Module 6 Post

Learning in a Digital World

Learning is the manifestation and exchange of information that is used to advance knowledge in a particular research and/or subject area.  Learning should be based on a learning theory that outlines a plan for delivering, interpreting information and predicting the outcome.  Instructors have the responsibility to deliver to create a learning environment that will nurture the students learning process and outcome.  This semester we learned a great deal of the importance of Siemens theory of Connectivism to provide the foundation for learning in the current digital age.

 Technology plays an integral role in learning. We are in a digital age where information and knowledge is desired instantly and technology supports this demand.  Technology expands are network and increases our perspectives.  I believe that students are less inhibited to expressing themselves in an online learning environment.  Working with students across the country with various experiences and philosophies allows broader perspectives and can be more exciting. I found that students that are accustom to online learning are more eager to play and active and leading role in their learning experience.  This is a positive as it mimics real world experiences where taking ownership for your personal goals is the law of the land.  This is also supported by the Constructivist theory principles that self driven learners will learn best.    

Reference:

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

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from

http://elearnspace.org/Articles/connectivism.htm

Module 5 Responses

This week I responded to the following blogs:

http://mraedcu8845.wordpress.com/

I had also responded to the following blog:
http://sullusteagueeduc-8845.blogspot.com/

Module 5 New Technologies

Deploying new technology in the workplace can be challenging for the end user and the team that is developing and deploying the technology.  Often times the end user is accustom to performing a job function a certain way and new technology can be difficult to learn, appear cumbersome, intimidating and not relevant. I recently rolled out a new system at work to streamline the work type request to help improve efficiency amongst resources and provide more accurate reporting.  In the initial stages of the project there was a great deal of resistance to this new system.  Keller’s ARCS model would have been beneficial to help motivate the team in the area of Attention, Relevance, Confidence and Satisfaction. 

The new system was rolled out by executive leadership to grab the attention of the folks that were going to be utilizing the system.  There were several pilot sessions and deployment meetings to bring awareness to the new process.  The corporate initiative was to increase efficiency across the organization and this process directly coincided with this goal.  Streamlining the work would allow resources the ability to focus one solution and timeline for a faster implementation.  From a metrics stand point projects would not be open as long with various scope now being spread across multiple projects. 

Once the teams were aware of the system and the importance to the company it was also important to build their confidence in using the system and identifying the satisfaction of the usage.  According to Driscoll (2005) curiosity will motivate but it is important to provide out of the box experiences to captivate learners.  To achieve these goals innovative process workshops were held and process documentation made available.  The users were very pleased with the training made available and quickly caught on to the process. Once their confidence was built up it was easier to see the benefit of streamlining the work.  Several end users were identified as subject matter experts (SME) in the process and rolled it out to other organizations.  The SME’s gained satisfaction by not only learning a new process but also gaining presenting and instructing knowledge that could be used in future position.  Driscoll (2005) discussed the importance of learners realizing that not all skills will be applied immediately but are equally important. 
ARCS is a useful checklist, which draws upon some well established research. And, given the doubts many trainers feel about delivering online, where they can’t establish face-to-face contact, it’s probably more useful in this context than anywhere.

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

Module 4 Responses

I posted to the following blogs for Module 4;

http://sullusteagueeduc-8845.blogspot.com/

http://mrcsviewfromthetop.blogspot.com/

Module 4 Post

Connectivism Mindmap

My mind map provides an overview of my network.    

My network has changed the way that I learn by offering a wider perspective and wealth of knowledge. Before I expanded my network to include blogs, scholars, journal articles, I relied heavily on google and online consumer forums for knowledge.  I now feel more confident in my knowledge being supported by existing research and feel that I can add new information to my field.

I learn best from journal articles written by scholars that have researched and completed studies on particular topics. I also enjoy blogs because they tend to be very easy to interpret and apply.  I enjoy virtual environments where I can collaborate with fellow classmates and bounce ideas. 

When I have a question I tend to research related topics and/or issues to find a connection.  This type of research allows me to learn more about the root cause and related topics. 

