Sunday, April 28, 2013
Sunday, April 21, 2013
Personal Learning
While reading about learning and learning theories I thought that I was a visual learner. However, I discovered that my way of learning consisted of a combination of behaviorism, cognitivism and constructivism.
Behaviorism- I am learning by doing on this course because I have to practice to acquire the skills associated with online learning. I also need to set out clear objectives in order to regulate my learning. for example blogging and creating a mind map.
Cognitivism-When I read the instructions on how to do an activity (creating a mind map) I think of something simple (brainstorming) to which I can relate then build on it.
Constructivism- This theory emphasizes the "integrated curriculum"(Laureate Education, Inc.,Custom Edition) which consists of taking a topic and working with it in all the disciplines-math and art just to name a few. For me integration is identifying objects and ideas that can be related to the topic. For example, to understand the "internet of things" (Horizon Report 2012) I look at the way threads are weaved together to make cloth and construct meaning from there.
There is no learning preference that I have, but I do see learning as a process through which I:
Subsequently, I am becoming a reflective learner where I spend time thinking over what I have done, accepting both positive and negative feedback. Then I use the insight to modify my thinking. I may have strong feelings about something but in light of the feedback I try to strike a balance.
I must say that technology has played a big role in my learning because I has allowed me to acquire more information on learning theories, and re-examine some ideas. I used it as a medium to develop informal learning.For example googlechat.
However, there is very much more that I still do not know, such as the skills for using internet applications and acquiring technical skills that can be applied in different settings.
Behaviorism- I am learning by doing on this course because I have to practice to acquire the skills associated with online learning. I also need to set out clear objectives in order to regulate my learning. for example blogging and creating a mind map.
Cognitivism-When I read the instructions on how to do an activity (creating a mind map) I think of something simple (brainstorming) to which I can relate then build on it.
Constructivism- This theory emphasizes the "integrated curriculum"(Laureate Education, Inc.,Custom Edition) which consists of taking a topic and working with it in all the disciplines-math and art just to name a few. For me integration is identifying objects and ideas that can be related to the topic. For example, to understand the "internet of things" (Horizon Report 2012) I look at the way threads are weaved together to make cloth and construct meaning from there.
There is no learning preference that I have, but I do see learning as a process through which I:
- relate my experiences to new concepts in order to gain understanding.
- not only know what I am doing but also why I am doing what I am doing
- actively engage myself in an activity that has the potential to either change my perspective or confirm my original suppositions.
Subsequently, I am becoming a reflective learner where I spend time thinking over what I have done, accepting both positive and negative feedback. Then I use the insight to modify my thinking. I may have strong feelings about something but in light of the feedback I try to strike a balance.
I must say that technology has played a big role in my learning because I has allowed me to acquire more information on learning theories, and re-examine some ideas. I used it as a medium to develop informal learning.For example googlechat.
However, there is very much more that I still do not know, such as the skills for using internet applications and acquiring technical skills that can be applied in different settings.
Sunday, April 7, 2013
Connectivism (cont'd) Reflection
Since I am new to online learning (the present program being my first experience) I am now getting aquainted with the digital tools that are available to support my learning. That is no to say I did not know about them, I did, but never gave them more than a cursory glance. My focus was the New York Times news paper, journals, books and other paper media. Now that I am a Walden online student it is in my interest to become involved in the technology that is there for the taking.
These different networks lessened my trips to the library to access information, but increased my purchase of ink and paper for my printer. I find it difficult to read on the computer screen. There is no way for me to highlight what is important or make notes on the page. In addition, the light on the monitor makes me feel sleepy (and yes I have screen saver). The networks have also been instrumental in broadening my experiences and continually challenging my thinking.
Consequently, I am more informed about my professional responsibilities towards my students because the contributions of others offer something of value to me. I connect with others by reading their posts and responding to their ideas which may or may not correspond with mine.However, the connections I make and the contributions which I offer build much needed relationships.
Presently, there is no specific digital tool that facilitates learning for me. Nor have I built a personal learning network as yet. I am now navigating my way through the rushing technological waters (hope I can swim) but, I like the blog, the educator's face book page and linkedIn.
