New Technologies

I have recently joined a non-for-profit organization that encourages the study of French. We offer courses for children through adults, at all levels of instruction. In one of our planning meetings, we were discussing ways to improve enrollment. I suggested incorporating more technology. I even gave some suggestions that I use as a classroom teacher. The other teachers became very resistant, and told me that our classrooms weren't large enough, and weren't equipped with computers or wireless capabilities like those in the public schools that I am used to. They also said that they just didn't see how it would work because the videos that accompany the texts are not well received. I have requested to observe their classes, so that I can get a feel for the students and the environment. At the same time, I found out that no, there aren't any computers, but yes there is a wireless capability. So I am currently suggesting that we create a survey of the current students and members, to learn what their technology experiences are. Do they use social networks? Do they Blog or use Skype? Are they familiar with PowerPoint or Movie making applications? And of course, do they have a laptop and an iPod? (Capturing the attention of the students.)When I explained that by incorporating these technologies, (enhancing the relevance),it could very well take some of the pressure off of the teachers, and allow them to step back and allow the students of our classes to gain some control of their learning, it began to appeal to them. (Building confidence, and generating satisfaction). (Driscoll, 2005, p.339) We are in the process of using these strategies for stimulating motivation, but I am positive that Keller's theory will prevail!

Rosetta Stone is an example of how Multimedia is incorporated into language instruction.

References:

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

Connectivism

These connections facilitate learning through communication. Learning is also facilitated through knowing how to both access and use these forms of communication. Knowledge is gained with the practice of using the different applications in multiple situations. For instance, I am able to learn what my children need for their studies and their games, through email, websites and phone conversations with their teachers and coaches. I am able to learn how to budget, and plan for fun activities for my family, through email, websites and phone conversations. I can learn about what is going on in my classes at Walden through email, the website, and phone conversations as well. Other media applications also facilitate learning. Facebook provides information to and from friends and family. It also does this for students of Walden and for members of other organizations that I belong to. I am not limited to where I need to go to seek information regarding anything in my network. The more variety of avenues, the easier it is for me to learn what is going on.

It has allowed me to be current. "Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. (Siemens, 2006, p. 31) What has changed for me is now I try different applications to learn how to do something. For example, I have always directly created blogs on blogger.com. I am now using Word 2007 to create blogs that can be directly sent to blogger. Another example is note taking. I have always used a notebook and pen. I use OneNote. OneNote is an electronic notebook application also found in Windows 2007. Now that I have discovered so many faster and more efficient ways of learning through technology, I am now open to looking into more and more areas and not simply believing that one particular one is correct.

When I have questions, I do a Google search, or I go to my classmate and professors by email, phone calls or Skype to find the answers. Like Siemens states, (2006 p. 33)," We forage for knowledge-we keep looking until we find people tools, content, and processes that assist us in solving problems."

 

References:

(2010). Retrieved February 2, 2010, from Getting Started with Microsoft Office OneNote 2007: http://office.microsoft.com/en-us/onenote/HA100325211033.aspx

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved fromhttp://elearnspace.org/Articles/connectivism.htm

Siemens, G. (2006). Knowing Knowledge. George Siemens.

 

Collaboration

Howard Rheingold (Rheingold, 2005) expresses that humans have a basic instinct to interact. I believe this to be true. We live in communities, attend schools and places of worship, where there are other people to communicate with. It is important for students to learn independently and create their own opinions or theories about what they've learned. Yet they need to be able to interact with others to benefit from various perspectives. They need to be able to share and seek the advice of others to verify that their thoughts are following the correct path. A prime example of this is Wikipedia that was created by Jimmy Wales (Wales, 2005). Howard Rheingold discusses this "radical idea" as an example of people who want and need to collaborate.

 
 

Rheingold gave an explanation about collective action, were people participate in activities that enrich others and benefit themselves. Initiatives to get people to vote, or raise money for a worthy cause, are additional examples of people having that basic instinct to work for a cause collaboratively.

