Learning in a digital world

One thing that is critical in teaching is to gain student interest and motivated them to learn on their own. I firmly believe that being a guide is one of the best things teachers can do for students. We are in an age of ever changing knowledge and new information is at everyone’s fingertips. As a teacher we need to teach our students how to navigate this new digital world and find the knowledge they need. Connectivism supports this way of teaching and learning and provides a foundation for navigating the networks we are creating.

One non-negotiable thing is the ability to provide technology to my students. They have smart phones and computers at home. Being able to use technology and media in the classroom brings their interests and skills with networks into their learning experiences. By letting them bring this technology into the classroom we are letting them have freedom from just textbook learning. As a teacher my goal is to provide a technologically advanced classroom for students to expand their knowledge with. 

New Technologies

One new technology we had problems with in the workplace was Pinnacle Grade. The staff at the school was against having a second grade book for standards based grading and did not see the need for it to be purchased. Using the ARCS model we created a grading team that used the grade book for a year. We helped it gain attention, showed that it could be relevant with the additional student reports it printed, and proved we were confident in using it (Driscoll, 2005). The problem arose the second year we were using it when more teachers came on board the pilot standards based grading program.

The grade book was miscalculating grades and we as a district determined using a trend calculation for a grade was not better than an average of standard linked grades with possible retakes. This led to many teachers being dissatisfied with the product and we switched back to points and percentages from the four point scale we had started the year using. This change at semester break has shown us that the initial reaction to the grade book was not accurate and as more users started using it the confidence and relevance turned the attention into a negative perspective. Currently we are investigating using the SIS grade book, our original one, with the standards attached to the assignments. Our teachers are comfortable with that grade book as we have had the software for years and have been satisfied with the product.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.
Siemens, G. (2006). Knowing knowledge.

Connectivism Mind Map

Networks have changed the way in which I learn in the quantity of information and the diversity of the places that I can access it from. Having instant access to all my social networks on a phone gives me instant access to the thoughts and knowledge of others. By maintaining groups and people that I value and interact with both socially and professionally I am able to filter the content and knowledge I want to be a part of. Professionally this has given me access to other colleagues and educators that are using the same tools and networks. Any answer I need for any topic is easily found or asked about. If it is something I cannot find there will be someone to tell me where to look.

The digital tools that best facilitate learning for me are the Walden discussion boards, blogs, and the wiki pages made by other educators. Whenever I have a question I can post it in a social network and check my phone for responses.  

Collaboration

Module 3 Blog Post Educ 7105

·         Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia? 

Humans have the instinct to work together as a group, however there are many factors that influence who and how well they work together. Competition in the workforce, politics, and across the globe is a major influential factor in causing people to socialize in certain ways. We group ourselves according to similar beliefs and what we want our social lives to be like. There is usually an underlying need or problem that needs to be solved by a group to bring them together.

·         How can technology facilitate collaboration among learners based on constructivist principles?   

Technology is not creating a new field of communication, we have always communicated socially and collaboratively. Technology is however making it easier, more accessible, faster, and all one person needs to reach a large social group is a cell phone. The constructivist principle of learning by example, such as Vygotsky is evident in this social communication.

·         Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

The research study listed below describes IBM and the Beehive Social Network they have initiated to develop collaboration in the work place. This tool has used constructivist theory to initiate learning on the social level. The site has created over 280,000 social connections within the company and those connections have led to over 150,000 comments. This exchange of social knowledge and interaction is an effective way for technology to support learning.

http://www.knoll.com/research/downloads/WP_FiveTrends.pdf

Comments on
http://briddicklearningtheories.blogspot.com/2013/01/is-collaboration-key-analysis-of.html

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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