-module-one-assignment-1.html#comment-form

http://weave1-weave1.blogspot.com/

http://jacobseduc8845.wordpress.com/2012/03/15/educ-8845-module-i/

EDUC-8845-2 Learning Theory and Educational Technology

Module 1 Blog posting

Critique Siemens’s “metaphors of educators.”

Technological innovations have facilitated making contact with content, experts as well as with fellow learners globally.  Consequently, technology has changed a great number of aspects in regards to education as well as learning.  These changes have increased the expectations of the educator’s fundamental functions as they relate to instructing students who will be able to compete with other learners on a worldwide level.  In order for educators to be able to develop the techniques required to meet any obstacles, they must reconsider and rethink approaches to teaching alongside their view of knowledge and learning.   Siemens affirms that the four changing roles of educators can be labeled as concierge, curator, master artist, and network administrator (Siemens, 2008).  All of the metaphors of educators combine the role the expert, facilitator, or specialist to successfully educate learners. 

A similarity can be drawn between the master artist and the network administrator as seen by Siemens (Siemens, 2008).  The role of the master artist depicts educators as neighboring experts who employ student efforts as illustrations which embody the concepts and ideas of any given assignment.  The role of the network administrator assumes the primary role of the educator will be to assist learners in successfully incorporating any new knowledge into their existing network of application, information, and skills.  The master artist and the network administrator encourage directing learners to increased performance however neither of them focuses on compelling pupils to gain the expertise or knowledge of the educator (Siemens, 2008).   

The role of an educator as a curator offers the capacity to create resources and multiple learning opportunities without lecturing (Siemens, 2008).  Success is fostered by the curator’s aptitude in directing learners in the development of academic discoveries, creating, exploring, and making connections that augment erudition.  In the role of the concierge, instead of the responsibility belonging to the student it is placed on the educator.  According to Siemens, the concierge’s expertise lies in their ability to incorporate what they already know in relation to resources which learners are unaware of in addition to conventional lectures (Siemens, 2008). 

Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?

The most important benefit of the role of the educator as a network administrator perspective is that learning process is centered on the student. The responsibility of the educator focuses on supporting learners developing and assimilating connected information and relating networks. A weakness of this role can be seen as the educator because there is a potential for either insufficient time or resources.  These difficulties will come into play during situations where the development of individualized networks for every learner can only be accomplished by more than one individual. 

Is there a better metaphor to reflect your view of the role of instructors?

Each of the metaphors offered by Siemens (2008) is capable of exhibiting many suitable functions in digital classrooms.  According to Siemens, knowledge can be defined in many ways (Siemens, 2008).  Nonetheless, probing for a solitary explanation will produce the contrary results in relation to increasing the interrelated knowledge base of learners. Furthermore, it is logical to stay away from selecting a single metaphor as better than any of the others. All students are different, thus they do not learn by way of the same methods; as a result educators must be able to offer their students availability to a plethora of possibilities for learning.   Educators should strive to endow with learners with different prospects new learning to develop awareness via a range of techniques.

References

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf