Learning in a Digital World - EDUC 8845 Module 6

The evolution of technology tools has created an avenue for learners to keep abreast of the emerging technologies. The impact of technology on the way I learn is immeasurable. It has made me have access to different learning styles, which gives me better understanding. The combination of audio, visual and text media has broadened the retention level of the most newly acquired knowledge. Though the use of technology has advantages and disadvantages, but it gives several options in which learners can depend upon, to enhance their learning processes. For instance, I have access to low bandwidth Internet connection; this has made downloading of the video file very difficult. However, the video file transcripts, which to a large extent would meet the needs of learners like me, are available in most online environment. The ease of access to online learning is as a result of technology, which has brought learning to the door step or bedroom of many people across the continents. My base is in Africa, and I am running a doctorate in United States of America, and currently on an on Holy pilgrimage in Israel. This example is to buttress the impact of technology in my learning. Wherever I am, and I stay connected, is equivalent to having the university in my pocket.

Learning in a face-to-face environment is very good as it involves bodily contacts. I had a first and second degree in Computer Science through face-to-face learning, comparing this with my doctorate in an online environment is quite distinct. The online environment involves a lot of collaboration, and creating learning communities. It gives me the opportunity to share experience with other learners; support the learning of each other while promoting creativity and critical thinking skills, open and broad mindedness as a result of constant interaction with diverse people; acquisition and reflection of new knowledge; and a transformative learning. In teaching and learning processes, the ability of learners to create, and construct new knowledge is critical, while the role of the facilitator is non-negotiable. Learning in a digital world would be effective, if a facilitator anchors the learning process through effective communication, feedback, classroom or faculty management, and learning community. Many learning theories, such as behaviorism, cognitivism, and constructivism are of the opinion that learners acquire new knowledge based on prior experience. This is further enhanced by connectivism, which creates a network for learners using technology.

New Technologies - EDUC 8845 Module 5

The phobia for adaptation and change has been a challenge toward experimenting with new technologies. Most educators at the advent of technology blatantly refused to integrate it into their classroom instruction with the mind that it would replace them in the classroom, without knowing that it is a tool to enhance their teaching process. Gradually, this mindset is being eradicated. However, I am still puzzled at the level of technology literacy of most school administrators and principals. Of recent, I had a meeting with 10 principals in which only one out of ten had an email address. This was a challenge, and I organized 3-day training for the principals. Amongst the 10, one was very timorous, which hinders her learning potential during hands-on section. She always seeks for help on the next line of action without making an attempt to search for it. At this stage was a display of low self-efficacy, and she feels intimidated with the use of technology tool. Often she responds with statements like “I cannot do it”, “I do not know how to do it”, “What am I expected to press”, these are efficacy expectations relating to effort (Driscoll, 2005). Based on self-judgment of her ability, she did not proceed with the expected action. The principal seated next to her was able to create her email address with little support, using this as her role model (vicarious experiences). The perception was that this might arouse her ability that “She can do it” having seen the attainment of others. Whenever she is reluctant to carry out upcoming actions, I use verbal persuasion to build her confidence that she can do it. It is expedient for this learner to develop self-regulating skills. As newer technologies emerge, the likes of this principal would not cease during a training program. On this premise, the onus is for educators to use the best means of instruction to improve learners’ learning potentials.

Keller’s motivational model, which involves four concepts of attention, relevance, confidence, and satisfaction, might help change the motivational level of learners (Driscoll, 2005). It is crucial to gain the attention of the learners by involving them in activities that would rouse their interest, or a puzzle that would make them concentrate in order to find the solution. The activities must be relevant to the new skills or knowledge to be acquired in order to achieve set goals. In achieving the set goals, learners must have confidence in what they are doing. For the learner described above, her confidence is on a proximal development, which is based on what she can achieve on her own and what she can achieve with assistance. Along the line, it would be wise to reduce the level of assistance until learners can independently perform assigned tasks. The ability to use and apply the new skills acquired through the assigned tasks would give satisfaction to learners. Essentially, in as much as the use of new technologies could be inundating, the application of Keller’s motivation model might increase student motivation and enhance their learning potentials to achieved their desired goals.

