Module 6

Learning in a Digital World

My philosophy of learning is student centered, the teacher provides the tools and an abundance of resources, models for scaffolding, and students are able to construct knowledge on experiences and grow with more exposure.  According to Driscoll (2005), constructivist conditions for learning should include the following:

  1. Embed learning in complex, realistic, and relevant environments
  2. Provide for social negotiation as an integral part of learning.
  3. Support multiple perspectives and the use of multiple modes of representation
  4. Encourage ownership in learning
  5. Nurture self-awareness of the knowledge construction process.

I believe that these are non-negotiable as far as learning and teaching.  Being a mother, Bachelor of Elementary Education and 10 years of elementary school teaching, I have been blessed to give my daughter a “Big Brain.”  She is able to carry conversations, remembers and repeats and learns everything.  Parents don’t particularly talk to me.  It is cool.  I have engaged in my own theories on learning and been able to apply them to her learning and growing.  She is a walking, socializing, yearning for knowledge beast.  I am not the “dance mom” but the “teach mom.”  Can I call her my research study?

References

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

I posted on http://sue-educ7102.blogspot.com/2015/05/mod-6-blog-7105-philosophy-of-learning.html?showComment=1431703622929#c5220127272442097829 Sue Beer.

and Heather http://edtechist.blogspot.com/2015/05/module-6-learning-theory.html?showComment=1431704145990#c6232137717798361464

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Module 5

New Technologies

Our school has adopted/purchased the Moodle open source learning platform and is asking all teachers to use it…requiring it even though a website is not part of our contract it is part of our evaluation.  I enjoy learning, and programming new platforms so knowing this my principal decided that I can assist others in creating their online classrooms and lesson plans.  I have worked with many teachers, young and old, and the students as well as attempting at making them fluent users on Moodle.

Both teachers and students have resisted the Moodle platform.  Teachers are slammed with work and don’t have time to put effort into the options available on the Moodle that can assist their students in completing work and assignments efficiently.  Students often find it is easier to turn to their proficient shoulder partner to find the answer.

Teacher who don’t appreciate or care to apply themselves to Moodle..

1. “I will be retiring soon so why bother.”

2.  “I don’t have time and I can continue hosting on another domain.”

3.  Teachers often asked me to do things for them.

4. Teachers had district web support come out and do it for them.

5.  Some just did not have a class webpage.

Keller’s motivational model includes four components; A-Attention, R-Relevance, C-Confidence and S-Satisfaction (Driscoll, 2005).  One way that the attention of the teachers could have been gained was by allowing them to take control and brainstorm what they would want to use the Moodle platform rather then administration giving orders.  Relevance could have been achieved through showing more examples.  Once a test or quiz is created it can be reused year to year.  An idea for confidence would be allowing them to participate in each other’s lessons or activities online with the Moodle platform.  The teachers can also build confidence by receiving the feedback from the teachers and the students.  They will have a gradebook established automatically when the students complete the activities.  It is giving the teachers immediate feedback.

The importance of a faculty member’s course design and interaction with students is demonstrated repeatedly in course evaluations and informal student surveys (DeArment, C.).  Motivating learners of all sizes can be a difficult task.  As a teacher, I find intrinsic motivation to be the hardest to teach or find in students.

References

 DeArment, Carol (n.d.). The key to motivating learners. Retrieved from http://www2.cidde.pitt.edu/blog/key-motivating-learners

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

Wow

Great document

http://ome.ksu.edu/webcast/test/superman/SIDLIT/ARCS-Resource-Handout.pdf

I posted on Sue Beer http://sue-educ7102.blogspot.com/ and http://akajay93.blogspot.com/ Jannotta.

Module 4

 

Screen Shot 2015-04-23 at 6.11.05 PM

http://www.webspirationclassroom.com/view/1578413a16602

My network has changed the way I learn drastically.  Going from classrooms with four walls, know I learn with my own four walls and they change daily.  The best digital tools for my learning are the computers. I consider it a gateway to the world.  When I have a question being a new mom, I go to the world wide web.  “I have an app for that!”  This is the line of the now and future.  I am constantly building my knowledge as well as trial and error.  When I have a question regarding schoolwork rather than go to the book, I can “google it.”  Today I caught a student googling how to widen a column, yet it was in front of him in his textbook.  Are we creating a lazy society?  The teenagers are dependent on their technology rather than the “classic” way.  We no longer have to memorize phone numbers or address due to our phone does it all.

Julie DeNeen stated it very well.  “The question is not- are kids becoming too dependent on technology. The question should be- why is it taking so long for institutions to catch up?” (DeNeen, 2012)  It has become a way of life to be digitally literate.  When I go the Villages in Lady Lake, FL, where my parents have a house, it is filled with senior citizens.  They walk with their smartphones, and tablets, meander through wifi cafes, and have souped up golf carts.

References

DeNeen, Julie. (2012). Are we teaching kids to be too dependent on technology? InformED. Retrieved from http://www.opencolleges.edu.au/informed/trends/are-we-teaching-kids-to-be-too-dependent-on-technology/

Videos

This is a great video.

 

Module 3

In this module, you watched a video of Howard Rheingold discussing the natural instinct of people to seek groups and collaborate. Technology provides tools for collaboration across time and space, as exemplified in Wikipedia.

