Module 6 Responses

I have responded to Toni Toney and

http://toneyt.blogspot.com/2011/08/impact-of-technology.html?showComment=1314583615356#c6729644535588179753

Sara Becker

http://edtechblogwaldenu.blogspot.com/2011/08/module-6-blog-sara-becker.html?showComment=1314583959787#c1036898187072948912

Philosophy of Learning

I believe that children learn best in an environment that is conducive to their learning style, where there are opportunities for individual direction and tutoring, and students have time to reflect on new information. The learning theories that would address these three necessities would be behaviorism, constructivism and cognitivism. The technological advances that would be appropriate for learning are: resources that offer differentiation opportunities, research opportunities, simulations, and immediate feedback.

The environment should provide computers with internet access. Students should be allowed to use these computers for additional information, clarification, skill practice, and multimedia reflective assignments. Computers allow students to have individual tutoring through programs like Study Island. It also can be pre setup with directions for a particular assignment with all resources a fingertip away. Computers also offer the chance for reflective responses. Students can be easily given problems to solve by utilizing the skills practiced in class or online.  Students also need a lot of opportunities to apply what they learn in everyday scenarios, simulations, and activities.

Module 5 Responses

I responded to:

Lou Morris

http://educ7015.blogspot.com/2011/08/module-5-blog.html?showComment=1313894784263#c1675574611031057108

and John Richbourg

 http://learningsmarternotharder.blogspot.com/2011/08/technology-giveth-technology-taketh.html?showComment=1313895184163#c3029343131911946120

Module 5 post

I can recall a time when I was sharing my use of a Student Response Management System (Clickers) with a colleague. I was excited about the immediate feedback I received from the program and my students were all engaged and trying their best to be successful while answering each question. The students loved it too. They were bragging to their friends about how much fun they had while using the Clickers. My colleague was interested in the success I experienced, but she didn’t want to try it herself. She was concerned that it would take too long to enter her student’s name and she didn’t feel comfortable setting the equipment up. She also stated that her students would probably break the equipment. The overwhelming excuses caused me to leave the situation after letting her know that if she decided to try it, I would be more than happy to assist her. Needless to say, she didn’t try it that school year.

After reading Keller’s ARCS model, I realize that I could have handled the situation differently. The motivational objective for introducing the clickers to my colleague was to assist her in motivating her students to learn and have fun while doing it. I needed to help her to build her confidence in using the equipment. I could have compared it to using a remote control for the television and sent her a copy of the activity I used. All she would have had to do was pass out the clickers and give her students a short talk on expectations while using the equipment.

References

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

Responses for Module 4

I responded to:

Lou Morris

http://educ7015.blogspot.com/2011/07/module-4.html?showComment=1312240698264#c3577663126930948772

Sara Becker

http://edtechblogwaldenu.blogspot.com/2011/07/module-4-sara-becker.html#comments

Module 4 - Mind Map (Networks)

Mind Map

Network Reflection



My network has changed the way I interact with family, friends, coworkers, peers, etc. on a daily basis. I used to communicate through phone conversations, face-to-face interactions, or through snail mail only. I also communicated with people that were in my immediate environment, only. Now, learning is more easily accessible through the World Wide Web and I am able to communicate with anyone at anytime of the day.

 The digital tool that has been the most helpful is Facebook. I access it often throughout the day for up to the minute information about relatives and friends. We also discuss and share events and stories that are occurring in our lives. If I’m having a problem with something and need advice, I post the concern on Facebook and I get responses immediately from friends and family.

Module 3 Response (SMcDow)

I responded to the following:

Roxanne Wright  http://learningtheoryedtechrwright.blogspot.com/2011/07/collaboration-module-3.html?showComment=1310908673464#c5308647691769556266

Toni Toney http://toneyt.blogspot.com/2011/07/collaboration.html?showComment=1310909081498#c5812420320329729341

Module 3 - Post

• 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?

I disagree with Rheingold’s theory that humans have a basic instinct to “interact and work as a group”. I have been teaching for about twelve years. I have had students in my classes that prefer not to work in a group. Some students are shy and prefer not to work with others. Does that mean that their instinct is incorrect or do the people that prefer to collaborate insist that everyone wants to learn in a community? I think that their instinct is to learn alone. We are all different and do not deserve to be forced into a mold to fit anyone’s ideal learning style.

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

Technology can be used in many forms to facilitate collaboration among learners. There are several online social collaborative websites that can be used to implement assignments that are based on constructivist principles. For example, blogs, wikis, Skype, and Google docs are just a few collaborative opportunities online. These websites can be used to solve an authentic problem through discussion and group effort.

• Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

Adamson, B., Walker, E. (2010). Messy collaboration: learning from a learning study. Teaching & Teacher Education, Vol. 27:1 (29-36). DOI: 10.1016/j.tate.2010.06.024

Au, K.H., Raphael, T.E. (2011). The staircase curriculum: Whole-school collaboration to improve literacy achievement. New England Reading Association Journal, Vol. 46:2 (1-8). Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=6&hid=24&sid=f4b07995-f357-4d09-8624-17b957afd7f4%40sessionmgr12

Burton, B.G., Martin, B.N. (2010). Learning in 3D virtual environment: Collaboration and knowledge spirals. Journal of Educational Computing Research,Vol. 43:2 (259-273). Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=11&hid=24&sid=f4b07995-f357-4d09-8624-17b957afd7f4%40sessionmgr12

Davidsen, J., Georgsen, M. (2010). ICT as a tool for collaboration in the classroom – challenges and lessons learned. Designs for Learning, Vol. 3:1/2 (54-69). Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=8&hid=24&sid=f4b07995-f357-4d09-8624-17b957afd7f4%40sessionmgr12

