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.

Module 5 Dynamic Technology

As I created my concept map on technology and media used in distance education, I realized that I am more comfortable on the static end of the continuum.  However, I do know I will need to move towards the technology on the dynamic end of continuum.  The dynamic end allows learners to interact with the content (Moller, 2008).  The tools on this end of the continuum help involve “learners on a much deeper cognitive level” (2008, p. 1).  To create a better distance educational experience, I know I will need to use these tools on the dynamic end so learners are exposed to activities that would allow them to interact with the content.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.).   Edmonton, AB: Athabasca University Press.

Fahy, P. J. (2010). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-200).Edmonton, AB: AU Press.

Moller, L. (2008). Static and dynamic technological tools. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D

Module 4 Graphic Organizer on engaging learners with new strategies and tools

Updated Storyboard for video assignment

Frame 1	Video a computer lab with children.    As educators, we are always looking for ways to bring technology into the classroom.  We ask ourselves, how can our children get more out of this technology?  How can students still be part of a community while working on individual computers?  What skills can we help develop in our students when they are using technology? (0:30)
Frame 2:	Today we are going to take an adventure to learn how virtual worlds may help educators to overcome some of the challenges created by the burgeoning technology of today. .  What is a virtual world?  According to Dass, Dabbagh, and Clark (2011), “a virtual world is online, persistent,  interactive environment by many users simultaneously” (p. 96)
Frame3:	The growth of Virtual worlds:    The continuing growth of processing power of PCs, increased bandwidth in residential communication, widespread use of internet has allowed virtual worlds to move from the “trough of dislliusinoment” to the “slope of enlightenment” (Wasko et. al, 2011, p. 645) (Marcelino et. al, 2013).  This growth in technology has permitted people from all over the world to come together and collaborate (2013) (0:30)
Frame 4: Video different classrooms settings	As educators, we know the traditional classroom setting has many benefits.  Teachers can give direct instruction to every student.  Teachers can have groups of students work together on problems.  Teachers can give individualized attention to students when needed.  Even with all we do as teachers, it may not be enough to prepare our students for an unpredictable and uncertain future (McGuigan et. al, 2012).    Virtual worlds may provide a component to education that would help teachers narrow the gap between the school setting and the real world.
Frame 5: Dewey Kolb Vygotsky	The instructional approach best related to virtual worlds is constructivism (Dass et. al, 2011).  Constructivism theorists believe that learning is an active process where the learner constructs knowledge rather than acquiring it (2011).  The works of many of these theorists believe that reflection is an important part of the learning process (Dickey, 2011).
Frame 6: Pictures of virtual world; clip of someone using a virtual world	Virtual worlds can provide a “safe” place for students to take risks.  There are no material costs.  Time does not become a problem (Dass et. al, 2011).     Learners in virtual worlds are not passive but are very active participates (Uzun & Aydin, 2012).  The avatar in the environment allows students to have “sense of presence and awareness of others, the ability to communicate and collaborate” (Dass et. al, 2011).  Not only can students enter an already created world, but they also can create.   Virtual worlds can provide a “richer, more immersive experience” (Wasko et al., 2011, p. 648).  Many users have stated that they lose track of time because of being so focused on the task at hand (2011).
Frame: 7	We are entering into an age where generations of people will have grown up never knowing a life without a computer, the internet, a mobile phone, or virtual worlds (Wasko et. al, 2011).  As educators, we need new methods that will reach them (Marcelion et. al, 2013).  Ask yourself, can virtual worlds help you create a learning environment that will prepare our students for their future?   In association with Sigve Virtual Environments, we welcome Scott Merrick.
Frame: 8 Resources

Module 3:  Assessing Efforts

According to Dr. Siemans, finding new ways to assess students is a difficult task (Laureate Education, n.d.).  This is especially true for the growing collaborative learning communities in education today.  As educators, we would fail our students if we did not include collaborative assessment (Marcinek, 2001).  There are fewer professions today that rely on individual competencies (2011).  Instructors need to change the assessment models they use (Laureate Education, n.d,). 

Instructors need to move beyond mark-based assessments (Laureate Education, n.d.).  Marcinek (2011) supplies several steps to help instructors create collaborative assessment.  The instructor should set clear objectives, allow for open collaboration, access to resources, limit explicit direction, and give clear expectations (2011).  It is also important to teach students on how to give each other meaningful feedback (Palloff & Pratt, 2005).  The instructor also needs to be fair, direct, and equitable (Laureate Education, n.d.).  Rubrics would also help students to know what is expected of them (n.d.). 

However, even with great planning and learning outcomes, an instructor may come across a student who does not want to work collaboratively.  Clear guidelines for participation need to be established (Palloff & Pratt, 2007).  The instructor needs to become a cheerleader.  Discuss with the student what is expected and explain how working collaboratively would be beneficial to the student overall.  Group members also have responsibilities to one another (2007).  Group members can discuss amongst each other on what will be expected, any limitations that may occur, and preferred styles of communication (2007).  If problems continue, then group members should contact the instructor for guidance on how to handle the lack of participation (2007).

Resources:

Laureate Education, Inc. (n.d). Assessment of Collaborative Learning. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D.

Marcinek, A. (2011). Importance of Collaborative Assessment in a 21st Century Classroom. Retrieve from http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools.

Palloff, R. & Pratt, K. (2005).  Collaborating online.  San Francisco, CA:  Jossey-Bass.

Palloff, R. & Pratt, K. (2007).  Building online learning communities:  Effective strategies for the virtual classroom.  San Francisco, CA:  Jossey-Bass.

Storyboard for video

Title Slide: 1 Attention grabber
Title Slide: 2	How the growth of technology has changed the face of virtual worlds:  clips from Second Life or other virtual worlds
Title Slide: 3	Creation in virtual worlds
Title Slide: 4	Using virtual worlds
Title Slide:5	Virtual world environment compare to other learning environments
Title Slide:6	Using virtual worlds in K-12 education:  would the benefits out way the negatives?
Title Slide: 7 Conclusion	Introduction of Keynote Speaker
Title Slide: 8 Resources