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

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