I responded to Sherry Breeden's post at http://sbreeden71.blogspot.com
I responded to Wandra's blog at http://wpc-eductech.blogspot.com
Wednesday, April 28, 2010
Module 4 Connectivism
Connectivism
Connections that facilitate learning
My network is ever evolving and changing the way in which I learn.Since embarking on the journey of attaining my masters and now an Ed.S degree I have been exposed to a wide variety of tools that I now consider an essential component to my learning experiences. Some of these include Google docs., wikispaces, blogs, and communicating with Skype. I like the flexibility of online courses, but was concerned about feeling connected to those in the classes and I must say a bit apprehensive when first tackling an online learning community in which each member was logged on and sharing. I feel that the collaboration is real and meaningful. It is also something that I never would have considered had it not been for my continued course work.
I seem to have a lot of questions and I will usually bounce ideas off of my colleagues, for I know that I will get an honest response. I value the opinions of my family also and depending on the nature of my question I will use them as a resource also. If questions are posed that require further research, as in an educational env
ironment, I will use Google or Ask.com or simply tye in a few key words and access the internet for answers. With technology virtually at my fingertips all the time, with cell phones, laptops, etc. finding answers to most questions can be accessed and answered with the push of a few keys.
Connections that facilitate learning
My network is ever evolving and changing the way in which I learn.Since embarking on the journey of attaining my masters and now an Ed.S degree I have been exposed to a wide variety of tools that I now consider an essential component to my learning experiences. Some of these include Google docs., wikispaces, blogs, and communicating with Skype. I like the flexibility of online courses, but was concerned about feeling connected to those in the classes and I must say a bit apprehensive when first tackling an online learning community in which each member was logged on and sharing. I feel that the collaboration is real and meaningful. It is also something that I never would have considered had it not been for my continued course work.
I seem to have a lot of questions and I will usually bounce ideas off of my colleagues, for I know that I will get an honest response. I value the opinions of my family also and depending on the nature of my question I will use them as a resource also. If questions are posed that require further research, as in an educational env
ironment, I will use Google or Ask.com or simply tye in a few key words and access the internet for answers. With technology virtually at my fingertips all the time, with cell phones, laptops, etc. finding answers to most questions can be accessed and answered with the push of a few keys.
Tuesday, April 27, 2010
Wednesday, April 14, 2010
Module 3 Collaboration
Howard Rheingold discussed the natural instinct of people to seek groups and collaborate and how technology provides the necessary tools of collaboration across time and space.
The question posed, "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?" I do believe that human beings have a natural desire to seek out people with similar interests. Humans are social by nature and need to have interaction with others regardless of location, socio-economic status or cultural beliefs. Rheingold determined that there are collective actions, stemming first from literate populations that guide our interdependencies and collaborative ways. With the ever advancing technology field, every desk top will become a means to communicate and share, further building on our innate desire to work with others.
At first glance, some may interpret this new collaborative movement sparked by ever evolving technolgy options, as one in which people meet face to face, but that is not the case. Many will still collaborate in groups and meet face to face, but with the influx of wikis and social networking sites, people can collaborate and create from anywhere and at anytime. With the increased availability of hand held devices, collaboration has become borderless, timeless, and ageless.
How can technology facilitate collaboration among learners based on constructivist principles? Technology can help to facilitate collaboration, the foundation of the costructivist theory. Those inhibited by meeting and sharing ideas in a face to face setting can still be a contributor to a final project simply by adding insight via technology. The sites available including wikis and google docs. permit additons and modifications to documents from anywhere. These new technologies have taken us from the time of hunting and gathering as a means of collaboration to solving a crisis across borders.
References:
Rheingold, H. (Artist). (2008). Howard rheingold: way-new collaboration. [Web]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
The question posed, "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?" I do believe that human beings have a natural desire to seek out people with similar interests. Humans are social by nature and need to have interaction with others regardless of location, socio-economic status or cultural beliefs. Rheingold determined that there are collective actions, stemming first from literate populations that guide our interdependencies and collaborative ways. With the ever advancing technology field, every desk top will become a means to communicate and share, further building on our innate desire to work with others.
At first glance, some may interpret this new collaborative movement sparked by ever evolving technolgy options, as one in which people meet face to face, but that is not the case. Many will still collaborate in groups and meet face to face, but with the influx of wikis and social networking sites, people can collaborate and create from anywhere and at anytime. With the increased availability of hand held devices, collaboration has become borderless, timeless, and ageless.
How can technology facilitate collaboration among learners based on constructivist principles? Technology can help to facilitate collaboration, the foundation of the costructivist theory. Those inhibited by meeting and sharing ideas in a face to face setting can still be a contributor to a final project simply by adding insight via technology. The sites available including wikis and google docs. permit additons and modifications to documents from anywhere. These new technologies have taken us from the time of hunting and gathering as a means of collaboration to solving a crisis across borders.
