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.

Collaboration

I do believe that human beings have a basic instinct to “interact and work as a group” because we desire social interaction.  We have heard the popular saying, ‘no man is an island’.  We are raised in family settings, go to school, get married, have children, work on jobs with colleagues, dine with friends, have discussion.  We are social animals.  Isolation can cause pain, hence the reason why prison is a punishment.  Working as a group helps to lighten the load, we enjoy the interaction of working with others who have a common goal/interest.  Collaboration fosters productivity whereby teams brainstorm, collaborate, and create products and ideas.  Social interaction can help people to be innovative, expose people to new ideas, concepts, cultures, traditions, and diversity. 

Based on constructivist principles, technology enhances collaboration and facilitates socialization in the local and global community.  Vygotsky, Piaget, and Papert (Driscoll, 2005) are proponents of constructing knowledge through socialization.  Mobile technology, digital tablets, Facebook, Twitter, Google Docs represent technology which allow users to connect whenever they please with whomever they please around the world.  Learners can increase their knowledge about cultures, concepts, and ideas from interacting with others and not while reading a book in solitude.  In this way, ideas can be challenged, alliances can be formed, and ideas can be generated to help solve problems on a global scale.  The Flat Classroom projects (http://flatclassroomproject2008.wikispaces.com/) is an example of collaborative projects that break down the classroom doors and walls and expose students to their international neighbors.  These projects enable students to construct knowledge through socialization and collaboration in ways that could not be accomplished previously.  The Cool Cat Teacher Blog (http://coolcatteacher.blogspot.com/) also offers links to sites which offer lesson plans which incorporate technology and collaboration based on constructivist principles that would encourage learners to “keep the lights turned on” (Prensky, 2008) in the classroom. 

Dole and Bloom (2009) conducted a study utilizing the How People Learn (HPL) model to illustrate the positive contributions of collaboration to learning.  The study reflected how collaboration in challenging, authentic learning experiences helps learners, “integrate past experience and current knowledge with new knowledge and experience to reflect on and create meaningful connections with course content” (Dole & Bloom, 2009, p. 9).  Klopfer, Osterweil, Groff, and Haas (2009) purported that the development of social cognition is “at the heart of social networking technologies” (p. 11), as well as, “supporting social constructivism in the classroom” (p. 13).  Collaboration in the classroom has great potential for learning and the development of social skills, critical thinking skills, creativity, innovative skills, and the construction of knowledge.  If we effectively integrate collaboration as a learning tool in the classroom, and students continue to use social networking and interaction for constructing knowledge and not just for entertainment, imagine “what forms of suffering could be alleviated, what forms of wealth could be created…” (Rheingold, 2008).

References

Dole, S., & Bloom, L. (2009). Online course design: A case study. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-11.

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

Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the technology of today, in the classroom of today: The instructional power of digital games, social networking, simulations and how teachers can leverage them.  Retrieved from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45. Retrieved from http://sylvan.live.ecollege.com/ec/courses/81236/CRS-WUEDUC8812-6509662/TurningOntheLights.pdf

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

Websites:

Davis, V. (2010, November 29). Cool cat teacher blog [Web log post]. Retrieved from
http://coolcatteacher.blogspot.com/

Tangient LLC. (2010). Flatclassroomproject2008: Home. Retrieved from http://flatclassroomproject2008.wikispaces.com/

Blog Responses, Module 2

I responded to the blog posts of Tracy Snow and Shirley Brady.