Reference

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

Connectivism - EDUC 8845 Module 4

According to Kop and Hill (2008), the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community. My network has changed the way I learn tremendously. It has taken me from the level of acquiring information to the level of effective application of the information to diverse situations. To buttress my new way of learning, I tried to use Spinscape for my mind mapping, along the line, I could not embed the whole map into my document. Rather than losing hope, I quickly used Smart Graphics in Microsoft word to achieve the same concept. It is all about connectivism, ability of learners through intellect to be acquainted to complex topics and begin to draw connections between various concepts.

The advent of newer technologies for information and communication has transformed the world into a global village. My first experience with online learning started eight years ago, when I took the first professional development course on technology integration into classroom instruction. Predominantly, we were using email and chat. Today, the likes of Googledocs, Elluminate, and Skype have turned around learning. Connecting to the world through the Internet has brought education to my doorstep and opportunity to study abroad while seated in my room. I am actively involved in various learning communities, and the impact of knowledge acquired within the last few years is immeasurable.

Emergence of newer technologies would not make me state categorically that certain digital tools are the best. However, the use of Skype for calls, web and video chat, and discussion boards has helped to facilitate communication with my learning communities. I use Googledocs to collaborate and develop documents. I do a lot of email, and use text messages especially for those that do not have access to Internet facilities. At my workplace, a productivity program that is very useful is Microsoft One note, which enables one to bundle spreadsheet, word document, and presentations into just a package.

The enormous online resources are the backbone of my quest for knowledge. I regularly use search engines such as Google, Bing, and Yahoo to find information. I am always cautious of the fact that not all information is correct. Information must be from the right source especially when it relates to academics. If there is contradictory information, I seek the opinion of my learning community on the subject matter, as well as share my findings. It is about staying connected wherever you go.

Reference

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13. Retrieved from the Walden Library using the Education Research Complete database. 

Collaboration - EDUC 8845 Module 3

Effective communication emanates from constant interaction, and as such communication is a key issue in human development. It is through effective communication that collaboration would occur. Without human instinct to interact and work as a group, a community would not exist. In the past, source of livelihood was gathering enough food to survive. However, when human decided to bind together, they went for a bigger hunting spree that exceeds what a family can consume. The outcome was better livelihood within the community, which is as a result of collaboration. Rheingold in his discussion emphasized the essence of collaboration in the evolution of Wikipedia. Today, Wikipedia is a free encyclopedia based on the work of numerous collaborators.

The advent of technology has taken collaboration beyond an imaginable level. We now have a global learning network where people from diverse culture, background, and race come together to construct new knowledge. One of the principles of constructivist according to Jonassen is that knowledge is socially co-constructed by learners (collaboration) based on their interpretation of experiences in the world. In Lev Vygotsky’s view, acquisition of knowledge is through shared problem solving experiences with others (collaboration). In essence, problem-based learning (PBL) is paramount in a constructivist learning environment in which collaboration is a critical feature (Driscoll, 2005). Reflecting on Rheingold’s statement “what forms of wealth could be created if we knew a little bit more about cooperation”? I would like to relate the question to a work on problem solving. I am working on a document using Google docs with collaborators from different countries to solve a peculiar problem. The cooperation to produce a well-written document is amazing. Chang & Lee (2010) in their research on collaboration between subject and computer teachers to facilitate PBL in their classroom revealed that there was an increase in motivation to learn and students’ performance. In several organizations, those within the workforce that could use technologies to reshape how they work have experienced significant productivity gains. The basis of the job of knowledge workers is collaboration, which means they interact to solve problems, serve customers, engage with partners, and nurture new ideas (Manyika, Sprague, & Yee, 2009). This substantiates how technology facilitates collaboration to create wealth.

References

Chang, L., & Lee, G. C. (2010). A team-teaching model for practicing project based learning in high school: Collaboration between computer and subject teachers. Computer & Education. 55(3). 961-969. Retrieved from EBSCOhost.

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

Manyika, J., Sprague, K., & Yee, L. (2009). Using technology to improve workforce collaboration. Retrieved from http://whatmatters.mckinseydigital.com/internet/using-technology-to-improve-workforce-collaboration.

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

http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html.

