Sunday, May 20, 2012

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



Sunday, May 13, 2012

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

Wednesday, May 9, 2012

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.