Cognitivism as a Learning Theory

Kerr (2007) asks us if the isms of learning theory are useful for what we think and do.

During the first few years of my learning in the master program for teaching I learned about the different learning theories. The application of these theories did not come into focus for me until I was a seasoned teacher with a few years of experience behind me. To me at the time they each seemed to work separately based on the ideology that they had.

As a seasoned teacher I see now that the ideas of constructing knowledge and learning knowledge through behavior are not really separate at all. Each student takes meaning in different ways and some may go through various stages of each learning theory to create lasting meaning with the content.

Memorizing science terms and being able to apply the terms to real life application is something that is accomplished through the use of both cognitive and behaviorist theory. The students are expected to behave in a certain way and memorize the terms but the deeper learning comes when the use the cognitive theory and relate the terms to their daily life.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved fromhttp://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 fromhttp://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Responses to

http://briddicklearningtheories.blogspot.com/2012/12/learning-theory-and-cognitivism-module-2.html

http://georgeoneal62.edublogs.org/2012/12/25/isms-and-learning-theory/

PBL Mind Map

Learning Theory and Educational Technology

1.     What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology? 

People learn best when they make a connection with the knowledge into their ever day life. Students in my science classes often ask how certain topics affect them and once they see the ramifications of say global warming they gain a better understanding and desire to understand the topic. Using investigations and hands on learning is the best way for learners to connect with the instruction. Driscoll (2008), states that knowledge is gained through experience and this is evident in the science classroom with hands on inquiry.

2.     What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.

Both Siemens and Driscoll (2008) discuss the ever widening network of the social media age and ways in which learning theory can be applied to the way we learn in this age of information overload. Behaviorism and pragmatists use learned behavior negotiated through experience and thought to learn concepts (Siemens, 2008). A constructivist believes that each learner makes sense of the concept and knowledge within their own mind (Siemens, 2008). Both of these theories and ways of thinking are accurate and lend themselves to my belief in hands on learning. Learners must engage with the content, interact, and create internal meaning for themselves (Siemens, 2008).

3.     Critique Siemens’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

I relate strongly to Siemens (2008) statement that learners must be guided by experts to prevent misconceptions and to gain knowledge. The metaphors used in the text discuss being a curator, concierge, and network administrator. The dual role of guide and expert , curator, that blends the expert and the learner constructing knowledge is the best role for my classroom (Siemens, 2008). The students should be creating their own knowledge through the use of expert guidance with the curriculum. Technology should be navigated by their desire to learn and guided by the instructor.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and

                    designers. Retrieved from: http://itforum.coe.uga.edu/Paper105/Siemens.pdf

Final Presentation

                                                                 Annotated References

Broadview Analytics (2010). An evaluation of the effectiveness of WileyPLUS in higher education. Retrieved from https://media.wiley.com/assets/2262/54/WP_Impact_Report_final.pdf

               This case study was conducted to evaluate the effectiveness of the WileyPlus interactive text when used in the classroom. The study was performed at two and four year higher learning institutions across seven disciplines. This study was good in that it showed that improvement of up to 28% is possible when          using the interactive learning system.

Discovery Education (n.d). Usage linked to top performing schools. Retrieved from http://static.discoveryeducation.com/feeds/www/media/pdf/DEstreaming_Usage%20Achievement%20Overview.pdf

                    This website from Discovery Education shows data from three states over two years of performance. The focus is on grades three to eight in reading and math. This data shows a trend in the increase in student achievement using multi-media materials from Discovery Education Streaming. The data table provided gives a valuable picture of the possible improvements to student achievement using this interactive technology.

Discovery Education (n.k). Reports on the effect of United Streaming applications on educational performance. Retrieved from http://static.discoveryeducation.com/feeds/www/media/pdf/DE_streaming_VA%20and%20LA%20Research%20Summary.pdf

               The case study provided by Discovery Education focuses on the impact of multi-media content, the impact on student achievement, applications to improve teacher efficacy and student interaction. An experiment was done that compared pretest and post test results in classes with and without United Streaming. This case study is valuable in that is show-cases the influence multi-media applications have on student performance and increases in learning are possible.

McGraw Hill (2010).  Digital course solution improves student success and increases instructor efficacy. Retrieved from http://create.mcgraw-hill.com/wordpress-mu/connectblog/files/2012/07/Case_AP_Hinds_Feaster.pdf

  The author details the use of a digital techbook called Connect in Anatomy college courses. The instructor uses the techbook as an additional study tool for a class that is heavily graded on assessments. During the second year of the course the homework portion of the grade was required to be completed using the Connect techbook. This case study is of value in that it shows an increase of 22% of students passing the course and 29% more students completed the course using Connect.