Reflect on Rheingold’s video, and then respond to the following:

  • Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

Rheingold (2008) says “if you look back, human communication media and the ways in which we organize socially have been co-evolving for quite a long time.”  I really enjoyed his video and see valid points in his presentation.  Wikipedia is a great example of collaboration and collection of information that was developed in only a few years.  The fact that there are so many languages and so much information passed without people picking up a phone or getting out of a chair is an amazing piece of history.  It is an example that humans have a basic instinct to work together.  Think of the World Wide Web.  How was it started?

   “Early Internet users were government and military employees, graduate students and computer scientists. Using the World Wide Web, the Internet became much more accessible. Colleges and universities began to connect to the Internet, and businesses soon followed. By 1994, Internet commerce had become a reality” (Strickland (2008).

The World Wide Web become an information highway..collaboration and collective ideas being shared and even progressed into commerce.

  • How can technology facilitate collaboration among learners based on constructivist principles?

Constructivism theories are rested “on the assumption that knowledge is constructed by learners as they attempt to make sense of their experience” (Driscoll, 2005).  Technology has so much to offer for facilitating collaboration.  There are a infinite Web 2.0 tools.  Learners are given tools such as search engines to plug in their assignments and take the route they choose to find the answer. Learning is similar to a scavenger hunt and what is the learner chooses to read and find creates their learning and organizes it.

Collaborative Web 2.0 places

http://campustechnology.com/articles/2011/10/01/12-coolaborative-web-2.0-tools.aspx

http://oedb.org/ilibrarian/101-web-20-teaching-tools/

Current Research Study

The research study was found through the Walden University Library Academic Research Complete.  Clinical physicians and attending physicians/dermatologists collaborated with the use of iPads, cameras and video conferencing with patients on reaching conclusive diagnosis.  With the collaboration and technology, 80% accuracy was reached on the diagnosis.  It opened doors for success on diagnosing the derma-logical disorders.  A better review and look at the area was made possible through the technology.

BRANDT, R., & HENSLEY, D. (2012). Teledermatology: The Use of Ubiquitous Technology to Redefine Traditional Medical Instruction, Collaboration, and Consultation. Journal Of Clinical & Aesthetic Dermatology, 5(11), 35-37.

References

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

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

 Strickland, Jonathan.  “How did the Internet start?”  21 January 2008.  HowStuffWorks.com. Retrieved from http://computer.howstuffworks.com/internet/basics/internet-start.htm on April 9, 2015.

Module 2

Cognitivism as a Learning Theory

Conversations in blogs about cognitivism and learning theories in general are abundant. The two conversations linked below are examples of fascinating discussions in 2007 on cognitivism and behaviorism among three important thinkers: Bill Kerr, Stephen Downes, and Karl Kapp. While the discussions are several years old, the issues and questions they raise are still relevant today. Read these two blog posts, and then form a response to post in your own blog. Be sure to link to these posts in your blog and add tags for “learning theory” and “cognitivism,” along with any other topics you explore.
The “isms” are trendy to say the least.  I have to relate the theories to education as to when you are shopping for dresses.  Yes, I have 14 years working in retail while teaching.  So when you enter the store, you have the end in mind.  You know what you want to look like in the dress and how you want to feel much like a learning theory determines what the educational system is going to provide to the learners.  You go to a few racks, collect a few theories or dresses, unsure about what they are going to look like.  There is the teacher/customer, we must try everything on, or every theory must be tried on via the educational goals of the state or district.  But not every size 10 fits the size 10 girl, not every theory fits the learners’ learning process.  So the district/customer zips the dress up or part way and then moves on if the results are not what they should be.  Much like the “isms” the dresses are not all the same to fit every body type.  Kerr (2007) says “What I have noticed is that these _isms do not stand still. They evolve, they listen to criticism and move on.”  The dress gets hung back on the hanger and we find the next one or sometimes we have to go to the next store.

No child is alike and no learning theory is one size fits all.  I think of “Divergent.”  You can only be one of four choices.  This is not the case in learning.

Here are good sites to view summaries and even more “isms.”

http://www.learning-theories.com

http://www.emtech.net/learning_theories.htm  I was really enthralled about how many “isms” there really are in learning theories.

How do they really learn? http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/neuroscience/

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

Module 1

The Educator

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

Siemens explores educators as master artist, a network administrator, a concierge, and a curator in his paper Learning and Knowing in Networks: Changing roles for Educators and Designers.  As an instructor in a digital classroom, I view the teacher as the curator.  He or she must become the expert and create individualism and independence for each learner.  The curator leads and keeps the class in check behaviorally and academically.  Merriam-Webster (2015) defines curator as “one who has the care and superintendence of something.”

As the educator in the room, you must wear hats and juggle them to fit the learners’ needs. The educators’ needs and demands from administration and the students are constantly changing, and as the curator “we must become the experts.”  My room is my museum.  (not because I hoard) 🙂

References

Curator. (2015).  in Merriam-Webster online. Retrieved from http://www.merriam-  webster.com/dictionary/curator

Two comments made on

Sue Beer

http://sue-educ7102.blogspot.com/

and Heather Brown

http://edtechist.blogspot.com/2015/03/module-1-learning-and-theory.html?showComment=1426789512031#c5908720084753326861