MD6: Learning theory

As a student with a disability, it is easier to learn online because I have time to reflect and process course content over time, as well as refer to those resources throughout the semester.  Unfortunately, it can be difficult for me to capture course content in a face to face class that uses traditional teaching methodologies. According to Driscoll (2005), educators are able to use instructional theory that supports customizable curriculum, which accommodates and addresses students with various learning styles and abilities.  During this program, I have realized how important it has become to be an active and engaged member of online learning communities. For instance, the weekly discussions offer me access to a group of learners with very different experiences and backgrounds. This diversity enhances my overall understanding of how education is being impacted by technology across the country, as well as educational strategies that I could use in the classroom.

As an educator, I believe that it is important to create a learning space that supports the needs of diverse learners.  More specifically, I believe that students need to be at the center of the learning experience, and the educator’s role is to guide students, in knowledge construction and application, in various contexts. According to Driscoll (2005), it is not enough for students to take in the information; they must also use the knowledge, within various contexts.  For example, constructionism offers educators a theoretical framework that allows students to explore, think and reflect on their environment.  I believe that in order to ensure students have the skills needed to be successful; educators must put students at the center of the learning experience.

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

MD5: Keller's ARC Model

Recently, our consortium leadership team decided to utilize Webinar technology in order to save travel time for teachers and ensure 100% group attendance at monthly meetings. Unfortunately, the secondary partners had a difficult time teaching their classes, and participating as consortium group members because of travel time.  In order to ensure secondary participation, we opted to try Webinar technology, which would allow teachers to be in the classroom and still attend the meetings, because they did not have to drive30-40 minutes for a two hour meeting.

Initially, there was a lot of ambivalence from the group on adopting this technology. Consequently, most of the members were unfamiliar with its function and capabilities. In order to obtain 100% adoption, the leadership team purchased the necessary tools needed (camera for computer, headphones, and the Webinar technology) to meet virtually and perform consortium work.  Once the technology was in place, the executive team offered hands on training, which allowed consortium members the opportunity to learn how to set up and attend meetings. Before the hands on training, we utilized a tutorial that walked them through the processes needed to master and use the technology.  Also, those that were comfortable and well versed in using this technology volunteered to answer questions and provide feedback on their use of the technology.

Additionally, we shared with them the value this technology could bring to the group. For instance, secondary teachers would not have to pay substitute teachers, drive to meeting locations, and they would save time and money for their districts.  Within two months, consortium members were motivated to use the technology because of the repeated successes they had with the technology over time.  According to Driscoll (2005), Keller’s ARC model serves to motivate engagement and learning by including these four components relevance, attention, confidence, and satisfaction. 

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

Classmate’s blogs that I responded to:

http://lylesedtech.blogspot.com/2012/08/motivating-students-in-beginning.html?showComment=1344440046809#c559592435697108156

http://corablades1.blogspot.com/2012/08/moduel-5-new-technologies.html#comment-form

Connectivism

Connectivism:



My network has changed the way I learn because it offers me instant and accessible resources from around the world. For instance, blogs that I follow allow me to read about educational trends that are happening across the globe from a diverse group of experts in the field.  Additionally, my network has allowed me to learn both formally and informally through videos, podcasts, and social networking sites. However, while creating my mind map, I realized that I need to seek out personalized learning communities to join. Becoming a member of a learning community allows me access to others and encourages me to engage in dialogue and use my voice.

            My favorite digital tools that foster learning are Camtasia; Snag it, and IMovie technology.  Since I enrolled at Walden University, my interest in the area of audio and video technology has flourished.  Prior to my enrollment in the Educational Technology program, I did not know these tools existed and had never used them in the classroom. However, I am now able to incorporate this technology into coursework so that students can learn how to utilize these digital tools.  Additionally, I fully utilize my IPad and IPhone to access anytime, anywhere information and resources.

Currently, I use tutorials, blogs, search engines and mobile technology to answer questions and glean new knowledge.

