EDUC-6115-1 Learning Theories and Instruction
Knowing why it is important to learn about Learning Theories was as striking as knowing what they are (I am answering questions one and three in these paragraphs). I took my credential classes many years ago when Behaviorism and Cognitivism, as learning theories, were presented along with “Bloom’s Taxonomy” and “Maslow’s Hierarchy- of -Needs”, as essential elements of classroom management.
What grabbed my attention was understanding the correlation between classroom management and motivating adults to learn in an on-line environment, everything about what we’ve done this semester made sense. Whether or not people are intrinsic learners (where they motivate themselves to learn) or extrinsic learners (where people need be motivated by outside forces – from positive feedback to the promise of an extra recess), a well-designed class should stimulate all to want to learn, regardless of the motivation.
Knowing that people learn by rote memory and repetition, for some things, is necessary for some material (Behaviorism). However, knowing that it is actually easier for people to learn if it is related to something they already know is important and then actually providing the “pre-teaching the background knowledge,” where none existed, is most relevant to me, in my current teaching environment (Cognitivism)! In the future, for adults, and older children, “unpacking” the possibilities existing in technology, community, and the web will be invaluable.
We’re learning to design material that needs to be interesting and accessible, no matter what the topic. We need to take into account how technology and the internet can facilitate the learning process, the fact that students learn from each other (networking), and the fact that adult-learners need to see that their class or course is relevant to them, and design for these facts as well. This is why I was interested in the Connective and Constructive learning theories.
I feel more confident using technology to extract material from myriad of sources and present it in a myriad of graphic ways (mind-mapping). The biggest change I underwent, however, was seeing that young people regularly transcend barriers of geography and culture and create new communities. If I am satisfied with anything, and hopeful for my future as a designer, it’s with the fact that it will be recriprocal – as I understand more about my I will expand my world view, as well.
In the middle of the semester we were asked to evaluate ourselves as learners and I applied certain theories to my learning style. Now, I would like to add that I am a Connectivist learner, in that I am using the web and technology, such as PowerPoint and Mind- Mapping and am a Constructivist, because I have participated in blogs, discussions, and have been active in my own learning, using media.
As an Instructional Designer I will use what I’ve learned in this course to immediately build into my courses strategies to help students learn, and then review and/or relearn, if necessary, in ways that accommodate their learning styles. I will utilize current and future technology and the students’ own learning communities, a well more arcane methodology.
Sunday, December 27, 2009
Monday, December 21, 2009
Walden Discussion 2 Week 7
I have to admit that there is a certain amount of the Behavioristic learning theory in my learning style. I think this is because I was taught to apply rote memory and repetitive practice to any learning process and I naturally drift back to this learning pattern. I am also aware that this is only short term memory work and I have to consciously apply the Cognitive pattern of creating a schema, and activating prior knowledge, to “hook” something onto; but it is not natural.
I thought that I was a visual learner and, as someone who was labeled “gifted” in the very early stages of that movement, I was really amazed to learn about Multiple Intelligences. Now, of course, I knew about them, but not how they applied to me. I am not a kinesthetic learner – if you would relate it to sports activities, but I do learn through music and art, so on a sliding scale of “kinesthesia” I suppose I do fit into that category. Learning from music would also categorize me as an auditory learner. If, however, rated myself spatially, I would fail. What this means to me is that this class has given me more insight into myself, as learner, and I don’t know everything and don’t learn in every way. Rather humbling.
Technology is certainly playing a larger role. Everything is better… I enjoyed the Learning Matrix that I hope to use again. It’s a great learning device. (I added citations and quotations because I am still learning and wanted to use it as a source document, not one that I applied my paraphrasing to. I might redo it at a later date, after I feel that I am more of an expert! But, the fact that I can do that, and reuse the idea as often as I please, is terrific for a Behavioristic learner.) I loved the mind-mapping. My original mind-map, the one that didn’t answer the original question, was fun because I enjoyed the FreeMind software and added all sorts of icons to my organizational chart. I can see how I can apply it in the classroom for any aged learner.
I like the hardware (I now own a laptop), I love the new applications of PowerPoint, which I use on a regular basis in the classroom, but most of all I love what I am learning of Connectivism and how it relates to young people of today.