Module 3 Responses

Module 3 Responses: I responded to the following blogs;

http://mraedcu8845.wordpress.com and http://mrcsviewfromthetop.blogspot.com

Module 3 Post Cooperative arrangements vs. individuals

Cooperative arrangements vs. individuals

I agree with Reheingold that humans have a basic instinct to work together as a group based on past history.  The video also discussed that collaboration does require the loss of some self reward through competition to achieve an overall collaborated effort. I agree that this is necessary for the progression of society. The world is showing that is the direction that we are moving towards with the current coloration efforts discussed such as science, space exploration and healthcare; cure experimentation. 

The constructivist principle that people learn as they learn is supported by collaborated technology such as blogs.  I and many of my fellow students had not yet been exposed to blogging until learning took place during some of our courses.  While learning new principles and theories we also learned the technique of blogging including reading and responding to other blogs.  Another principle that motivation is a key component is supported by the technology that is utilized in our classroom small groups to support and motivate our team.  The teams utilize technology such as Skype, chat and wikis to provide and receive peer and instructor support. 

The following is a link to a research study that took place over two years where participants were places in groups to collaborate utilizing technology for collaborative learning. The dialogue exchanges between the students and instructors fostered and environment that exceeded the plan curriculum and enhanced learning.   

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=52b9c9cc-0d9b-4eed-bc58-c1f574635544%40sessionmgr111&vid=6&hid=123

References

Fisher, M., Thompson, G. S., & Silverberg, D. A. (2005). Effective Group Dynamics in e-learning: Case Study. Journal of Educational Technology Systems, 33(3), 205-222. Retrieved from EBSCOhost.

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from     http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2 Responses

This week I responded to the following blogs:

Gary Allen’s synopsis of significance of conversation and the interpretation of the various theories at:

http://mraedcu8845.wordpress.com/2011/03/30/gary-allen-module-2/#comment-5

Also responded to the following blog:

http://mrcsviewfromthetop.blogspot.com/2011/03/cognitivism-as-learning-theory.html#comments

Module 2 Responses

This week I responded to the following blogs:

Gary Allen’s synopsis of significance of conversation and the interpretation of the various theories at:

http://mraedcu8845.wordpress.com/2011/03/30/gary-allen-module-2/#comment-5

Also responded to the following blog:

http://mrcsviewfromthetop.blogspot.com/2011/03/cognitivism-as-learning-theory.html#comments

Cognitivism as a Learning Theory

The Cognivitist's learning theory requires a strong sense of ownership from the student regarding the learning outcome.  This learning does require a strong framework for a course designed by an instructor that fosters independent and supportive learning process. Instructors can develop this environment by identifying resources and tool that equip students with the necessary knowledge and application task that not only build their knowledge foundation but motivates them to continue to expound on their learning bank. 
Bill Kerr’s blog provided interesting insight on how the congivist theory is directly related to the behaviorism theory.  I agree with this thought process as the behaviorism first looks at how students learn and process information; this is a key area of the cognivist theory.  

Once learners develop behavior that promotes efficient and successful learning they need  to focus on the process for adding to this information bank as well as utilizing the existing information bank to interpret new information. These steps are associated with the cognivist theory. 

Karl Kapp’s blog made an excellent point that all three theories, Constructivism, Behaviorism and Cognitivism should be intermingled to provide the best student learning experience.  It has been discussed that the best practices of these theories should be combined to develop a new theory. I disagree, I feel that thing theories cover the best practices and should be combined accordingly on a case by case basis to meet the needs of the student audience. 

References:
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/

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

Module 1

A learning theory for the masses.

The methods for learning in the digital age continue to grow and expound upon new technology.  Personally I have found that learners tend to excel in environments that promote confidence and participation.  The purpose of the learning theory in educational technology is to establish a framework to develop and implement curriculum that will allow a learner to reach the maximum potential. 

Siemens (2008) defines the critical components of a learning theory define the following: the process for learning, the environmental influences of the learning, the importance of retention, the transfer process and identifies the type of learning that typically support the theory. 

Siemens metaphor of an educator as a Network Administrator would best describe the role that I feel an instructor should take in a digital classroom or workplace. To maximize the potential of learner or employee the instructor should provide resources and tools that allow the individual to carve out their learning or application plan.  The instructor should also be well versed in their field providing resources that will not only provide supporting information but practical information that will support the student or employee success.

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

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf%20
For Module 1

I responded to the following blogs:

http://ananeboakye.wordpress.com/2011/03/16/learning-theory-and-educational-technology-module-1-educ-8845/

http://docshar.blogspot.com/2011/03/module-1-learning-theory-educational.html