Personal Discoveries
A significant discovery made during participation in the Learning Theories and Instruction course at Walden was that, without previously realizing it, I had been intuitively applying a variety of theoretical principles about learning to individual students according to their particular level of experience. Beginners need basic facts, advanced students should learn to independently analyze and interpret, while experts can be more self-directed by engaging in research, synthesis, and original creation. The whole idea of connectivism was new to me and my thinking about education has changed somewhat as a result. While I already knew that it is important to encourage independent life-long learning, I hadn’t given much thought to the ways technology has created a rather new breed of multi-tasking learner. Today, more than ever before, students engage in numerous forms of communications and select their teachers from a world-wide reservoir. The abundance of information can be beneficial in that a variety of perspectives can be considered. Yet, overload, confusion, and distraction may also result (Dretzin & Rushkoff, 2010). Another concept that I was reminded of is that of the importance of “self-efficacy” or feelings of competence to succeed at a given task. I must say that a learner’s belief that they can succeed is likely one of the most critical determinants of educational success. Building a pattern of success is very important for students to desire to continue in learning. This is why scaffolding is such a useful tool in developing confidence and independence.
Increased Understanding of Personal Learning Process
The Learning Theories and Instruction text contained interesting information about long term memory storage, retrieval, and interference. It seemed valuable to learn that information is stored in the form of propositional networks relating to declarative or procedural knowledge. Apparently, information is often stored under multiple categories or locations within the brain. Organization of information or material was emphasized as helpful to memory because “well-organized material is easier to relate to preexisting memory networks.” Elaboration or “adding material to information to be learned” helps us to connect new information with prior learning. I was reminded of the importance of spreading activation (making associations between concepts or bits of linked information), for cross-referencing, retrieval, and transfer. Larger, more structured propositional networks are referred to as schemata. Information is stored as both verbal propositions and mental images. Forgetting is either the decay of memory trace or improper retrieval cues (Omrod, 2008).
Connections between Theory, Learning Styles, Technology, and Motivation
While memorization is an important aspect of learning, it is not the goal of learning. The goal of learning is to understand how things work, to be able to operate effectively in a given environment, to generate solutions to specific problems, to reach personal goals, and to devise new paradigms which improve quality of life. Telling isn’t the same as teaching. I read (somewhere) recently that Einstein said that he never taught his pupils, he only “created the conditions through which learning may occur.” Learners are best served when allowed to exercise increasing levels of control over the learning process. Learning styles are adaptive to the situation. For instance, there are times when a learner may choose an active instead of reflective learning style. Designers should employ tactics to appeal to multiple learning styles. ICT is growing and changing so rapidly that it is becoming an essential aspect and area of research related to teaching and learning in the twenty-first century. The challenge for today’s student seems to be to utilizing the plethora of available avenues of information gathering and technological gadgetry without allowing it to distract them from educational tasks. The appropriate use of technology may increase motivation to learn through blogs, educational games, etc. Motivation is a shared responsibility between the learner and facilitator. Motivation increases when course objectives are congruent with students’ expectations and goals, when students have positive feelings about content and methods, when students feel socially connected, receive feedback, and are experiencing relative success.
Significance to Career in Instructional Design
We cannot assume that digital immigrants have necessary skills and intrinsic motivation to navigate and complete online courses or training modules. All students need support. It is important to be approachable and accessible to students when they need help. Social interaction is a key component of education and increasing student satisfaction. Even adults sometimes need to be reminded of various learning strategies. Hints are useful to promote thinking. Designers should give adult students apparent locus control of learning process. Allow for individual differences by appealing to various learning styles. Demonstrate how knowledge can be immediately applied to solve problems. There are a number of types of feedback which increase student performance. One type is "response-contingent" which includes elaboration on why some responses are incorrect or "less appropriate" and what exactly makes a particular answer correct or "best" (Mason and Bruning, 2001). Motivational messages can go a long way towards encouraging higher performance and retention (Huett, Kalinowski, Moller & Huett, 2008). Artificial intelligence and adaptive instructional systems are nothing new but are evolving into exciting areas of research related to CBI and WBT (Park and Lee, 2004).
References
Dretzin, R. and Rushkoff, D. (2010, February 2). Digital Nation: Life on the Digital Frontier. Frontline [Television series episode], Washington, DC: Public Broadcasting Service. [Transcript]. Retrieved on April 22, 2010 from http://www.pbs.org/wgbh/pages/frontline/digitalnation
Huett, J., Kalinowski, K., Moller, L., & Huett, K. (2008). Improving the motivation and retention of online students through the use of ARCS-based E-mails. American Journal of Distance Education, 22(3), 159–176.