Yesterday, I read the “Nature Conservancy” magazine, and one called “Turning Wheel.” Some young people truly have a sense of connection to each other that goes beyond national and cultural boundaries. Technology is the vehicle that connects them to each other and allows them to share ideas and create communities. Young people are also using technology to preserve the past if you use “Project Guttenberg” as an example. (Over 100,000 books have been transcribed onto the Internet, with many more to come, as they pass out of copyright… the answer to Ray Bradbury’s “Farenheit 451!”).
My “consciousness” is certainly being expanded through the blogsites and all of the websites our Walden students are sharing, as well. I had considered myself an educated person but that related to the past learning. I am so grateful to be a small part of future learning. I look forward to what will come next as I continue through Walden’s IDT process!
I thought that I was a visual learner and, as someone who was labeled “gifted” in the very early stages of that movement, I was really amazed to learn about Multiple Intelligences. Now, of course, I knew about them, but not how they applied to me. I am not a kinesthetic learner – if you would relate it to sports activities, but I do learn through music and art, so on a sliding scale of “kinesthesia” I suppose I do fit into that category. Learning from music would also categorize me as an auditory learner. If, however, rated myself spatially, I would fail. What this means to me is that this class has given me more insight into myself, as learner, and I don’t know everything and don’t learn in every way. Rather humbling.
Technology is certainly playing a larger role. Everything is better… I enjoyed the Learning Matrix that I hope to use again. It’s a great learning device. (I added citations and quotations because I am still learning and wanted to use it as a source document, not one that I applied my paraphrasing to. I might redo it at a later date, after I feel that I am more of an expert! But, the fact that I can do that, and reuse the idea as often as I please, is terrific for a Behavioristic learner.) I loved the mind-mapping. My original mind-map, the one that didn’t answer the original question, was fun because I enjoyed the FreeMind software and added all sorts of icons to my organizational chart. I can see how I can apply it in the classroom for any aged learner.
I like the hardware (I now own a laptop), I love the new applications of PowerPoint, which I use on a regular basis in the classroom, but most of all I love what I am learning of Connectivism and how it relates to young people of today.
Yesterday, I read the “Nature Conservancy” magazine, and one called “Turning Wheel.” Some young people truly have a sense of connection to each other that goes beyond national and cultural boundaries. Technology is the vehicle that connects them to each other and allows them to share ideas and create communities. Young people are also using technology to preserve the past if you use “Project Guttenberg” as an example. (Over 100,000 books have been transcribed onto the Internet, with many more to come, as they pass out of copyright… the answer to Ray Bradbury’s “Farenheit 451!”).
My “consciousness” is certainly being expanded through the blogsites and all of the websites our Walden students are sharing, as well. I had considered myself an educated person but that related to the past learning. I am so grateful to be a small part of future learning. I look forward to what will come next as I continue through Walden’s IDT process!
Sunday, December 6, 2009
Some thoughts about networks and connectivisim
I had no real “network” until I began the Walden program, except for book clubs, because I didn’t have any reason to increase real learning. Looking up more information about Dan Brown or Greg Mortensen satisfied curiosity but didn’t increase knowledge. Learning to navigate through new software is interesting, but looking into someone else’s thoughts helps me to grow in ways that I never could in a regular classroom. Walden has turned me into a thinker, again. Every time I read a discussion posting or a blog site, or follow a “rabbit trail” when someone share’s their interests, I learn something that I never would have considered before, and it is amazing! Trying to become a better communicator – ordering my thoughts so my discussion and blog input is clearer – is a side benefit to being a member of this network.
I am using Power Point more in my job. Together my students and I are creating “word family” and vocabulary lists. When I add icons to their vocabulary words they have more access to the information and have more interest if they have input. Together we are creating background knowledge by “frontloading” information. They may not know what “glimmer” means but when they see a picture they have a better idea.
Power Point lets us revise and revisit the information (Thanks to the constructivists theory I have been using more culturally-connected icons; thanks to the “behaviorists” we practice frequently; and thanks to the “cognitiveists” my students help create these illustrated lists!).
