Learning In A Digital World

A teacher willing to learn and broaden his or her teaching style and pedagogy is critical and non-negotiable.  Teachers need to realize that one strategy or even a repertoire of strategies will never meet the needs of all of their students year after year.  Over the last several years, I have noticed my students are not the same as the ones when I started teaching.  The teaching style and strategies I used when I first started teaching would not meet the needs of the students I have today.  In learning, making connections to others and information is critical and non- negotiable.  For myself, I know if I do not find relevance to the information then it usually goes in one ear and out the other.

One specific learning theory (behaviorist, cognitive, or constructivism) cannot fully explain how people learn.  Driscoll (2005) states each learning theory pinpoints some aspects while hides others.  Even though learning theories are efforts to explain how people learn, Shuell (2013) states these theories can help inform teaching.  A teacher needs to know what is entailed in each of these theories and apply the concepts of each theory when needed to maximize the learning process.  Learning theories have their limitations, however, they are needed.

References

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

Shuell, T. (2013, July). Theories of Learning. Retrieved from http://www.education.com/reference/article/theories-of-learning/#C.

New Technologies Module 5

        My school uses Promethean and Team Boards.  Most teachers use them as a glorified overhead.  I have given several workshops to help my colleagues on how to make more interactive lessons using their boards.  I have found most teachers will not take the time to explore the tools available.  Many are afraid they will do something they cannot undo.  While others feel they have too much to do as it is and they do not care to add anything else to the long list they already have to do.  

       Keller’s ARCS Model was developed to help arrange resources and procedures to maintain motivation of the learners (Keller, 2013).  Each letter represents a condition for motivation that needs to be “met to have a motivated learner” (Driscoll, 2005, pg. 333).  The first letter represents Attention.  In order to motivate my students, I will need to gain their attention beyond curiosity (2005).  Throughout my training, I will need to show Relevance.  My learners need to know why this training is important to them and how it will help them in the future.  Confidence building exercises are necessary to help those who struggle with basic technology or who think they will break the program.  If these three areas are met throughout my training, I will have a higher learner Satisfaction.  

References

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

Keller, J. (2013). What is a motivational design?  [Web site]. Retrieved from http://www.arcsmodel.com/#!motivational-design/c2275.

Connectivism: Module 4

According to Connectivism theorists, people gain knowledge through the networks they create (Siemens, 2004).  According to Friedman (2005), the world has become flat.  We can reach more people and collaborate on a broader scale than ever before. 

As I created my mind map, I realized that my networks have changed the way I learn.  When I was in secondary school and college, my networks were limited to personal connections with my peers and the library.  Now, I hardly ever obtain information from the library.  The library is the last resort.  I first contact my peers, and then I search the internet.  I gain information from blogs or social networks I frequent.  The internet has allowed me to obtain information from different sources. 

References

Friedman, T. (2005). It’s a flat world, after all. New York Times. Retrieved from http://www.freerepublic.com/focus/news/1378440/posts.

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

Rheingold (2008) states that humans have a basic instinct to work together to complete a common goal.  He believed if our ancestors were as competitive as many believed than how does the need to collaborate exist at all (2008).  I believe that humans do want to interact and work together.  Even though I am not one who easily engages with those around me, I will seek out my peers when I need advice or help completing a project.  Over the years, I have realized there advantages of working with others.  It seems there are many companies that have come to this realization as well (Rheingold, 2008).  There are many companies that are beginning to realize that open source can help their companies in the long run (2008).  These companies have found that some sharing is in their best interest (2008). 

There are many technologies available today that lend themselves to collaboration.  Virtual worlds can create an atmosphere where people can come together and work on a common problem.  Wikis and blogs are another avenue people can use to work together.  Social media provides a forum for people to come together to share ideas.

Collaboration is proving it is an effective tool for learning.  Edutopia discusses one research study that showed how collaboration has given a set of students the skills necessary to find success in the world around them.  Collaboration has provided a way for teachers to gain students’ attention and strengthen their understanding (Vega & Terada, 2012).

