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

http://svohra29education.wordpress.com/2013/01/10/survival-of-fittest-vs-collaboration/comment-page-1/#comment-3

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].