I think that mind-mapping, using graphic organizers, will be wonderful to teach them to organize their thoughts. I am going to create a class blogsite, and even though it will be just for us the fact that some things that they’ve said will be published and archived will lend importance to their learning.
I have used search engines and Yahoo! to gain new knowledge. Several times, recently, I have gone to the Walden Library and browsed, and I know that will do this more and more often. I have also gone to “ask the expert” blogsites and read questions and responses more often since I have joined the Walden community.
As a learner being connected with other learners and other ways of gathering information is now a part of my academic life. When I actually had to identify the learning networks in my life, through the mind-mapping tool (an adaptation of the “visuals” emphasis of “Connectivism”), I understood how the past 13 weeks has changed my perception of being a both an adult learner and an eventual instructor for adults, how I fit together in “connection” with my fellow students, and how I can connect with others using Web 2.0 as a “collaborative mapping tool” (through which I found good websites pertaining to the classroom teacher). Hopefully, I can use Web 3.0, if I can understand it better, as another tool to increase my “Connectedness” to others on the web. So, yes, I support the central tenents of “Connectivisim,” even though Web 2.0 started out as a type of marketing tool.
I am using Power Point more in my job. Together my students and I are creating “word family” and vocabulary lists. When I add icons to their vocabulary words they have more access to the information and have more interest if they have input. Together we are creating background knowledge by “frontloading” information. They may not know what “glimmer” means but when they see a picture they have a better idea.
Power Point lets us revise and revisit the information (Thanks to the constructivists theory I have been using more culturally-connected icons; thanks to the “behaviorists” we practice frequently; and thanks to the “cognitiveists” my students help create these illustrated lists!).
I think that mind-mapping, using graphic organizers, will be wonderful to teach them to organize their thoughts. I am going to create a class blogsite, and even though it will be just for us the fact that some things that they’ve said will be published and archived will lend importance to their learning.
I have used search engines and Yahoo! to gain new knowledge. Several times, recently, I have gone to the Walden Library and browsed, and I know that will do this more and more often. I have also gone to “ask the expert” blogsites and read questions and responses more often since I have joined the Walden community.
As a learner being connected with other learners and other ways of gathering information is now a part of my academic life. When I actually had to identify the learning networks in my life, through the mind-mapping tool (an adaptation of the “visuals” emphasis of “Connectivism”), I understood how the past 13 weeks has changed my perception of being a both an adult learner and an eventual instructor for adults, how I fit together in “connection” with my fellow students, and how I can connect with others using Web 2.0 as a “collaborative mapping tool” (through which I found good websites pertaining to the classroom teacher). Hopefully, I can use Web 3.0, if I can understand it better, as another tool to increase my “Connectedness” to others on the web. So, yes, I support the central tenents of “Connectivisim,” even though Web 2.0 started out as a type of marketing tool.
Mind Map entitled Connectivism Mapping Learning Connections
Please read the corrected Mind Map found at http://www.mywebspiration.com/view/278645a3572a.
Thursday, December 3, 2009
View My Organization Chart
My SPESD Organization Chart can be viewed at:
http://www.mywebspiration.com/view/276025a1b33e.
Please enjoy it.
http://www.mywebspiration.com/view/276025a1b33e.
Please enjoy it.
Sunday, November 22, 2009
My Fellow Students
I spent some time this evening reading a few of the blogs that my fellow students have created.
We were asked to introduce websites for Instructional Design that we've found. My fellow students have really found interesting and stimulating sites. If anyone has the opportunity to go to said sites, listed to the left of this blog, please do so.
Learning theory sites, sites addressing adult-learning, and even sites that teach using 3-D worlds and avatars to stimulate student-interest are just some of the things that are being investigated by my classmates.
Bravo!
We were asked to introduce websites for Instructional Design that we've found. My fellow students have really found interesting and stimulating sites. If anyone has the opportunity to go to said sites, listed to the left of this blog, please do so.
Learning theory sites, sites addressing adult-learning, and even sites that teach using 3-D worlds and avatars to stimulate student-interest are just some of the things that are being investigated by my classmates.
Bravo!