These networks have much to contribute to my knowledge base. However, if, as connectivism postulates, the information today may be of no use tomorrow, then I have no foundation to stand on, nothing that drives my beliefs on education, which in turn negates any possibility of my being able to construct a philosophy of education and on and on. The ripple effect would be disastrous to me as an educator and more importantly as a learner
These different networks lessened my trips to the library to access information, but increased my purchase of ink and paper for my printer. I find it difficult to read on the computer screen. There is no way for me to highlight what is important or make notes on the page. In addition, the light on the monitor makes me feel sleepy (and yes I have screen saver). The networks have also been instrumental in broadening my experiences and continually challenging my thinking.
Consequently, I am more informed about my professional responsibilities towards my students because the contributions of others offer something of value to me. I connect with others by reading their posts and responding to their ideas which may or may not correspond with mine.However, the connections I make and the contributions which I offer build much needed relationships.
Presently, there is no specific digital tool that facilitates learning for me. Nor have I built a personal learning network as yet. I am now navigating my way through the rushing technological waters (hope I can swim) but, I like the blog, the educator's face book page and linkedIn.
These networks have much to contribute to my knowledge base. However, if, as connectivism postulates, the information today may be of no use tomorrow, then I have no foundation to stand on, nothing that drives my beliefs on education, which in turn negates any possibility of my being able to construct a philosophy of education and on and on. The ripple effect would be disastrous to me as an educator and more importantly as a learner
Connectivism
It was always important to "learn how to learn" Davis, Edmunds &Kelly-Bateman (2008). It was so important that men like Vygotsky, Skinner,Brunner and others came up with theories of learning or how people learn. Earlier theories may not have penned the phrase that way, but learning was important enough for them to identify the different theories.
Before the internet professionals learned new information through books, discussions, workshops,clubs and entertainment just to mention a few. That was their way of networking to build their knowledge base. They networked without the technology.The knowledge they gained was from the thoughts and opinions of others (a principle of connectivism) With the advent of the internet, information became easily accessible, communication was enhanced, the world became a global village and learners had current information in their laps, (so to speak).Networking had advanced to the use of technology. This suggested to me that the definition of of connectivism posited by Siemens was something that people thought about then.
According to him connectivism is based on the idea that decisions made in this twentifirst century are dependant on the information aquired at the time. That thought makes me as a learner very nervous. So my question "is technology controlling me or am I controlling technology"? Can you answer that question?
Before the internet professionals learned new information through books, discussions, workshops,clubs and entertainment just to mention a few. That was their way of networking to build their knowledge base. They networked without the technology.The knowledge they gained was from the thoughts and opinions of others (a principle of connectivism) With the advent of the internet, information became easily accessible, communication was enhanced, the world became a global village and learners had current information in their laps, (so to speak).Networking had advanced to the use of technology. This suggested to me that the definition of of connectivism posited by Siemens was something that people thought about then.
According to him connectivism is based on the idea that decisions made in this twentifirst century are dependant on the information aquired at the time. That thought makes me as a learner very nervous. So my question "is technology controlling me or am I controlling technology"? Can you answer that question?
Sunday, March 17, 2013
Evaluating and Identifying Online Resources
Two online resources which I think are very useful are:
http://www.learningandthebrain.com and
http://www.edpsycinteractive.org/topics/cognition/infoproc,html
The first resource written by Huitt( 2003) discusses three models of information processing1. the stage theory model (Atkinson & Shriffin 1968); 2. levels of processing theory (Craik & Lockhart,1972) supported by Bransford (1979) and 3.paralell-distributed processing connectionistic (Rimelhart &McClelland 1986). In addition the website displays ways of using the information processing approach in the classroom.
There is also an in-depth 17 page paper written in collaboration with another writer Stacey, T. Lutz.
The second resource connects educators to neuroscientists and researchers so that they could be informed about the latest findings in brain research. The site also offers one-day seminars, conferences, summer institutes and symposiums about interventions and suggested strategies for classroom teachers to enhance classroom instruction.
These two online writings not only talk about memory and the brain but they reinforce much of what this course is about and the numerous ways that the theories can be used in education.
http://www.learningandthebrain.com and
http://www.edpsycinteractive.org/topics/cognition/infoproc,html
The first resource written by Huitt( 2003) discusses three models of information processing1. the stage theory model (Atkinson & Shriffin 1968); 2. levels of processing theory (Craik & Lockhart,1972) supported by Bransford (1979) and 3.paralell-distributed processing connectionistic (Rimelhart &McClelland 1986). In addition the website displays ways of using the information processing approach in the classroom.
There is also an in-depth 17 page paper written in collaboration with another writer Stacey, T. Lutz.