Module Responses

In module 6, posted comments to Candice and Margaret
http://crjoneswaldenu.blogspot.com/2011/08/educ-8845-2-module-six-teaching-and.html#comments  and http://msmneal.wordpress.com/2011/08/24/a-new-philosophy/#comment-6

In module 5, comments were posted to Joshua
http://shermanlearningtheoryandedtech.blogspot.com/2011/08/module-5-post-1-joshua-sherman.html?showComment=1312597231730#c2984488918646072242

In module 4, comments were posted to Joshua, Jeriann and Marion

http://shermanlearningtheoryandedtech.blogspot.com/2011/07/module-4-post-1-joshua-sherman.html?showComment=1311710362068#c1270498203540523130

http://marbush.blogspot.com/p/connectivism-mindmap.html?showComment=1311710683818

http://jeriannking.blogspot.com/2011/07/connections.html#comments

In module 3, posted comments to Jeriann and Sandra

http://jeriannking.blogspot.com/2011/07/module-3-constructivism.html?showComment=1310768070065#c4500409377435979267 and

http://sandracjohnson.wordpress.com/2011/07/12/collaboration/#comments

In module 2, responses were posted to Jacqueline Croteau on http://21stcenturycriticalthinkingskills.blogspot.com/2011/06/learning-theory.html#comments  and Marion Bush on http://marbush.blogspot.com/p/learning-theories-and-educational.html

In module 1, I posted response to Joshua Sherman  http://shermanlearningtheoryandedtech.blogspot.com/2011/06/module-1-post-1_12.html#comments  and Candice Jones on

http://crjoneswaldenu.blogspot.com/2011/06/module-one-blog-post-june-13-2011.html#comments.

Cognitivism as a Learning Theory - EDUC 8845 module 2

There is no specific definition for learning. Learning occurs when there is a change is learners’ packets of knowledge (Schemata). A learning process is dependent on several factors including environmental and cognitive aspects. Many learning theorists analyzed the learning process from varied perspectives and define learning based on their own perception. Learning theory describes how people learn, and the process of learning in order to help educators structure the teaching process that best suits a learner. With learning theories, the dominant frameworks are behaviorism, cognitivism, constructivism, and more recently connectivism. Cognitivism focuses on the internal mental activities, and explores the mental processes such as thinking, memory, remembering, problem-solving in gaining knowledge. It looks beyond human respond to stimuli and learning is brain-based. According to Bill Kerr, what should we do about these isms as they keep evolving and do not stand still? In 1960s, the cognitivist revolution replaced behaviorism as the prevailing model, now in the 21st century, alternative models keep evolving. It is said that the connectivism is the learning theory for the digital age. What would be the next …ism? Learning through action and performance based on instruction (Behaviorism), moving to the level of comprehension inclusive of thinking, knowing and remembering (Cognitivism), creating new knowledge (Constructivism) and uniting the creative ideas (Connectivism) to form the next… ism.

The underlining factor is that we cannot do without any of these learning theories nor can a single theory thrives in a learning environment. Kapp in his blog post says “we need to take pieces from each school of thought and apply it effectively”. With the emergence of newer technologies, the learning process would continually be enhanced. For learning to be effective, the use a learning theory that best suits the learning environment is important.

Metaphors of Educators - EDUC 8845 Module 1

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?

With emerging technologies and varied teaching methodologies in this era, traditional way of teaching, which is teacher centered is gradually being replaced by student centered learning environment. An educator is a scholar practitioner in the teaching profession. Today, technology enabled learning environment has varied educator and learner roles. The roles are focused on what learners are able to achieve through personal efforts. In the light of this, diverse scholars have come up with the notions on how best to describe an educator. According to Siemens (2008), an educator is a master artist, network administrator, concierge or curator amongst other plausible metaphors.

To a large extent, these metaphors are acceptable. However, some of the metaphors might not have a high positive impact on learners in this technology era, where the expectation is that learners take ownership of their learning. Acquisition of knowledge would have better value when an educator is a “guide on the side” and acts as an inspirer or mediator when need arises rather than being a “sage on the stage”.

On this premise, an instructor in a digital classroom or workplace should take the place of a curator. A curator is an expert with a sound knowledge base of the subject matter. A curator provides an enabled learning environment in which learners get connected, explore and construct their own knowledge of the subject matter. The limitless access to explore would hone their higher order thinking skills. Learning is a lifelong activity. When learners cannot construct their own knowledge, it limits what they know. Irrespective of the metaphors used to describe an educator, an educator must be an inspiration to learners. Setting up an exceptional learning environment with adequate resources to encourage learners to contribute their best is part of the ways to inspire. When you inspire, you teach, mediate, coach, and mentor. From this perspective, educator can reach out to all learners amidst many teaching and learning challenges.Reference

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf