EDUC 8845 Mod 4

 

The Map:

 

 

The Discussion:

Building networks and becoming more tech savvy has changed my role from a traditional student to an online student.  With the evolution of the web, I now have access to much more information (Wiley, 2006) that I would have had at any single library I was associated with in my educational pursuits.  Further, some weaknesses are shored up by the software applications like MS Word and Zotero in making the ideas in my mind more acceptable in form to others in the scholarly community (Palloff & Pratt, 2005).  Having access to this resource makes it more difficult for one to know all, but allows many more to get what they need as they need it (Drexler, 2008; Moller, 2008; Siemens, 2008).

The digital tools that best fit me are those that simplify the educational process.  As a visual learner, I like to be able to see things and creating videos and power point presentations is a special treat that was not part of the mix in my secondary and undergraduate years.  I have also become more adept at cooperative learning, having this style (Resta & Laferrière, 2007) more available through technology and the reduced cost of technology (example in this course of simply calling and texting to coordinate collaborative work, the lack of long distance charges makes that possible).

Searching out the answers I seek can be fun or overwhelming.  When I have a question I can access resources through searches in the Walden library for articles, look on the web for answers or even click on the question mark in MS Word that spawns a search window with access to stored resources on my laptop or online if connected to the internet (Moller, 2008). When working with other students on the same project, collaboratively or not, discussing the options through chats and emails oft times helps me locate a source that I can use like the example below by Drexler (2008).

References

Drexler, W. (Writer), & Drexler, W. (Director). (2008). The Networked Student [Motion Picture].

Moller, L. (2008). Static and dynamic technological tools. Unpublished Paper.

Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Resta, P., & Laferrière, T. (2007). Technology in Support of Collaborative Learning. Educational Psychology Review, 19(1), 65–83. doi:10.1007/s10648-007-9042-7

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

Wiley, D. (2006). Open source , openess, and higher education. Innovate: Journal of Online Education, 3(1).

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/