Module 2 Blog: the trouble with _isms

Module 2 Blog: the trouble with _isms

Both Kerr (2007) and Kapp (2007) draw the conclusion that there is no single answer for learning theory and applications.  We have a choice to make in each classroom, that which serves the goal and purpose best, teaching a group of students the information we need them to know.  But is it information they need, process, or something else.  There is where the conundrum lies. 

What can we take from these ideas?  Connectivism (G. Siemens, 2012; G. Siemens, 2004)  is my learning style but will it work for my students?  How do I make a determination of the best course and what works for the most students?  Kapp (2007) suggests a progression: 

I suggest that lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) as does the expectation of outcomes that must be measured. I then suggest that procedural and rule-based learning requires an emphasis on Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism.

While that is insightful, the application is what is needed for my class.  Do I make an approach that combines aspects of all or some and make some clueless and some very happy.  That does not approach the whole.

Our job, then, as teachers is to determine the pathway that makes most sense and has the greatest gains and be prepared to look at other approaches for some students so that we leave none behind. 

This may make sense, but application is another thing.  Our challenge, mandate, is to do that for every child.  Amazing how political determinations are made to set our standards but the politicians don’t have to make everyone happy with every bill.  Our job gets tougher with each passing day and one of the _isms may help us make some sense of it without it being a single answer (Kapp, 2007; Kerr, 2007).

References

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought. Kapp Notes. blog. Retrieved from http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, W. (2007, January 1). _isms as filter, not blinker. Bill Kerr. blog. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2004, December 12). Connectivism: A Learning Theory for the Digital Age. elearnspace everything learning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Siemens, G. (2012, May 21). Downes on Connectivism and Connective Knowledge. Connectivism. Retrieved from http://www.connectivism.ca/

EDUC 8845 Module 1 Blog

Module 1 Blog Topics (select one):

1. What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
   
   
2. What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.
   
   
3. 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? 

 
 As a response to the prompt, I will discuss option three – metaphors of educators. The changing roles of educators are intensifying with the addition of more and more technology.  When I started teaching at the college, I had a video cassette player that was attached to a television on a cart, sometimes.  I began bringing my own digital video device when I began to upgrade some of my resources and the college had yet to upgrade.  Now I can click on a file in a cloud drive and play my clip, etc.  The teaching and use of examples is still part of the need being satisfied for learners, the tools have changed.
 

How has this changed the role of the educator?  Siemens (Siemens, 2008) talks of the following models for teachers: educator as master artist, educator as network administrator, educator as concierge, and educator as curator. 

The master artist role seems to describe the educator of the recent past (present).  One who oversees the work and remains in proximity.  Depending on the teaching style, intrusive or passive guidance may follow.  The educator gives some description and lets the creativity flow from the students.  As we become more geographically separated, this becomes more of a challenge.  Issues arise with synchronous versus asynchronous interaction and the oversight takes a different role.

Getting closer is the educator as a network manager.  We can provide the links and rubrics for a connected student, but interaction is suffering from some of the same issues noted above as to when student and instructor, and other student to student interactions, can communicate.  The network administrator helps build a connection between ideas, but may fall short on building relationships that foster more inquiry.  This begins the process of connectivism wherein we find ways to network the students and sources.  Take a look at nice video that does a great job in explaining the concept. 

The Networked Student (Drexler, 2008)

The concierge is the next level.  More guidance and the technology is developing allowing more guided tours of information sources.  I recall some years ago jumping in on a web tour where we virtually followed the guide to a variety of sights.  Virtual reality is developing ways for us to carry that further in formats such as Second Life.  We are getting to the future describe twenty years ago, but may zoom past it before we realize we are upon it.  Siemens creates this concept as a way to show more guidance and involvement.  The concierge is a resource as well as a guide.  This is needed when concepts like connectivism are being attempted (Siemens, Learning Communities, 2010).  Bringing students together through the web to research and create together.  This does seem to be where we are headed as the world of education is rapidly changing along with the balance of the modern world, if only a bit behind…

References

Drexler, W. (Writer), & Drexler, W. (Director). (2008). The Networked Student [Motion Picture]. Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA&feature=player_embedded#t=305s

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Siemens, G. (Performer). (2010, July 15). Learning Communities. Manitoba, Canada. Retrieved from https://class.waldenu.edu/