-isms, A Theory of Learning

I will borrow from Kapp (2007) and agree that learning is a “multi-layered” (karlkapp, 2007) thing.  It is more than a word, it is this thing that has a life of its own, and as such requires numerous theories to explain it.  I will also concur with Kerr (2007) that all of the –isms have something valuable to contribute as learning theories, yet none completely explain learning as a concept with any totality.  Some learning goals may call for a behaviorist style of drill and practice for memorization, such as conjugating regular –ar, -ir, and –er verbs in Spanish and French, learning vocabulary words, or memorizing multiplication tables.  In the same token, cognitive principles recognize that for these same types of learning to be committed to memory they must be deemed meaningful to the learner, therefore understanding the concept behind the function of multiplying- a shortened form of adding the same number multiple times; behind conjugation- subject verb agreement; and linking new vocabulary words to prior knowledge to anchor and embed the learning certainly seems desirable in order to increase the potential for retention and recall.   Constructing knowledge also has its place in learning since we do construct new meaning and understanding from what we already know, combined with our experiences and interactions with people, objects, and ideas.  It is how we connect with concepts and people, and expand our minds and our knowing.  Let us not forget about connectivism- “A Learning Theory for the Digital Age” (Siemens, 2004) - since this too has a place in attempting to explain learning regarding the 21^st century acquisition of information has so much to do with changing information and connections.  Siemens (2004) explained, “Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.  These theories, however, were developed in a time when learning was not impacted through technology.  Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.  Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments” (Introduction, para. 1).  The social environment of the learner is also a large part of cognitivist and constructivist theory, is it not?  Are all these -isms intertwined when it comes to learning?  Driscoll (2005) reminded us that the goals of education are retention, understanding, and application of skills.  Which one of these theories, could lend itself solely to the process of learning and pedagogy and achieve all of these goals? Let me return to foundational epistemological theory for a moment and claim to have a pragmatist view of sorts.  Knowledge is not absolute, and as such there may be no absolute theory of learning.  Or is there?

Vida Martin

References

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

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/

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

 

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Vida Martin's 2nd Post for EDUC 7105, Module 1

I have responded to the blog posts of Tawana Stiff and Laura Lee.

Vida Martin

Educator Metaphors

“Metaphors of Educators”

Siemens (2008) advocated that instructors could “achieve centralized learning aims in decentralized learning environments” (p. 3) by adopting a teaching style that suited a more student-centered learning environment such as that of a curator, an atelier, a concierge, or network administrator (Siemens, 2008).  These four roles seem well-suited for learning in this digital age which allows students to have more control over the learning process.  Digital learning generously facilitates greater student autonomy in the classroom as computer technology and the Internet allow students to collect, analyze, synthesize, and produce data in ways that reflect their creativity and diverse strengths. 

The instructor, as atelier, facilitates creativity by allowing the learner to present and reflect on content in a creative manner which is openly shared with others in the learning community for comment, critique, and reflection.  Discussion threads, wikis, blogs, and open education resources that allow for sharing, communication, and collaboration best suit this educator metaphor.  The role of the instructor as network administrator supports the learners as a guide to navigate a network of resources which will provide the necessary supports to help the learner meet the course objectives.  The teacher as concierge seeks to introduce the learner new avenues and resources for learning.

These teaching styles represent masterful and influential guides who may be experts in their disciplines, however, these pedagogical styles require that instructors have the confidence to allow learners to have more control in the classroom, and that instructors possess a toolkit of technical resources that they are willing and able to use and teach students how to use with some comfort and ease.  One also runs the risk of getting distracted by the plethora of engaging and enthralling resources available to the learners and less focused on the content itself.  The instructor, who adapts to these non-traditional roles of teaching and learning, must be sure that standards are being taught.  The focus needs to be to guide the students to connect with the content on a deeper level, develop higher-order thinking skills, while developing a collaborative classroom community, and self-directed learning skills.

The role which I believe is most amenable to students developing the qualities outlined above is that of the educator as curator.  This expert presents content and guides the learner to scaffold the learning and connect with the content on a more meaningful level.  I like to think of instruction in the digital age in terms of a gardener who sows the right combination of ingredients and encourages the flowers and vegetables to grow and flourish.  The necessary ingredients to facilitate growth in the learner would be to provide learners with content, technical resources, teaching and learning support and then watch the learners process the ingredients in the way that best suits their diverse needs.

Reference:

Siemens, G. (2008, January 27). Learning and knowing in networks : Changing roles for educators and designers. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf%20