Mason, B.J., and Bruning, R. (2001). Providing feedback in computer-based instruction: What the research tells us. Retrieved April 21, 2010 from http://dwb.unl.edu/Edit/MB/MasonBruning.html
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction (Laureate custom edition). New York: Pearson.
Park, O. and Lee, J. (2004). Adaptive Instructional Systems. Handbook of Research on Educational Communications and Technology. David H. Jonassen - editor. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved April 22, 2010 from http://www.aect.org/edtech/ed1/25.pdf
Friday, April 23, 2010
Sunday, April 18, 2010
Learning and Technology
Before exploring the constructive model of education, social learning theory, a connective approach, and andragogy, I would have to admit that most of my thinking about my own learning was rooted in the behavioral and cognitive schools of thought. Perhaps, there were inklings of ideas concerning constructive theory as I’ve learned quite a bit over the years about how individuals interpret reality (or create meaning) based upon their own cultures and experiences. Modeling of behavior/ thought processes and Vygotsky’s ZPD was familiar territory. But, I had not previously considered the implications of constructivism, social learning theory, connectivism, or andragogy in depth.
Some insights about learning styles beyond the typical visual, auditory, and kinesthetic modes were mentioned in Learning Styles: How Do They Fluctuate? (Gilbert & Swanier, 2008). Gardner’s Theory of Multiple Intelligences had been previously considered. However, I was heretofore unknowledgeable about some learning differences related to perception and processing. According Richard Felder (1996), the Felder-Silverman Learning Style Model classifies students as:
• sensing learners (concrete, practical, oriented toward facts and procedures) or intuitive learners (conceptual, innovative, oriented toward theories and meanings);
• visual learners (prefer visual representations of presented material--pictures, diagrams, flow charts) or verbal learners (prefer written and spoken explanations);
• inductive learners (prefer presentations that proceed from the specific to the general) or deductive learners (prefer presentations that go from the general to the specific);
• active learners (learn by trying things out, working with others) or reflective learners (learn by thinking things through, working alone);
• sequential learners (linear, orderly, learn in small incremental steps) or global learners (holistic, systems thinkers, learn in large leaps).
I was not previously aware of the DISC learning styles model nor the Index of Learning Styles mentioned by Gilbert and Swanier (2008). Through the process of reflecting on learning styles, I’ve come to the conclusion that both I and others most likely utilize adaptive learning strategies and styles. I now believe that learning style has as much to do with nurture as it does with nature. I continue to be a highly visual learner; this is probably related to a highly developed sense of attention to visual detail required by my occupational experiences. But, in some situations, I prefer reliance upon my hearing. While I sometimes enjoy immediately applying knowledge, I will often think upon a concept for some time before making a decision what to do with new information.
Technology is quickly becoming a way of life in my career and personal life. At this point, I locate almost all necessary information through the internet. I use online services to shop, to advertise my businesses, for market research, to share and communicate with family, clients, and students, for personal research, and for my career training. I use all sorts of computer-based programs and games for teaching, for recording audio and video, and for creative purposes such as writing and composing.
Bibliography
Gibert, J. & Swanier, C. Learning Styles: How do They Fluctuate? Institute for Learning Styles Journal. Volume 1, Fall 2008. Retrieved on 4-18-10 from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Felder, R. Matters of Style. ASEE Prism, 6(4), 18-23. December 1996. Retreived on 4-18-10 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm
Some insights about learning styles beyond the typical visual, auditory, and kinesthetic modes were mentioned in Learning Styles: How Do They Fluctuate? (Gilbert & Swanier, 2008). Gardner’s Theory of Multiple Intelligences had been previously considered. However, I was heretofore unknowledgeable about some learning differences related to perception and processing. According Richard Felder (1996), the Felder-Silverman Learning Style Model classifies students as:
• sensing learners (concrete, practical, oriented toward facts and procedures) or intuitive learners (conceptual, innovative, oriented toward theories and meanings);
• visual learners (prefer visual representations of presented material--pictures, diagrams, flow charts) or verbal learners (prefer written and spoken explanations);
• inductive learners (prefer presentations that proceed from the specific to the general) or deductive learners (prefer presentations that go from the general to the specific);
• active learners (learn by trying things out, working with others) or reflective learners (learn by thinking things through, working alone);
• sequential learners (linear, orderly, learn in small incremental steps) or global learners (holistic, systems thinkers, learn in large leaps).
I was not previously aware of the DISC learning styles model nor the Index of Learning Styles mentioned by Gilbert and Swanier (2008). Through the process of reflecting on learning styles, I’ve come to the conclusion that both I and others most likely utilize adaptive learning strategies and styles. I now believe that learning style has as much to do with nurture as it does with nature. I continue to be a highly visual learner; this is probably related to a highly developed sense of attention to visual detail required by my occupational experiences. But, in some situations, I prefer reliance upon my hearing. While I sometimes enjoy immediately applying knowledge, I will often think upon a concept for some time before making a decision what to do with new information.