References:
Rheingold, H. (Artist). (2008). Howard rheingold: way-new collaboration. [Web]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
Wednesday, March 31, 2010
Learning Theories
Do humans learn using just one approach?
There are a plethora of learning theories and various approaches depicting the best approach to learning. There seems to be much debate over which theory, behaviorism or cognitivism is the most accepted approach to learning. As stated in the blog, Kerr (2007) questions –isms and if they are even necessary or if we should be more pragmatic and cherry pick different useful ideas from various theories. I think that the task being taught would direct the approach taken, knowing fully that actions, which are followed by rewards, are often repeated. Further, to determine that behaviorism is “dead” would debunk the current trend in generate and test, a core concept of behaviorism. Educators are given a guide (core content standards) and a timeline for covering the concepts, the students are tested.
Within a classroom environment, the teacher may utilize any given number if –isms throughout the day, including behaviorism (rewards, point systems, grades) and cognitivism (recognition, inference). It would seem that the most well rounded approach would incorporate a variety of theories to best accommodate the various learning styles and personalities of the students. For as Stephens (2007) stated, the learner is a complex information processing system and we as educators must be able to access that system and keep it functioning at the top of the game.
I concur with Kerr (2007) in that each –ism is offering something useful without any of them being complete or stand alone in their own right. We need to take pieces from each school of thought and apply it effectively further creating a solid educational experience for our learners (Kapp, 2007).
References:
Kapp, K. (2007). Out and about: discussion on educational schools of thought. http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. (2007). _isms as filter, not blinker. Retrieved March 31, 2010, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
There are a plethora of learning theories and various approaches depicting the best approach to learning. There seems to be much debate over which theory, behaviorism or cognitivism is the most accepted approach to learning. As stated in the blog, Kerr (2007) questions –isms and if they are even necessary or if we should be more pragmatic and cherry pick different useful ideas from various theories. I think that the task being taught would direct the approach taken, knowing fully that actions, which are followed by rewards, are often repeated. Further, to determine that behaviorism is “dead” would debunk the current trend in generate and test, a core concept of behaviorism. Educators are given a guide (core content standards) and a timeline for covering the concepts, the students are tested.
Within a classroom environment, the teacher may utilize any given number if –isms throughout the day, including behaviorism (rewards, point systems, grades) and cognitivism (recognition, inference). It would seem that the most well rounded approach would incorporate a variety of theories to best accommodate the various learning styles and personalities of the students. For as Stephens (2007) stated, the learner is a complex information processing system and we as educators must be able to access that system and keep it functioning at the top of the game.
I concur with Kerr (2007) in that each –ism is offering something useful without any of them being complete or stand alone in their own right. We need to take pieces from each school of thought and apply it effectively further creating a solid educational experience for our learners (Kapp, 2007).
References:
Kapp, K. (2007). Out and about: discussion on educational schools of thought. http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Kerr, B. (2007). _isms as filter, not blinker. Retrieved March 31, 2010, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Thursday, March 25, 2010
Wednesday, March 17, 2010
EDUC 7105
Module 1
Metaphors of Educators
Siemens presents the changing role of the educator as the learning environment evolves into a digital wonderland, rich with technology but all too often leaving the students starving for knowledge. As participative tools grow in popularity, the autonomy of the learners and their control over access to information continues to increase (Siemens, 2008).
The metaphor that best describes the role an instructor should take in the classroom is that of educator as concierge. As presented by Bonk, the educator as a concierge directs the learners to resources of learning opportunities that they may not be aware of (Siemens, 2008). Students need to be guided through the process, especially in the elementary and middle school years as this is a new skill that can become overwhelming to many. An educator must be attune to the distinct needs of the students and provide guidance along the way. This guidance can be in the form of lectures, self exploration and collaboration. Because information is needed almost instantaneously at times, the role of the educator is to guide the students in exploring all the learning possibilities that are available because of the advancements in technology. Even though technology is advancing at break neck speed, the role of the educator will not be replaced, modified to incorporate the new, but not replaced.
References
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.
Module 1
Metaphors of Educators
Siemens presents the changing role of the educator as the learning environment evolves into a digital wonderland, rich with technology but all too often leaving the students starving for knowledge. As participative tools grow in popularity, the autonomy of the learners and their control over access to information continues to increase (Siemens, 2008).
The metaphor that best describes the role an instructor should take in the classroom is that of educator as concierge. As presented by Bonk, the educator as a concierge directs the learners to resources of learning opportunities that they may not be aware of (Siemens, 2008). Students need to be guided through the process, especially in the elementary and middle school years as this is a new skill that can become overwhelming to many. An educator must be attune to the distinct needs of the students and provide guidance along the way. This guidance can be in the form of lectures, self exploration and collaboration. Because information is needed almost instantaneously at times, the role of the educator is to guide the students in exploring all the learning possibilities that are available because of the advancements in technology. Even though technology is advancing at break neck speed, the role of the educator will not be replaced, modified to incorporate the new, but not replaced.
References
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.
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