Papanikolaou, K., Boubouka, M. (2010). Promoting collaboration in a project e-learning context. Journal of Research on Technology in Education, Vol. 43:2 (135-155). Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=f4b07995-f357-4d09-8624-17b957afd7f4%40sessionmgr12&vid=4&hid=24

Blog 2 Responses

I wrote a response to Sarah at http://edtechblogwaldenu.blogspot.com/2011/06/module-2-blog-sara-becker.html?showComment=1309664330034#c9221009630089547577 and Lou at http://educ7015.blogspot.com/2011/07/module-2-blog.html

Cognitivism - Learning Theory (module 2)

I think that the different _isms describe how learning occurs in different ways. Behaviorism describes learning using a response system. Desired behaviors occur when there is a reward to motivate the outcome. Cognitivism describes learning by attempting to explain how the brain works in comparison to the processing unit of a computer. Information is obtained through the senses, transferred to the working memory if it is sensible or recognizable and then transferred to the long term memory if the brain can connect it to information already stored. Constructivism describes learning in terms of making learning relevant through application. All of these _isms are useful when attempting to engage all learners.

Stephen Downe’s argument that suggests that behaviorism does not define the process of learning is true. Behaviorism does have its place in education because it is useful when teaching memorization and expectations; however, behaviorism simply explains learned behaviors based on a reward system. Propaganda depends on the accuracy of this theory. We are taught appropriate behaviors through the possibility of what an advertisement suggests will occur. These advertisements prey on our senses and our response to stimuli.

Kerr argues that each _ism has its place in describing the process of learning. “It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right.” (Kerr, 2007) I emphatically agree with that statement. Each learning theory helps explain how learning occurs for a select purpose and on different levels. If we looked at how they are related, we would put behaviorism at the bottom level to address learning basic foundational information to achieve a particular response or the correct answer to a low level question. We would then use cognitivism to help the learner to store the information in their long term memory for later use. Constructivism would be used next to take the information and apply it to applicable situations or to construct new knowledge.

Resources

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/

I responded to Sara Becker at http://edtechblogwaldenu.blogspot.com/2011/06/module-1-blog-sara-becker.html?showComment=1308539968350#c4861347769327925055

I responded to Kimberly Dean at http://educ7105kimberlydean.blogspot.com/2011/06/module-1-posting.html?showComment=1308539446087#c2062478105509581392

Module 1 - Learning Theory

I believe that there is no one size fits all for how people learn. We are all different; we’ve had different experiences; and we have different genetic make-ups.  The purpose of learning theory in educational technology is to convince others how people learn best and to sell technology based on this theory. As stated in the article by Siemens,  “…the other being investment in information technologies” (2008). Learning theories in instructional technology is also needed to explain how students learn when using technology. Most technological resources and software already fit into one or more of the current learning theories. Connectivism as a learning theory to explain the effects of technology on learning is not necessary. The learning theory should address most learners, but it never addresses all learners.

According to Driscoll, the critical elements of a learning theory are: the results, the means, and the inputs (2005). Siemens describes those elements with five questions that a theory should answer: “ How does learning occur? What factors influence learning? What is the role of memory? How does transfer occur? and What types of learning are best explained by this theory?”  (2008). I think that Driscoll and Siemens adequately addressed the critical elements in a learning theory.  The results answers the question, “How does transfer occur?” The means answers the question, “What is the role of memory?” The inputs are answered by, “How does learning occur? and “What factors influence learning?”.

Siemen’s “metaphors of educators” describes four roles of educators: master artist, network administrator, concierge, and curator. I think that the role of curator would fit best in a digital classroom. The curator is an expert in his/her discipline and therefore can serve as an excellent resource for the students. The curator is also a guide that encourages the learner to explore topics using artifacts, displays, etc. Many of these resources could be found online or using technological devices that display the artifacts.

Resources

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

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

Final Video Presentation

<iframe title="YouTube video player" width="480" height="390" src="http://www.youtube.com/embed/Kaab0DGq9Ik" frameborder="0" allowfullscreen></iframe>

Responded to the following presentations

I responded to Sara, Michael, Erica and Lou.

My Video References

Link to video references:
http://developingcriticalthinking.wikispaces.com/

Video - Developing Critical Thinking Skills

Response (Concept Map)

Here's a link to Michael Kirsch's concept map. It is really awsome!
http://diffusion-integrationedtech.wikispaces.com/file/detail/ConceptmapKirschM.docx I responded to Roxanne Wright and Michael Kirsch.

Moving from a Static to a Dynamic Continuum

Concept Map Link:

http://developingcriticalthinking.wikispaces.com/

In my philosophy of distance education, I believe that students have to develop critical thinking skills by collaborating, creating, and taking risks. “For the learner, without exploring, thinking, analyzing, creating, and experimenting, powerful, higher-level learning is not possible” (Moller, 2008). I am constantly working towards finding new ways to allow my students to develop these critical thinking skills. In my use of technology, I have been moving from static to dynamic continuum. I have lessons that are still static in nature. For example, when I teach my students about slope, I might use a video that shows someone using different examples of slope in our everyday life. I have other lessons that are in the middle. For example, I have a lesson where students collaborate in small groups to create a power point show to demonstrate their knowledge of how to calculate slope by teaching the class using several examples. I also use lessons that are more dynamic. In these lessons, students use items, such as, rulers, books, calculators, string, cardboard, etc. to create slopes and calculate the amount of each slope, compare different slopes, etc. I am still working at creating more lessons that are dynamic in nature. I have found only a few interactive games online that would benefit my class for math that is dynamic in nature.

Moller, L. (2008). Static and dynamic technology tools. [Unpublished Paper]

Module 4 - two responses

I responded to Michael Kirsch and Sara Becker.