Classmate’s blogs I posted to:

Wojoedtech.blogspot.com (Laura)

Learningsquared.blogspot.com (Seane)

Collaboration

Collaboration Module 3:

Yes, I do believe that humans, like insects, fish, locusts, and others in the animal kingdom,  form networks that create connections and relationships that allow us to emerge and work as high functioning community networks. According to Fischer (2009) collective behavior results from simple rules of social interaction between people. According to Rheingold (2008), many corporations are creating supercomputing collectives that allow people to work to find solutions for our world problems. These relationships are effective because the members of the system work from an understanding that when we enrich others, we enrich ourselves. Finally, we have discovered that we are able to do more for our world collectively, than we are as individuals, and technology is the tool that links us to create effective working community networks.

Technology can facilitate collaboration among learners utilizing constructivist principles by bringing groups of people not limited by time and space, to build on positive educational experiences.  According to Reste & Laferriere (2007), convincing evidence indicates learning benefits for online collaborative learning includes high order thinking skills, student satisfaction with the learning experiences, and improved productivity.  However, in order for collaborative learning to be successful teachers need to create a learning space that focuses on student engagement and pedagogical strategies that foster the development of a knowledge building community and are student centered and steeped in constructivist principles.

References:

Fisher, L. (2009). The Perfect Swarm. New York, New York. Basic Books.

Resta, P. & Laferriere, T., (2007). Technology in support of collaborative learning. Educational Psychology

Review.  Retrieved at: http://www.edb.utexas.edu/cscl/2010/readings/resta_2007.pdf

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved at

                http://www.ted.com/index.php/talks/howard_rheingold on collaboration.html

Classmates I responded to:

http://wojoedtech.blogspot.com/

http://corablades1.blogspot.com/

Cognitivism

Module 2: Learning Theories

The blog discussion between Karl Kapp, Stephen Downes, and Bill Kerr highlights the learning theory debate that has plagued the design of instruction for years. According to Kapp (2007), learning is a multilayer endeavor that requires the incorporation of various elements of several different learning theories.  Historically, the behaviorism theoretical framework used to design curriculum that highlighted predictable patterns and instinctive responses, which defined effective instruction.  Consequently, behaviorism is observable and easy to quantify, so educators are able to be report quantifiable data with ease. On the other hand, this approach has its limitations, because it only addresses lower level learning and makes it difficult to utilize the knowledge in varying contexts. However, by coupling multiple theoretical approaches, instructional designers can develop curriculum that scaffolds learning in an effective way.  According to Kapp (2007) instructional designers can use the Bloom’s Taxonomy framework to develop modular instruction units that move from basic to complex learning and by building on prior knowledge; students are likely to utilize the knowledge across disciplines. Sadly, I have never been a fan of behaviorism because it leaves out a group of learners that approach the world from a theoretical perspective. For me, it has been more difficult to memorize and regurgitate information because I learn by looking at the complete picture first and the parts that make up the whole second. 

As technology continues to change our world, instructional designers will need to create curriculum that fosters and encourages creativity and problem solving.  Based on the discussion blog post with Kapp, Downes, and Kerr, I agree that utilizing different learning theories can provide teachers effective curriculum design that ensures knowledge acquisition.  

Reference

Kapp, K. (2007). Out and about:  discussion on educational schools of thought.  Retrieved from                 http://www.uleduneering.com/kappnotes/index.php

Cynthia

Classmates Blogs I responded to are:
http://daoprish.blogspot.com/

Julie Kaplan@wordpress.com

Learning Theory and Educational Technology

Module 1 Blog Topic:
Critique Siemen's "metaphors of educators." Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

According to Siemen (2008) the role of an effective instructor in the digital classroom or workplace are defined as master artist, network administrator, concierge, and curator. Philosophically, I believe that these four differently defined roles of the instructor clearly facilitate a learner centered environment that help students develop critical thinking skills through active engagement and dialogue, access and process information in a knowledge based society, and effectively assesses student learning outcomes.

 Moreover, as technology continues to influence and change the way student’s access learning, so too, will the need to modify how teachers deliver curriculum. According to Siemen (2008) online educators need to provide learning experiences that are participative, engaging, and create a learning space that allows students to construct new knowledge with existing knowledge. Essentially, the online instructor needs to embrace a constructivist approach, which shifts the focus of learning to the student and away from the instructor. A student centered framework encourages students to explore, work in small groups and reflect on their learning experience throughout the process. Consequently, students that are responsible for their own learning are better able to compete and be successful in a global economy because of the skills and knowledge they have developed through their active and engaged learning experiences.

Reference

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.


Classmate's Blogs I responded to for Module 1:


http://corablades1.blogspot.com/2012/06/module-1-assignment.html?showComment=1339873318161#c5305348693880005382
www.juliekaplan.wordpress.com

Module 6: Critical Thinking in Distance Education

Here is my video!


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Below is my transcript for the video and my bibliography

Welcome to the 20^th Annual Educational Technology Conference in Seattle, WA. Today I have the pleasure of introducing Dr. Stephen Brookfield an accomplished adult educator that has written more than 10 books and has been guiding best practices for colleges and universities across the globe.

Much of his work has focused on developing critically reflective learners. Today he will discuss how educators cultivate critical thinking in distance education courses. Throughout history, educators have strived to develop critical thinking skills in their students. The need to master this skill is more important than ever before. In a knowledge based society people are demanding access to learning like never before. This is why online learning is a leading modality in distance education programs. Moreover, technology is having a dramatic effect on our world. 21^st century colleges across the country are experiencing these changes. Educators working in tandem with businesses have long strived to prepare students for the world of work. However, the digital era now requires students to have a more comprehensive set of skills.  

In order to ensure students have these skills, we need to create curriculum that encourages critical thought and discourse in distance education? In order to answer this question, we must first define critical thinking.

For year educators have relied on the principles of Bloom’s taxonomy to outline teaching practices and curriculum development. Historically, curriculum sequencing was designed to go from lower to higher levels with the belief being the process for learning was linear in nature. Recently, in 2001, Anderson & Krathwall offered a new version of this taxonomy based on their findings the critical thinking process isn’t necessarily linear in nature, which aligns with Brookfield’s 5 aspects of critical thinking which are: productive and positive activity, it is a process, not an outcome, occurs in context, it is triggered by positive and negative events, and it is emotive and rational. 

Moreover, Brookfield suggests there are also 4 components that make up critical thinking. These suggest that students challenge assumptions, challenge context, use their imagination and explore the world around them, as well as reflect with skepticism.

In the past 10 years, distance education has become an increasingly prominent aspect of learning and instruction. Because of this educators are redefining educational practice in distance education programs. They are accomplishing this by developing best practices in an online course, by making curriculum changes as well as utilizing innovative technology. For example, Arend suggested threaded discussions foster and encourage the exchange of ideas, argument, and reflection. Threaded discussions also allow students the opportunity to refer to conversations throughout the course, which allows them to think more deeply about the content. 

Another effective strategy that promotes the development of critical thinking is incorporating innovative technologies into the curriculum Mandernach suggested that technologies such as blogs, wikis, and podcasting support the development of critical thinking skills because they support reflection, creativity, and collaboration activities with other students.

As technology continues to change, so must educators. We need to continue to offer students curriculum that ensures they will have the necessary life skills to be successful. This has been what Dr. Brookfield has spent his career accomplishing. Please welcome to the stage, Dr. Stephen Brookfield.  

Bibliography

Annotated Bibliography

Arend, B. (2009). Encouraging critical thinking in online threaded discussions.  The Journal of Educators Online, 6 (1), 2-20. Retrieved at www.thejeo.com/

This article highlights a study that used a mixed-method, two phase design that focused on how online asynchronous discussions cultivate critical thinking among students.  Additionally, this article looked at the second phase of this two part study to use a qualitative grounded theory approach to obtain more detail from findings in phase one. There were 9 courses that focused on using case sampling.  The findings for this research suggest that online discussions should be used to encourage the development of critical thinking in an online environment. On the other hand, recent studies suggest that there is a lack of high level of critical thinking in online courses and that more instructor effort is needed.

Bai, H. (2009). Facilitating students’ critical thinking in online discussions: an instructor’s experience.  The Journal of Interactive Online Learning, 8 (2), 156-162. Retrieved at www.nclr.org/jiol/

This study compared two groups of students in a graduate level technology course. One group was expected to use the practical inquiry model as a discourse guide to facilitate students’ critical thinking in the online discussions, while the second group was not given the model.  The findings suggest that by providing students with an inquiry model to act as a guide, they were more likely to intentionally engage in reflection and critical thinking, when responding to classmate’s postings.  Therefore, it is important that instructors clearly provide specific guidelines and rubrics to ensure that students understand what is expected of them in the course. 

Brookfield, S., D.  (1991). Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting.  San Francisco. CA.  Jossey- Bass Inc.

This book focuses on the characteristics that make up critical thinkers. These elements are defining critical thinking through reflecting on of those assumptions that underlie our actions, as well as how to consider new ways of looking at the world around us. Brookfield describes activities and examples on how to foster the development of these core skills in multi environmental settings. 

Buraphadeja, V.  &  Dawson, K. (2008). Content analysis in computer –mediated communication: Analyzing models for assessing critical thinking through the lens of social constructivism. The American Journal of Distance Education, 22:130-145. DOI: 10.1080/08923640802224568

This articles focus was to assess critical thinking in computer- mediated communication by looking at theories and content analysis models that will foster the development of critical thinking skills in asynchronous online learning environments.  By reviewing existing research, the authors found asynchronous discussion based learning shows, as an instructional strategy, to be effective for increasing and developing higher order thinking. 

Mandernach, J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Insight: A collection of Faculty Scholarship: v1 p 41-50. Retrieved at http://www.insightjournal.net/about.htm/

This article reviews existing research that focuses on ways to utilize online technologies to supplement classroom activities and develop higher order thinking in the online classroom.  By incorporating the use of technological instructional strategies, such as, asynchronous dialogue which allows students time to process the content and redirect the focus from knowledge acquisition to application of the information, which promotes higher order thinking.  

Osborne, R. E, Kriese, P., Tobey, H. & Johnson, E. (2009). Putting it all together: Incorporating “SoTL practices” for teaching interpersonal and critical thinking skills in an online course. Insight: A Journal of Scholarly Teaching. v4 p 45-52. Retrieved at http://www.insightjournal.net/about.htm/ 

This article focused on a team taught internet seminar course that included nineteen enrolled students. The research sought to assess a relationship between interpersonal skills or course etiquette and the progress on a critical thinking model. The results of this research mirrored the existing findings that interpersonal skills are an important element of critical thinking skills.  However, it is uncertain whether students with high level critical thinking skills have a higher level of interpersonal skills or vice versa.  

Schellens, T., Valcke, M., Van Keer, B., & Wever, D. (2009). Tagging thinking types in asynchronous discussion groups: effects on critical thinking. Interactive Learning Environments. 12, (1) 77-94

This study focused on the impact of scaffolding critical thinking processes in online discussions using Garrison’s model, which is steeped in the cognitive theoretical framework. More specifically, this study looked at a computer supported collaboration script that was organized by De Bono’s thinking hats. The participants of the study were median age 22 and enrolled in the instructional strategy course. They were divided into groups of six member teams and each groups was assigned a scripted verses a non-scripted condition. The results of this study showed positive results with respect to the content analysis instrument of Newman. More specifically, evidence suggests this analysis instrument is a powerful way to map critical thinking in successive stages of the critical thinking process.

Cynthia

Classmates Videos I watched:

http://juliekaplan.wordpress.com/2012/02/09/module-5-my-comments/#comment-36

http://langstonnotes.blogspot.com/2012/02/module-6-final-presentation.html?showComment=1329684348723#c4752261701270804465

http://ktino1.wordpress.com/2012/02/19/asynchronous-e-learning-project/#comments

http://rodrussell-roderickr.blogspot.com/2012/02/module-6-use-of-games-to-encourage-or.html#comment-form

http://slayeduc.blogspot.com/2012/02/moduel-6-week-11-video-presentation.html?showComment=1329686444894#c798885986991900512