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