References

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from http://www.ted.com/talks/howard_rheingold_on_collaboration.html.

Vega, V. & Terada, Y. (2012, December). Research supports collaborative learning.  Retrieved from http://www.edutopia.org/stw-collaborative-learning-research. 

Module 2 Cognitivism as a Learning Theory

Eeny, Meeny, Miny Moe, which learning theory is the best of all?

There is a multiple array of ideas and programs based on one or more learning theory.  Even though each learning theory has valid ideas on how people learn, I have always felt that one learning theory never truly explained how people learn.  It seems I am not the only one who thinks that each learning theory alone is not enough.  Karl Kapp (2007) states that educators must take the best from each and use it to “create solid educational experiences” (paragraph 2).  Katie Lepi (2012) posted an infographic to help show how each learning theory has a place in education, but all are needed to have a complete learning theory. 

Bill Kerr (2007) states learning theories have their place in education.  We cannot abandon the learning theories just because of the weaknesses each may have (Kerr, 2007).  Learning theories help to justify big changes that need and should take place in the field of education (Kerr, 2007). 

As an educator, how do I choose which learning theory best meets my needs?  Kapp (2007) describes some activities that match each one.  Activities that require memorization, recognizing, or labeling would be considered a behaviorist approach (Kapp, 2007).  Activities with a more cognitivism feel would include procedural or rule-based learning while problem-solving would cater more toward constructivism (2007).

References

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

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

Lepi, K. (2012, December 12).  A Simple Guide to 4 Complex Learning Theories.  Retrieved from http://www.edudemic.com/a-simple-guide-to-4-complex-learning-theories/

Learning Theory and Educational Technology Module 1 Assignment

                George Siemens (2008) describes four metaphors of educators.  These metaphors describe different ways an educator can influence the learning of their students.  He states that each metaphor or approach would have value in different situations.  Educators must evaluate the learning experience to determine which metaphor would best fit the experience.

            One metaphor describes the educator as a master artist.  In this context, the teacher observes and allows students to learn not only from the instructor but also from other students.  There are times when students can learn best from their peers.  I have witnessed where a teacher struggled to reach a student yet a fellow classmate was able to help the student understand the concept.  Even though the metaphor has truth to it, educators must always be ready to redirect peer tutoring when necessary. 

            The next metaphor refers to the teacher as a network administrator.  In this scenario, the teacher helps the learner to form connections and create learning networks.  These networks would help students “in developing competence to meet the objectives or outcomes” (Siemens, 2008, p. 16).  This role of the educator “encourages” their students to “critically evaluate the sources suitability” (2008, p.16).  In this era, students need skills that will help them to determine if the information on the web is accurate.  The role of a network administrator is needed in order to teach the skills needed to navigate in the networks that are available in today’s world. 

            The next metaphor describes the teacher’s role as a concierge.  As a concierge, the teacher opens the door to the many learning possibilities students may not know that are available to them (2008).  In this role, the teacher may move between traditional lectures to free exploration. 

The last metaphor of the educator is a curator.  Teacher must fulfill two roles.  They are the expert, but they are also a guide.  In this metaphor, the teacher creates an atmosphere where learners are exposed to ideas, concepts, and papers.  The teacher also knows that there should be a balance between giving the student freedom to explore the concepts and teacher guidance (2008).

The concierge metaphor would best fit my view of the role of instructors.  As I reflected over the different metaphors, the concierge metaphor encompasses many of the key points included in the other three.  Great concierges are the masters of their surroundings.  They know the ins and outs of their town (topic).  They observe the people they serve and know when they need guidance.  Concierges also know how to build networks and help those around them to navigate those networks.

References

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://itforum.coe.uga.edu/Paper105/Siemens.pdf

Video Presentation

Virtual Worlds from Lori Amy on Vimeo.