Mod 6 Blog
Having had both
online and in person classes, and have taught blended classes, there is an
impact on the process of learning, but the learning still has to be done by me
and my brain limitations. The advantage, however, comes in the opportunity
for presentation options and being more able to reach students where they
are. It would be inaccurate to compare
my face to face classes with online as the teaching method is completely
different. The weekly writing assignment
in PhD classes does not match up with how my undergrad or prior grad school
conducted themselves.
Is that due to the
level of instruction or the change in methodology? In great measure I would guess both, but
mostly due to the level I would suggest.
The approach here is getting to use the information that can be
developed into knowledge (Siemens, 2006) and by working with it in papers in a constructivist
manner, undergrad and last graduate degree would have been more along cognitive
lines (Siemens, 2009). I am looking
forward to playing with the connectivism model in my next teaching
engagement.
Technology has changed the delivery, brief lecture are shown on video,
more writing and response in asynchronous environments and the potential to
access far more information if connectivity is available. The speed of new developments in technology
is making education play catch up for the current students but may not be able to
prepare our students for what is yet to be invented for the workplace. What we must learn to do is to teach
critical thinking skills to evaluate the information overload (Siemens, 2006) and develop ways that get the
curriculum goals met through alternate means(Simonson, n.d.).
References
Siemens, G.
(2006). Knowing Knowledge.
Lulu.com. Retrieved from
http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/1430302305
Simonson, M. (n.d.). Equivalency
Theory. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5260644&Survey=1&47=6207849&ClientNodeID=984645&coursenav=1&bhcp=1
Jeff,
ReplyDeleteI would like to allude to “use the information that can be developed into knowledge (Siemens, 2006)”. At the Ph.D. level, learners, ought to develop a personal theory of learning and instruction. Driscoll (2005) hoped that individuals’ theory would serve as an improved guide to personal, instructional practices (p. 413). The approach was to assist researchers and practitioners in developing instructional theories to help design instruction (Driscoll, 2005, p. 139). Imagine the connective learning theory and the emerging technologies already are shaping the way people learn, and are fostering online learning. The time has come, where tertiary institutions are phasing out face-to-face learning environments. In Arizona, University of Phoenix is closing some departments because a lot of students are requesting for online learning.
Reference
Driscoll, M. (2005). Psychology of Learning for Instruction. New York, NY: Allen & Bacon.
Hi Jeff,
ReplyDeleteI notice your mention of the limitation of you brain, "having had both online and in person classes, and have taught blended classes, there is an impact on the process of learning, but the learning still has to be done by me and my brain limitations." What do you think of Siemen's idea that learning exists outside of the individual, that you personally do not have to know the answers; what you need to do is know where to find it?
Dorothea
Jeff,
ReplyDeleteI too appreciate that you remind us to remember the limitations of our own capbilities. I believe older learing theories help to overcome these limitations and the digital world expands our resources that may not otherwise be available in the traditional classroom. Connectivism works on the premise that people learn through contact. The internet provides more opportunities to make such contacts.