Pearson Global. (2010). Raising the bar: The Power of Pearson’s MyLab and mastering programs-case study results.  Retrieved from http://www.pearsonhighered.com/resources/Pearson_Global_Whitepaper.pdf

               This article is a compendium of 13 case studies detailing the effects of using MyLab in various course subjects. These case studies show data that confirms student achievement and retention increases using interactive materials. Students stay in class longer and are more engaged using the interactive techbook than traditional courses. The research provided is detailed and descriptive in proving that interactive techbooks increase performance on a variety of subjects.

Pearson Global. (2010). University of Central Florida case study. Retrieved from http://www.mymathlab.com/case-study/1398/university-central-florida-1

               This case study details passing rates for college algebra courses at the University of Central Florida. The course is centered around an interactive techbook which enables the student to practice, collaborate, and interact with multi-media materials online. An increase in the passing rate grew 20% over three year usage of MyMathLab. This case study is vital in showing data that will contribute to the adoption of interactive techbooks and the reasoning behind such an adoption.

William, R. J., Loui Lord, N., Elizabeth, J. A., & George Van, H. (2011). Trading Textbooks for Technology: New Opportunities for Learning. Phi Delta Kappan, 92(7), 46-50 ST - Trading Textbooks for Technology: New. PDK International.

               This article details the incorporation of digital textbooks in the Bartholomew Consolidated School District. The use of digital textbooks has implications on student achievement and student engagement. The article is valuable in that it poses strengths and weaknesses in the use of digital textbooks and provides ways to use them to their fullest potential.

Static vs Dynamic Technology

Technology chosen for distance learning must be able to generate knowledge using interactivity (Moller, 2008). Static technology which displays information is not effective for interactive leaning. Dynamic technology which allows the user to interact on some level with the technology or peers is more effective at knowledge generation. Dynamic interaction allows for the exploration and trial and errors style learning that leads to creative and meaningful knowledge. Distance learning requires learners to be self-motivated and able to reach deeper cognitive levels of learning with minimal dependence on the instructor.

Online role playing and virtual worlds is an increasing area of interest to the youth of today. The technology we are seeing enter the classroom is mirroring this type of play for learning. It catches the interest of the student and enables them to make real time adjustments and decisions while interacting with their peers. One way in which I will be moving my students to dynamic learning is the incorporation of an interactive digital text. They will receive both static and dynamic content and the ability to interact with their peers and peers across the country. Simulations are another dynamic strategy that will be employed using the interactive text. Virtual labs offer the students a way to explore and create knowledge using technology. My classroom is on the way to being dynamic but there is still much to do. The way has been enabled using Discovery Educations Science Techbook and I will be endeavoring to find more and more dynamic learning opportunities for my students.

Static Dynamic Learning Technologies Blog

http://minerclass.edublogs.org/2011/02/26/static-dynamic-learning-technologies-continuum%E2%80%A6/     

Discovery Ed Wiki’s

http://web2012.discoveryeducation.com/blog/index.cfm/2010/3/31/Web-2010-Blog--Wikis

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     

Graphic Organizer

Communication in a distance classroom needs to be timely, respectful and with an appropriate tone. This communication can happen in a variety of means, email, chat, or Skype. The main reason we communicate with distance education is for feedback on the work and ideas we are pursuing. This communication is vital to effective collaboration. Collaboration is a must have in distance education to develop an environment that is positive and motivating to learners. Collaboration may occur using wiki pages, discussion forums, and blogs. Content for distance education is the foundation for the learning and is done using textbooks, videos, and various reading materials. The most effective tools for learning that I have encountered so far have been the wiki pages, videos (podcasts by Laureate), and discussion forums. The discussion forums qualifies as communication, however I included it with collaboration since most discussion forums are a collaborative effort.
There are many tools that utilize technology and may enhance the learning experience. Some are listed on the following website.
http://www.educationworld.com/a_tech/archives/tools.shtml
A podcast by Dr. Carl Owens may be accessed using the following link.
http://www.speedofcreativity.org/2011/02/09/podcast-370-cool-tools-for-the-classroom-by-dr-carl-owens-msmeca11/

Assessing Collaborative Efforts

Collaborative efforts should take place but each individual should be given a separate grade for their contributions. By providing a rubric for the students to follow each person should be doing the same work and be assessed in the same way. Everyone brings their own skills to the effort, some know technology more than others, and this should be addressed by having prerequisite training or requirements for each effort. Any technology that is to be used should be discussed and resources provided for those that are not familiar with it. This will allow the rubric and assignment to be fair. 