 

Rheingold, H. (2005, July). Howard Rheingold on collaboration. Retrieved April 12, 2010, from TED Ideas worth spreading: http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Wales, J. (2005, July). Jimmy Wales on the Birth of Wikipedia. Retrieved April 12, 2010, from TED Ideas worth spreading: http://www.ted.com/talks/jimmy_wales_on_the_birth_of_wikipedia.html

 

Interesting Blogs:
Collaboration:Latest MetLife Survey Confirms the Power of Teacher Collaboration
="http://teachingquality.typepad.com/building_the_profession/2010/02/latest-metlife-survey-confirms-the-power-of-teacher-collaboration.html">
Archive for the ‘constructivism’ Category
http://blog.genyes.com/index.php/category/constructivism/

Cognitivism as a Learning Theory

"The issue many forget is that "learning" is not one thing…it is a multi-layered word that tends to get treated as if it was just one thing…and it's not. It is multi-facetted and that is why developing new models for "learning" is so difficult…there are too many levels for one school of thought or one model to do it all. (Kerr, 2007)

I think ultimately, this conclusion that Kerr has drawn is appropriate. There cannot simply be one school of thought that trumps them all. However, if given the need to point out the most important learning theory, then I do feel that Cognitivism is the underlying root of all the -isms. I believe this to be true because of the use of the brain. The brain tells us to think and how to think. The brain tells us to do and how to do. Even in acting out a learning process, there must be thought about how to do it, when to do it, how fast to do it, etc. One does not simply dive in and do something with the expectations of a successful outcome. There must be a thought process in the "doing" whether it is consciously or subconsciously. One of Kapp's responses was as follows, "I really believe that is the essence of good educational design. Creating learning utilizing an entire tool kit of philosophies, techniques and ideas." (Kapp, 2007)

 
 

Additional sites of interest are as follows:

Cognitivism and Constructivism http://www.coe.fau.edu/faculty/cafolla/courses/eme6051/Cognitivism.htm, and

Schema theory of learning
http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/SchemaTheoryofLearning.htm

 
 

Davenport, L. (2001, April 26). (Old discussion but very interesting!) Cognitivism vs. Behaviorism: LUSENET: History & Theory of Psychology: One Thread. Retrieved March 28, 2010, from What are the similarities, if any, between cognitivism and behaviorism?: http://www.greenspun.com/bboard/q-and-a-fetch-msg.tcl?msg_id=0056KI

Stevenson, C. (2010, January). Learning Theory: Cognitivism (Blog). Retrieved March 29, 2010, from Laying an Instructional Foundation: http://onstoptrainer.blogspot.com/2010/01/learning-theory-cognitivism.html

Module 1 Blog Topics: #3 Metaphors of Instructors:

The best described role of a digital educator should be that of the "curator", in regards to the secondary and adult levels. For the elementary level, the role of the educator needs to be a combination of "concierge" and "network administrator". (This level needs more structure and guidance.)

The "curator" role enables the instructor to guide learning based on the assumption that the student has the capacity to be self-motivated to learn. "A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected." (Siemens, 2008, p. 17) Being a digital classroom student, I appreciate having an instructor who allows me to bring my previous knowledge to the course and draw from my current experiences. "A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored." (Siemens, 2008, p. 17)

In the elementary level, the students are learning to become self motivated to learn. For this level, I believe that the role of the instructor needs to help the student to gain the maturity necessary to benefit from the "curator" instructor. The "concierge" instructor is known for, "incorporating traditional lectures, and in other instances, permitting learners to explore on their own." (Siemens, 2008, p. 16) The added aspects of the "network administrator", adds to this preparation, "through evaluating,
with the learner, the nature and quality of the learning network [external] and how key concepts are
related and understood [conceptual]). "

In conclusion, I agree with the roles that Siemens has described. However, I also think that the roles need to be more level specific to ensure that the needs of all learners are understood and met.

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

The following links are additional resources for digital learning:
Digital Learning Environments: http://www.guide2digitallearning.com/teaching_learning/back_office_classroom,A story about digital learning success in a High Risk school system:http://www.infotoday.com/MMSchools/SuccessStories/PearsonCherokee.htm,

Day 1

Course Introduction