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