A student who does not want to network or collaborate should not take an online course. There has to be collaboration for a strong sense of community and the sharing of resources and ideas. As a fellow student I would rely on the discretion of my instructor and the faculty at the school to mediate any problems with such a student. As a fellow student I would contact the instructor about any lack of participation that involved or affected me. As an instructor this would affect my assessment of the student and reflect negatively on their grade.

Collaborating online has been a challenge this quarter. I have created an edublog and a bloglines account but am still having trouble keeping track of the blogs of my team members. Hopefully this is an issue that will get easier the more familiar I become with the technology. 

http://icoblog.wordpress.com/2010/03/09/student-collaboration-online-classroom/

http://www.edutopia.org/blog/classroom-collaboration-tools-eric-brunsell

Both these resources are good to help students collaborate online. This one is prefaced with a quote that "no man is an island" and gives tools for online collaboration.

http://www.nlight.com/Success/Collab/

Storyboard for video project

Scene 1	Clips from my classroom will be shown that I will film. The setup of the netbooks and whiteboard will be shown to demonstrate a techbook classroom. Textbooks will also be shown as classroom sets.
Introduction	Video clip of me introducing who our guest speaker from DEN and Discovery Education will be. Pictures of the speaker will be used as well.
Scene 2	Clip of me stating how the techbook will be utilized in class with research stated as to why we are moving to a digital format. Graphics will be interspersed with the podcast for visual effect.
Scene 3	Clips of the techbook on my desktop, whiteboard, and narration of how Discovery Educations techbook is organized and the materials it makes available.
Scene 4	My boys will be filmed doing an actual online lesson using laptops (netbooks if they are in at the time of filming) from the techbook. They will work through the reading material, video lesson, and online assessment. May include shots of them using the techbook at home.
Scene 5	I will podcast and explain with graphics how we got the techbooks, funding and concerns over leaving print materials completely. Address how we will mostly be using it in class until we are sure all students have the internet and devices for usage.
Scence 6	Lastly I will say and here is our guest speaker

Elements of Distance Education Diffusion

Global diversity, communication and collaborative interaction are all elements of distance education. Over the last few years they have all evolved, but none more so in my mind than global diversity. Universities, governments, and business are all using the internet to connect and interact over vast differences in location and time. Having distance education enables us to learn and connect with others from across the globe.Without this ability we would not be able to share classes with other cultures and countries. George Seimens (2008) states that distance isn't as significant a factor as five years ago due to online interaction. This online interaction is leading to greater acceptance of distance education (Larueate Education, 2008).

All the elements involved play critical roles in facilitating this global interaction. Some tools that may be used for this interaction and communication are BlackBoard, Skype, GoToMeeting, blogs, and other online forms of collaboration. The three elements go hand in hand with communication and collaboration giving us the ability for greater global diversity.

http://www.onlineteachingandlearning.com/
This link has some good podcasts on teaching online.

Laureate Education, Inc. (Executive Producer). (2008). (n.d.). The future of distance education. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968784_1%26url%3D

The Next Generation of Distance Education

According to Simmonson (2008) distance education is reaching its maximum usage and the adoption of the technology has reached the peak of the S curve for diffusion. After reading articles from Moller, Huett, Foshay, and Coleman my opinion is that the next generation of distance education will evolve to meet the needs of many learners separated by many factors. Distance education is in need of this evolution so that the benefits are visible to schools, corporations, and the public (Moller, et.al, 2008). There is a need for distance education in the K-12 area and it is growing to meet those needs (Moller, et.al, 2008). Larger classrooms, older buildings, and the quality of teachers available in certain locations are leading schools to implement virtual learning (Moller, et.al, 2008).

I agree with all the viewpoints presented. We need distance education to make the most of the technology and resources available. Having access to the internet, professors from across the country, and peer collaboration is increasing my knowledge and quality of education. This experience, distance education, should be available in the K-12 area and will be a great resource once implemented on a larger scale.


Both the links provided are from wired campus and give blogs and podcasts on distance education. 


http://chronicle.com/blogs/wiredcampus/author/mparry
http://chronicle.com/blogs/wiredcampus/author/jyoung

Laureate Education, Inc. (Executive Producer). (2008). (n.d.). Distance education: the next generation. Retrieved June 5, 2012, from

    class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968784_1%26url%3D

Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions For Teaching & Learning, (84), 29.

Molder, L., Forshay, W.R., and Huett, J. (2008). The Evolution of Distance Education Implications of Institutional Design on the Potential of the Web. Tech trends:Linking Research and Practice to Improve Learning, 52(3), 70-75.