Module 4 - I have posted to:

David Davis http://8845ltedtech.blogspot.com/2012/01/module-connectivism.html?showComment=1327769339644#c1509785347831921160

 Debbie Morris http://debbiemorrislearningtheory.blogspot.com/2012/01/module-4-january-252012.html?showComment=1327769986467#c8189922397773745901

Collaboration, reflection

Networking has changed my way of learning by offering an generous amount of resources that were once impossible to obtain. Networking provides collaboration that enables one to reflect upon facts and opinions which allow the comparison and contrast more quickly. According to Siemens (2006) networking via technology enables one to open the doors to conversations, Siemens continues, “Every nuance, every characteristic, can be dissected and represented in multiple ways and perspectives,” (p. 77).
Digital devices are plentiful. The digital device that best facilitates my research is known to be the Elluminate/Blackboard collaboration tool. Elluminate/Blackboard has the ability for one to use their an variety of their various intelligences to listen, question, and express thoughts effectively and collaboratively with professors and classmates. The innovation allows interpersonal as well as intrapersonal opportunities in which to understand others’ intentions while adapting and adjusting to one’s own fears and motivation.
When seeking new knowledge YouTube, TeacherTube, or Teacher Domain is typically referred to for visual presentations as well as interactive suggestion that address my concerns.

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.lulu.com/. 

Connectivism

Social Networking

Collaboration

Howard Rheingold (2008) gave a summary to the fact that people naturally have an instinct to seek out alliances to collaborate. He quoted, “Technology provides tools for collaboration across time and space, as exemplified in Wikipedia.”

I am unsure I agree with this statement. I believe the truth to this comment lie in the fact of the prior knowledge one may have to offer to the discussion. According to George Siemens (2006) human existence is a quest to understand (p. 4). The more knowledge, the more one would seem amenable to collaborate. I do not think individuals strive to appear ignorant in any subject area, which may influence their amount of involvement.

Face-to-face communication devices (e.g. Skype, ooVoo) are essentials tools for effective collaboration for certain personality types. Furthermore, individuals who learn linguistically may choose devices such as, blogs or wikis in order to use written language to express their thoughts, questions, and concerns.

A vital area in education research is the effects of No Child Left Behind (NCLB) on students’ academic learning gain and students’ motivation toward school. To achieve the goals set by NCLB, an educator must seek the required variables to ensure all academic students will obtain adequate yearly progress (AYP) by NCLB’s deadline in 2014 (NCLB, 2001). Parental involvement, either directly or indirectly, has been identified as a crucial variable (Rogers & Wright, 2007). Parental involvement is linked to students’ outcome in various ways, including higher academic achievement, greater self-efficacy, and more positive attitudes toward education (Rogers, et al., 2009).

Communication between classrooms and families is essential for establishing trusting relationships that foster parental involvement in the child's learning experiences. Communication technology (CT) offers elementary school parents the means to become actively involved in their child’s learning experiences. CT offers the mean for parental involvement without losing valuable time from their work place. It creates a balance for active participation of the elementary school parent without being visible in the classroom setting, therefore, cultivating adolescent independence in a collaborative fashion (Rogers & Wright, 2007).

For further information: http://ejite.isu.edu/Volume7/Rogers.pdf

References

No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008).

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from  http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Rogers, M., Theule, J., Ryan, B., Adams, G., & Keating, L. (2009).  Parental involvement and

children’s school achievement: Evidence for Mediating Processes. Canadian Journal of School Psychology, 24, 34 – 58.

Rogers, R. & Wright, V. (2008). Assessing technology’s role in communication between parents
and middle schools. Electronic Journal for the Integration of Technology in Education.Vol. 7

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.lulu.com/

.

“Learning Theory” and “Cognitivism”

 

“To –ism or not to –ism, that is the question!”

Behaviorism, Cognitivism, Constructivism, Humanism, and now…Connectivism?? “I AM SO CONFUSED!"

Many of us have probably repeated these words during a class in "Psychology of Learning." By determining a definition for learning, essentially the first step becomes determining connections among learning theories. Is there one correct answer? If so, why are there so many theories to consider? According to Driscoll (2005) “a learning theory is a set of constructs linking inputs, means, and results,” (p. 1). It appears relatively straightforward, so why do still have so many interruptations? “If one person is right, does that automatically mean everyone else is wrong?”

In a not-so-recent blog, Kerr (2007) compared learning theories to politics. Both have viewpoints which might serve to deliver radical reforms, they can be dangerous, although they are still needed.

 Howard Gardner, (as cited in Smith, 2002/2008) stated one must first consider the theory of multiple intelligences. Gardner believed that humans possess multitude of intelligences. The intelligences come with their own strengths and constraints although each is entirely independent of the other. Does this serve to prove if the human has different ways to acquire knowledge, then there must be different theories to receive this accomplishment?

Furthermore, according to Kapp (2007), -ism(s) do not stand alone. Each -ism is useful as we develop this journey toward “How people learn.” No one –ism is 100%, but each becomes extremely useful in reflecting and expanding the theories of learning. As an educator, the key question remains, “Which theories will best serve the needs of my diverse classroom to reach the multiple intelligences of all my learners to ensure that all acquire knowledge?”

It goes to show, “One size does NOT fit all.”

Referenes:

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

Education.

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log

post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-

about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from

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

Smith, Mark K. (2002, 2008) 'Howard Gardner and multiple intelligences', the encyclopedia of informal education, http://www.infed.org/thinkers/gardner.htm

"Metaphors of Educators"

 According to Siemen (2008), an educator has approached a passing along their journey that requires a pressing need of transformation. The industrialized convention the nation has become accustomed have transferred from the classroom and teacher to various electronic information sharing tools such as blogs, wikis, Google scholar, various open sources and social sites. Previously the need for an individual to access information began through physical interaction among peers. According to Egan (as cited in Siemen, 2008) the role and structure of instruction has continued to build a considerable amount of pressure for change on the educator over a century (p. 15). Dewey (1938/1997) expresses that the classroom educator has a precarious responsibility to develop experiences for the learner to become successful during later experiences of a deeper and more substantial level. Dewey continues to uphold the student is expected to incorporate knowledge in prescribed doses from without. If the student did not utilize the offered knowledge, he or she was to be held at fault as to be occupied in physical or mental truancy. No question was asked as to whether the trouble began with the subject-matter or the method of delivery (p. 46).

This old way of direct instruction is becoming a thing of the past. Siemen (2008) classifies the new role of educators as four metaphors for educators: educator as a master artist; educator as a network administrator; educator as concierge; and finally the educator as curator (p. 15). As an educator among the 21st century, I see myself as becoming a “concierge.” There becomes the need to prepare oneself with the required knowledge and resources to support the learning opportunities my students may not be aware of existing. I want to continue to assist in their learning experiences permitting them to explore options. I need to provide an avenue for my students to reach their academic goal. Often along this path, they will stumble. Their educational journey will require assistance to provide the necessary resource in picking themselves up and brushing themselves off to continue down their path. My supervision as concierge will guide and motivate, as they continue on (without rendering defeat) toward the academic goal.

Works Cited

Dewey, J. (1938/1997). Experience & Education. New York, NY: Touchstone.

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