Responses

I have responded to the following blogs
http://learningtheoryedtechrwright.blogspot.com/
http://edtechblogwaldenu.blogspot.com/

Module 6 Personal Theory

Learning is a complex multi-faceted process that varies with the individual. This results in a variety of theories methods and tools for instruction. There is no one perfect approach to the creation of learning conditions and opportunities. Instructors need to be open and willing to step out of their comfort zones in effort to reach their learners.

Along with this flexible attitude, instructors need to hold fast to learning objectives and outcomes. Research and theory based instruction creates a foundation and framework necessary for thorough and complete instructional methods. Whether, behaviorist, constructivist, cognivist or any other “ist” theory or approach an instructor applies, it should be founded on research, data, and results to ensure the learner will be the central figure of the instruction.

Responses

I have responded to the following blogs
http://toneyt.blogspot.com/
http://learningtheoryedtechrwright.blogspot.com/

Module 5 New Technologies

When working with some at-risk high school students, I introduced an online credit recovery program. We (both students and I) were excited to try this program as a way to get the necessary credits for school. The results were not what I had hoped for. The program was tedious, boring and ultimately ineffective as the students had difficulties in completing the required units to earn credit.

The students became uninterested and resistant to even logging on to the program. Frustration and boredom were the dominate attitudes of the students. This led to the learners being easily distracted and distracting to each other.

Applying Keller’s ARCS model (2005) I would create my own online assignments through wikis, blogs, course management systems, discussion boards, and chat rooms that are more relevant, positive, and engaging. A premade series of lessons do not necessarily consider the student as an individual and the assignments can be limiting, lacking in attention requisition, and undermine confidence which contradicts the ARCS model.

To the right is a table (Driscoll, M. 2005. P.339) that presents an overview of Keller’s ARCS model that is designed for the utmost of student motivation.

Responses to Blogs

I have responded to the following blogs.
http://toneyt.blogspot.com/
http://edtechblogwaldenu.blogspot.com/

Module 4 Connectivism

The network I use has changed my learning as it is more instantaneous. I can access resources, research and other information much faster and easier using this network. Through tools such as e-mail, cell phones, and the Internet, I can access more data when questions arise and I can create knowledge after processing this information.

The ease of information access has allowed me to delve deeper into questions and problems as I can freely explore the digital world and experience multiple perspectives and views on the issues I research. I can obtain more complete information by exploring multiple site and research data bases.

I have visited and posted to the following blog sites:
http://toneyt.blogspot.com

http://edutechtalk.blogspot.com

Module 3

Howard Rhiengold’s belief that it is human nature to collaborate and work in a group seems broad and too generalized. In many cultures the group needs each other to survive and without collaboration essential needs may not be met. However, to state that it is human nature I would have to disagree. In today’s western culture collaboration seems to be a somewhat foreign concept. “Looking out for number one” and the emphasis on independence and individualization do not breed a collaborative nature. In educational environments, processes and guides have been developed by theorists and instructors to get the desired results through collaboration (Chinn, & Chinn 2010). This illustrates that successful collaboration will not come naturally.

Having said that, I believe collaboration is important to the realm of education. Learners need the opportunity to develop collaborative social skills (Chinn, & Chinn, 2010). Instructors face the challenge of teaching students how to collaborate and work together while battling the basic ideas that in is all about the individual and not the group.

Technology can be a great tool in the collaborative process. Such media as blogging, discussion boards, and social networks learners can create ongoing learning experiences through peer interaction. Collaborative learning can be justified through constructivist principles of active learning and the creation of new knowledge by engaging in rich contexts (Smith, & MacGregor .1992). Accessing technology to create rich interactions and extended learning beyond traditional classroom settings can empower and engage learners to develop strong collaborative skills and address student diversity and the social aspects of learning. (Smith, & MacGregor. 1992)

References:

Chinn, C., &Chinn, L. Collaborative learning (2010). Retrieved from http://www.education.com/reference/article/collaborative-learning/

Smith, B. & MacGregor, J. (1992). What is collaborative learning? Retrieved from http://learningcommons.evergreen.edu/pdf/collab.pdf

I have responded to Kimberly Dean's blog as well as Roxanne Wright's.

Which Learning Theory? Module 2

Bill Kerr (2007) sees learning theories as a way to ensure “big change” as the change can be founded on an existing theory. As studies in education continue, more learning theories emerge or existing theories begin to adjust to new findings and data. I have to agree with Kerr’s notion that each theory can be criticized, but each theory could have its place in education.

Karl Kapp (2007) shares a similar view point: “We need to take pieces from each school of thought and apply it effectively…” In today’s diversified field of education instructors cannot limit themselves, or, more importantly, the learners, to any one learning theory or instructional approach. One may have a favorite theory, but that does not justify debasing other theories that could be just as effective when aligned with proper educational goal.

Links to Kerr and Kapp’s blogs:

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

I have responded to Sara Becker's and Roxanne Wright's Ed tech blogs.

Learning is a complicated process that takes many forms. Theories and methods about learning and instruction have been developed, implemented, and discarded through the centuries. What can we learn from all these various ideas about learning? We can realize that there is not one exclusive way learners will create knowledge for themselves. Learning can, and will, occur in many forms. Educators will need to be open to the variety of appearances learning take.

When viewing the role of educational technology in learning it is important to remember that educational technology is more of a …”system of practical knowledge not necessarily reflected in things or hardware.” (Saettler .2004. p.3). Educational technology is about the learning that occurs through the use of various instructional tools not the tools themselves. This focus on learning allows for the exploration of learning theories to best use and apply instructional tools.

Learning theory has its place in educational technology as most theories view learning as a process and, according to Saettler (2004), technology can also be seen as a process. These processes both seek the same ends of learning and the creation of knowledge.

Learning theories asks key question as identified by Driscoll (2005) about the results, the means, and the inputs that make learning occur. Educational technology falls into the category of the means of learning in the learning theory definition. Educational technology can be seen as a pivotal ingredient in learning theory.

References:

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

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: IAP.