Module 6 Responses

I responded to the blogs of Laura and Tracy.

Learning in a Digital World

I think that it is critical and non-negotiable that educators prepare students for academic and career success by providing them with the lifelong skills that make them employable and productive.  I feel that it is imperative that we, not only teach content, but also the 21^st century skills that will equip them for a lifetime of success.  We need to help our learners develop collaborative skills, critical, higher order thinking skills, and problem-solving skills.  These skills can be developed through authentic learning experiences which allow the learner to be actively involved with content and to connect with the content at a deeper level.  These skills can be developed by engaging learners in authentic learning situations and Project-Based and/or Problem-Based Learning in a face-to-face or virtual environment.  The online environment also allows learners to develop a social presence in the online community by connecting with cohorts, instructors, and various experts while developing effective communication and collaborative skills.

These 21^st century skills can be authenticated in a learner-centered environment which allows the learner to be the focus of the classroom process and actively participate in creating knowledge.  Under constructivist learning theory, the learner has the opportunity to navigate and construct meaning, and therefore to have some autonomy over the learning while the teacher acts as a facilitator, coach, and guide.  Constructivist theory allows the educator to achieve a variety of instructional goals: understanding, retention, reasoning, critical thinking, and self-regulation (Driscoll, 2005).  Constructivist theory also supports the integration of technology to engage the learner and support these instructional goals.  The educator can use a variety of tools and supports in the classroom to fascinate and immerse students in the learning.  Driscoll (2005) maintained that, “Because learning is such a complex matter, it is perhaps impossible to conceive of a single theory broad enough to encompass all important aspects of learning and yet still specific enough to be useful for instruction” (p. 411).  Constructivist learning theory, however, supports a variety of learning conditions for a variety of learners- complex and relevant learning environments, socially interactive and collaborative environments, multiple perspectives and modes of learning, autonomy in learning, and reflexivity (Driscoll, 2005).  In my opinion, constructivist learning theory comes very close to a comprehensive theory of learning.

References

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

Response to Module 5 Blogs

I have responded to Tawana and Yolanda.

Thank you.

Motivational ARCS

I recently began developing an online class for my Spanish I students.  I was extremely excited about this prospect as I felt that it would be more convenient for my learners as they could work from any location as long as they had Internet access. The class would bring the language alive for my learners as I am using tools to engage their interest and I am incorporating a performance project that would allow the students to develop collaborative skills while connecting with the content at a deeper level.  At the end of the course, I felt sure that my students would be able to comfortably have an introductory conversation in Spanish with some degree of proficiency.  When I proposed the idea to my students and their parents, there was much resistance.  I felt certain that my students who were, for the most part, equipped with iPods, iPads and other tablets, iPhones, and laptops would have jumped at the idea of being educated online.  How could I motivate my learners and their parents to enroll in my online class?

Keller’s ARCS (Driscoll, 2005) provides an excellent model for changing the motivation of my learners and their parents.  After analyzing my audience, I came up with the following results:

Attention- Variable.  The students and parents agreed that the students needed to take the class as a graduation requirement.  The parents could not teach the class, therefore, it was necessary to seek instruction outside of the home.  Most of the parents were concerned that the students might struggle with the distraction of switching from education to social networking and having the self-control to pace themselves in an online forum.   

Relevance- Initially low.  Some students could not see any short term personal relevance to learning another language.  Their parents could not see the personal benefits of taking the class online as opposed to in a face-to-face setting.

Confidence- Variable.  Some students felt comfortable taking the class since they had some previous exposure to the language.  Other students had no prior experiences with the Spanish language and were significantly unnerved by the prospect of learning the language in a face-to-face setting, and worse in an online setting where they could not seek immediate comfort, feedback, and gratification from the teacher.

Satisfaction- Moderate to High.  Parents and students agreed that if the students could pass this class, they would be on course for completing their graduation requirements. 

Clearly, I could attempt to change the motivation of my learners and their parents to enroll in the online class if I address the categories of attention, relevance, and confidence.  I would remind parents and students that as homeschoolers, the students were already equipped with the skills that would make them successful independent learners.  Enrolling in the class would only strengthen their problem-solving, self monitoring, self-evaluating, and organizational skills, as well as the ability to use time effectively and efficiently to complete assignments (A).  I would make my students aware of how learning a language could help them to become more culturally aware and prepare them for travel, their missionary work with their churches, community outreach, making connections on a global scale with peers in other countries, and improving their chances for academic success and job security.  I would remind parents that online learning is extremely beneficial to our 21^st century learners in helping them to develop lifelong academic and career skills, and helping them to appreciate the Internet and technology as tools for learning and not just entertainment (R).  Finally, I would assure my students that they could access me during office hours by phone, text, Skype, ooVoo, a Facebook page specifically designated for the students in that class, and Twitter.  The ability to connect with me in a myriad of ways should boost the confidence of my students and parents that they would receive feedback and get their questions answered in a timely fashion (C).  Success!

Reference

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

Response to Module 4 Blogs

I responded to the posts of Martha and Rashida.

Connecting with Knowledge

Pre-Internet, my networks were my colleagues at school, students, family, and friends.  Since the Internet, my network of influence has vastly expanded and information that I need and do not need is at the click of my mouse hurtling towards me at high speeds.  These connections have affected the way I learn.  I would not have even considered continuing my education if it was not for the convenience of online learning.  Continuing my education has added more to my load, but my networks have helped make learning easier.  From quick and easy recipes to help me keep my family healthy and fit to sharing notes online with the Christian community to keeping in touch with my friends and family in the Caribbean, my connections have helped bring some organization to my busy life.  Instead of driving to the library to look for information and books that may or may not be available, I can now access information via contacts on Delicious, via blogs, the wikis of my colleagues and colleagues of my colleagues, Walden’s online library, Google Scholar… the resources are endless.

Siemens (2006) explained that, “The act of learning… is one of creating an external network of nodes” (p. 29).  Since I have been a student in the arena of educational technology, I have learned best by communicating with my instructor and cohorts on discussion posts, blogs, wikis, and Google Docs, and Skype.  Any technology which allows me to engage in discourse and exchange ideas, tips, tools, and techniques that enhance my pedagogy is valuable to me.  These digital tools have enabled me to manage soft knowledge (Siemens, 2006).  When I have questions, I typically ‘google’ the information and spend time scouring the Internet for valid sources of information.  “Technology is providing new affordances for individuals to become involved in publishing, knowledge, exchange, and to access experts” (Siemens 2006, p. 19).  It is key that we be able to access true experts, and be aware, especially in open source environments, that the information and the source is valid and reliable.

Vida Martin

Reference

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.Lulu.com

Module 3 Blog Responses

I have responded to the blogs of Michelle and Heather.

Thank you.