WK3AssignGibbonsHdoc---Asynchronomous Training

WK3AssignGibbonsHdoc----Asynchronomous Training A bio-diesel manufacturing plant needs to improve its safety record. It plans to present a series of online step by step training modules, on the safe use of heavy machinery for its employees. In addition, the shift supervisors insist that workers demonstrate their learning through lesson engagement. Since the training will be delivered via distance learning therefore, I think the use of blogs and wikis would be appropriate for this situation. Blogs This tool can be “open to the public,” or as in this case “restricted to groups of readers…” (Simon, Smaldino, Albright & Zvacek 2012).The open nature of blogs allows for communication between instructor and students and between students and students in studying the same topic. The instructor posts suggested readings, assignments and exercises which are organized for easy use. Posts on a blog is known as blogging. Blogging requires “cognitive participation”, which is a “reflective type of participation appropriate for the discussion of complex issues…” such as safety in the workplace. (Hrastinskin2009) Blogging provides a “meta cognitive strategy to encourage reflection of concepts and learning experiences” (Lambert, Kalyuga, & Capan 2009). Moreover, blogging is “…easy to learn and use…”(EDUCAUSE 2010) For example in a program entitled Global Resource Systems run by the University of British Columbia the instructors used a “blog site” to “submit course content” to students who were residing in underdeveloped countries. In return student engagement and participation took the form of discussion of topics and submission of assignments “…all within the blog structure…” (EDUCAUSE 2010) Instructors also use the blog to link internet items related to their course. One example shown by Downes (2004) is Rick Effland of Mesa Community College who used the blog to post links and comments about archaeology. “Though Mesa’s archaeology Web pages have been around since 1999, blogging allows Effland to write what are in essence short essays directed specifically towards his students…” (Downes 2004) Effland’s posts “effectively modeled his approach and interest in archeology for his students” (Downes 2004) Wikis “A wiki can be an excellent tool for collaborative…group activities…” (Simonson et al 2012).Anyone within a community of users can make a contribution. Like the blog it can be open to a global audience or restricted to a select community. In addition, the wiki can cover a specific topic or subject area. Moreover, wiki “entries do serve educational functions…”(Nash2005). For example in a study on “Student Perceptions and Cognitive Load”(Lambert et al 2009), the writers used the wiki to carry out their research. A great number of questions regarding distance education and the technologies used were posed to two sets of respondents (experienced and novice). These technologies included wikis, facebook, podomatic and a host of others. In addition the investigators designed an e-learning course using the technologies to discover if they enhanced student learning. The “wiki-based” course was divided into units with the “unit topics listed on the wiki side navigational sidebar” (Lambert et al) Results of the study found that “ … wiki was a suitable environment to offer an e-learning course for students…” (Lambert et al 2009) whether they were experienced in the use of the technology or mere novices. Another example of wiki use could be found in a report written by the University of Delaware faculty (2008). The document showcased how Geoff Proeh, Professor of Theater at the University of Puget Sound Tacoma Washington, used the wiki to “support the production of a play from the original text to costumes, stage setting and actors’ movements”. In addition, he created “hand drawn sketches to stimulate creativity” (University of Delaware faculty 2008). In conclusion, blogs and wikis “…have the kinds of learner-engaging functions…”, and “…represent the very essence of learner-centered instruction” (Simonson et al 2012). References EDUCAUSE Learning Initiative(2010, July) 7 Things you should know about LMS alternatives Downes, S. (2004).Educational blogging. EDUCAUSE Review 39 (5) pp. 14-26 Retrieved from http://www.educause.edu/ero/article/educational-blog Hrastinski, S. (2009).Asynchronomous and synchronomous e-learning. EDUCAUSE Quarterly 4 Retrieved from http://www.net.educause.edu/ir/library/pdf/eqm0848 Lambert,J., Kalyuga, S., Capan, L.,(2009).Student perceptions and cognitive load: what can they tell us about e-learning web 2.0 course design. E-Learning 6 (2) Nash, S. (2005).Learning objects, learning object repositories, and learning theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects 1 Simonson, M., Smaldino, S., Albright, M., Zvacek, S.(2012).Teaching and learning at a distance: Foundations of Distance Education. Pearson University of Delaware. Wikis in Higher Education Retrieved January 25, 2014, from University of Delaware website http://www.udel.edu/…/wiki/resources/2008-5-23_wikis_in_Higher

WK1AssignGibbonsHdoc MY DEFINITION of DISTANCE LEARNING

     In elementary school as a child, I remember doing something called 'learning by radio'. Its elements were Social Studies, Science, Poetry and singing. Later, I heard persons talking about taking "correspondence"(Simonson, Smaldino Albright &Zvacek 2012) courses and wondered, but never asked it meant. Then in 2001, I happened to do a short program of study in distance education. However. before I could continue being involved in the program, I changed residence to this country and all was forgotten until now.
     Subsequently, having read the history of distance learning and its evolution this past week, I made the connection of the 'learning by radio' in school and the "correspondence" 9Simonson et al 2012) courses I heard about, to the short course I did. it was all distance learning. What a revelation! Unfortunately, I cannot remember the definition that was given of distance education, but looking back to the information given and the materials used then, I would have viewed distance learning/education as a 'learning program consisting of modules, which a tutor disseminated via radio/television to the remote locations in the vast interior of the Republic of Guyana.'
     Now, armed with the present knowledge, I would say that distance learning/education is an 'economically based, online, formal education, designed to be delivered anywhere through electronic communication'.This definition implies that distance learning is affordable, its as effective as traditional education. In addition, distance learning/education is not constrained by "geographic separation" (Simonson et al 2012) and it uses technological devices such as computers and the internet.
     It stands to reason then, that since distance learning/education instruction is delivered through rapidly changing technology, therefore, it will supersede the face to face experience in the future due to the following situations:
"distance learning(e-learning) is explosive in almost all sectors" of learning despite the challenges presented to its instructional delivery( Moller, Foshay & Huett 2008)
enrollment at colleges and universities have greatly increased since they "now offer hundreds of courses online." (Simonson et al 2012)
business organizations in corporate America and around the globe are providing training for employees through "timely and on-demand learning access...to exploit communications technology" (Moller et al 2008).
     In conclusion, these conditions have the capacity to forge a marriage between distance education and technology which cannot be annulled.


References


Moller,L., Foshay, R., Huett, J.(2008). The evolution of distance education: Implications for
       instructional design on the potential of the web. TechTrends 52 (3) 70-75


Simonson, M., Smaldino, S., Albright, M., Zvacek, S.(2012).Teaching and learning at a distance:
       foundations of distance education (5th ed.) Pearson 

WK8AssignGibbonsHdoc. Reflection

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:

• 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.

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

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?  
                           

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.