The second resource connects educators to neuroscientists and researchers so that they could be informed about the latest findings in brain research. The site also offers one-day seminars, conferences, summer institutes and symposiums about interventions and suggested strategies for classroom teachers to enhance classroom instruction.
These two online writings not only talk about memory and the brain but they reinforce much of what this course is about and the numerous ways that the theories can be used in education.
Sunday, March 10, 2013
THOUGHTS
Blogging about the Web 2.0 connected classroom is a focus on the involment of parents in the discussion on the use of the social media tools in the classroom. This first blog suggests that teachers reach out to parents to help them understand why the tools are being used, since it seems that they are questioning the usefulness of the aforementioned technology tools.
In addition, the blogger suggests that the negative words being thrown at the teaching profession is as a result of us teachers not showcasing our products to the public so that they can see what is being in the twenty-first century classrooms.
The URL is http://blog.web20classroom.org
The next blog consists of guide lines to access free tecnological resources for teachers to enhance instruction while engaging students. A reader can find such items as iPad and android applications for schools. For example there is 'Coach My Video' app for Physical Education teachers and coaches to help them monitor the movements of players and provide feedback.
On the android side, there is ClassDojo. This app is designed to keep track of students' attendance and specific behaviors. The URL http;//www.freetech4teachers.com
The third blogger focuses attention on teacher evaluations, student assessments and personal judgements of his work. A reader can can expect to find what the blogger has done, when it was done, with whom he communicated, and the person's assessments of his work. The URL for this blog is http;//teacherleaders.typepad.com/the_tempered_radical.
Each of these three blogs is very useful for us as instructional designers, For example the tempered radical can push us as change agents, to examine the external and internal environments of our organizations/schools,"and specify needed changes in each"(Beach 2006). Changes also in the way we think about the necessity of having a wide knowledge of learning theories, since being expert on these can hepl us to create methods of instruction that are practical and useful.
The blog which supplies information on free technological resources and their purposes can introduce us to the universe of technology which we as ID students need to make it our business to learn in order to keep up with the trends of the digital age. It is highly unlikely that without the ability to use technology we can appropriately assist the practitioner with his/her computer- assissted/technology instructional strategies.
Blog number one can keep us from forgetting that instructional design is not only about providing techniques that facilitate learning, but also about modelling/showing how to put the said strategies to work. Showing how to use a method or methods of instruction is an aspect of accountability to stakeholders whether public or private,therein providing proof that instructional designers put"emphasis on learner control and the capability of the learner to manipulate information.."(Ertmer&Newby,1996).
curriculum203@gmail.com
In addition, the blogger suggests that the negative words being thrown at the teaching profession is as a result of us teachers not showcasing our products to the public so that they can see what is being in the twenty-first century classrooms.
The URL is http://blog.web20classroom.org
The next blog consists of guide lines to access free tecnological resources for teachers to enhance instruction while engaging students. A reader can find such items as iPad and android applications for schools. For example there is 'Coach My Video' app for Physical Education teachers and coaches to help them monitor the movements of players and provide feedback.
On the android side, there is ClassDojo. This app is designed to keep track of students' attendance and specific behaviors. The URL http;//www.freetech4teachers.com
The third blogger focuses attention on teacher evaluations, student assessments and personal judgements of his work. A reader can can expect to find what the blogger has done, when it was done, with whom he communicated, and the person's assessments of his work. The URL for this blog is http;//teacherleaders.typepad.com/the_tempered_radical.
Each of these three blogs is very useful for us as instructional designers, For example the tempered radical can push us as change agents, to examine the external and internal environments of our organizations/schools,"and specify needed changes in each"(Beach 2006). Changes also in the way we think about the necessity of having a wide knowledge of learning theories, since being expert on these can hepl us to create methods of instruction that are practical and useful.
The blog which supplies information on free technological resources and their purposes can introduce us to the universe of technology which we as ID students need to make it our business to learn in order to keep up with the trends of the digital age. It is highly unlikely that without the ability to use technology we can appropriately assist the practitioner with his/her computer- assissted/technology instructional strategies.
Blog number one can keep us from forgetting that instructional design is not only about providing techniques that facilitate learning, but also about modelling/showing how to put the said strategies to work. Showing how to use a method or methods of instruction is an aspect of accountability to stakeholders whether public or private,therein providing proof that instructional designers put"emphasis on learner control and the capability of the learner to manipulate information.."(Ertmer&Newby,1996).
curriculum203@gmail.com
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