Technology is quickly becoming a way of life in my career and personal life. At this point, I locate almost all necessary information through the internet. I use online services to shop, to advertise my businesses, for market research, to share and communicate with family, clients, and students, for personal research, and for my career training. I use all sorts of computer-based programs and games for teaching, for recording audio and video, and for creative purposes such as writing and composing.
Bibliography
Gibert, J. & Swanier, C. Learning Styles: How do They Fluctuate? Institute for Learning Styles Journal. Volume 1, Fall 2008. Retrieved on 4-18-10 from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Felder, R. Matters of Style. ASEE Prism, 6(4), 18-23. December 1996. Retreived on 4-18-10 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm
Thursday, April 1, 2010
Connectivism and a Mind Map
Constructive Connectivism
Before 1998, I patiently gathered knowledge from the efforts of a few dedicated teachers who led me through a maze of information on a subject which had been published in various books. Then, I was more subject to the influence and slant of individual instructors and/or an institution. Sometimes it was a good thing to be thus influenced and sometimes it was not. Now, in 2010, methods of learning have multiplied. Sure, I still read physical books. But now, most of my reading is done online. I have been introduced to sources of information which were formerly not available. Today, we can access information on almost any topic through online libraries, Google scholar, social networking sites such as Youtube, blogs, wikis, craft organizations, Skype, and podcasts. As a result of the internet information explosion, learners can easily transform themselves into knowledgeable players in almost any type of endeavor. Just as Gutenberg's printing press began to change the world for the underprivileged and undereducated in the mid 1400's, the personal computer and internet connection is likely to free us from the tyranny of those who presume themselves to be the gatekeepers of knowledge in our day.
Are teachers still needed? Of course, we are. Who else will lead others into understanding how to locate credible sources, assess their usefulness, and apply them as solutions to daily problems? Who else will model how to become legitimate voices in online communities of practice? The best instructors always guide others into becoming self-directed learners capable of demonstrating social responsibility. Teachers should teach others how to “become themselves” via these newer means of information gathering while emphasizing questions such as, “What’s the point of all of this technological power?” We will be happy when our students come to understand that the point is to derive some sort of personal meaning for our existence, to make some sort of positive contribution to the world, to help those less fortunate, and to assist others along the way to a more productive and satisfying life for which the regrets are few. In the concept map link below, I’ve attempted to demonstrate the various sources of information which I am currently connected to and influenced by and, which in turn, are influenced by me. I believe it to be the essence of the more recent “connectivism” model of learning.
View my mind map at:
http://mywebspiration.com/view/395178a9d03
Before 1998, I patiently gathered knowledge from the efforts of a few dedicated teachers who led me through a maze of information on a subject which had been published in various books. Then, I was more subject to the influence and slant of individual instructors and/or an institution. Sometimes it was a good thing to be thus influenced and sometimes it was not. Now, in 2010, methods of learning have multiplied. Sure, I still read physical books. But now, most of my reading is done online. I have been introduced to sources of information which were formerly not available. Today, we can access information on almost any topic through online libraries, Google scholar, social networking sites such as Youtube, blogs, wikis, craft organizations, Skype, and podcasts. As a result of the internet information explosion, learners can easily transform themselves into knowledgeable players in almost any type of endeavor. Just as Gutenberg's printing press began to change the world for the underprivileged and undereducated in the mid 1400's, the personal computer and internet connection is likely to free us from the tyranny of those who presume themselves to be the gatekeepers of knowledge in our day.
Are teachers still needed? Of course, we are. Who else will lead others into understanding how to locate credible sources, assess their usefulness, and apply them as solutions to daily problems? Who else will model how to become legitimate voices in online communities of practice? The best instructors always guide others into becoming self-directed learners capable of demonstrating social responsibility. Teachers should teach others how to “become themselves” via these newer means of information gathering while emphasizing questions such as, “What’s the point of all of this technological power?” We will be happy when our students come to understand that the point is to derive some sort of personal meaning for our existence, to make some sort of positive contribution to the world, to help those less fortunate, and to assist others along the way to a more productive and satisfying life for which the regrets are few. In the concept map link below, I’ve attempted to demonstrate the various sources of information which I am currently connected to and influenced by and, which in turn, are influenced by me. I believe it to be the essence of the more recent “connectivism” model of learning.
View my mind map at:
http://mywebspiration.com/view/395178a9d03
Subscribe to:
Posts (Atom)