Sunday, November 15, 2009
Exploring Walden Library and search engine links in brain and learning
I researched the Walden Library link for neuroscience and was sent to a website for the Society for Neuroscience at www.sfn.org .
They have a list of resources and publications, including a Neuroscientist and Teacher Partnership Program. I found contact information for a Neuroscientist in this program from the University of California, Santa Barbara; one from the BioVIS/Technology Center at the AMES Research Center, NASA at Moffat Field, California; and one from the Yeshiva University of Los Angeles… all of whom are close to where I live. The list is very long. Continuing my search in this site I found a resource for K-12 educators called Society for Neuroscience – Nerve that offers a pull-down menu.
I continued the link at www.sfn.org to the Neuroscience Education Resources – NERVE “Virtual Encycloportal” and a pull-down menu to a link http://nsdl.org which lists itself as a site for National Science Digital Library Learning Resources and mentions that it is link for lesson plans and activities for all science disciplines, and from there one can reach subcategories like Problem-Based Learning or Learning Theory.
From there I followed a link to K-2 education and how the brain learns comparing computer games to lectures. A commercial game creator had two teams of experts evaluate their computer games, especially regarding how children learn, comparing computer games to lecture.
I used the Walden Library, found a link to Neuroscience and from there to the Society for Neuroscience www.sfn.org and from there to research for Educators, and then, specifically for K-2 educators.
On the other end of the spectrum I followed another link to the final outcome, by researching “learning” to a book written by Barbara J. Duch , Susan E. Groh , and Deborah E. Allen called
"POWER PROBLEM BASED LEARNING (pb) A Practical "How To" for Teaching Undergraduate Courses in Any Discipline."
Following a trail from Google Search in Learning Theories I found the National Science Digital Library following a pathway from the National Science Digital Library I found, listed in their Neuroscience Education Resources “Virtual Encycloportal” and a pull-down menu to a link http://nsdl.org which lists itself as a site for National Science Digital Library Learning Resources and mentions that it is link for lesson plans and activities for all science disciplines, and from there one can reach subcategories like Problem-Based Learning or Learning Theory and found an article published in the Phi Delta Kappan, a publication for educators by a Mr. Jensen regarding the connections between “brain function” and educational practice.
References:
Eric P. Jensen, A Fresh Look at Brain-Based Education, Phi Delta Kappan, 2009, www.pdkintl.org/kappan
The Effectiveness of An Educational CD-ROM Game
Evaluation of Journey Into the Brain© Claremont Graduate University Research Institute
Anita Blanchard, Dale Berger, Ph.D., Tom Horan, Ph.D, www.morphonix.com.software/education/brain/brain/game_education_research.html
Computer Versus Lecture Presentations for Children's Comprehension of Educational Material Sandra L. Calvert, Ph.D., Department of Psychology, Georgetown University, www.morphonix.com.software/education/brain/brain/game_education_research.html
POWER PROBLEM BASED LEARNING (pb)
A Practical "How To" for Teaching Undergraduate Courses in Any Discipline,
Barbara J. Duch , Susan E. Groh , and Deborah E. Allen ,University of Delaware Publications
They have a list of resources and publications, including a Neuroscientist and Teacher Partnership Program. I found contact information for a Neuroscientist in this program from the University of California, Santa Barbara; one from the BioVIS/Technology Center at the AMES Research Center, NASA at Moffat Field, California; and one from the Yeshiva University of Los Angeles… all of whom are close to where I live. The list is very long. Continuing my search in this site I found a resource for K-12 educators called Society for Neuroscience – Nerve that offers a pull-down menu.
I continued the link at www.sfn.org to the Neuroscience Education Resources – NERVE “Virtual Encycloportal” and a pull-down menu to a link http://nsdl.org which lists itself as a site for National Science Digital Library Learning Resources and mentions that it is link for lesson plans and activities for all science disciplines, and from there one can reach subcategories like Problem-Based Learning or Learning Theory.
From there I followed a link to K-2 education and how the brain learns comparing computer games to lectures. A commercial game creator had two teams of experts evaluate their computer games, especially regarding how children learn, comparing computer games to lecture.
I used the Walden Library, found a link to Neuroscience and from there to the Society for Neuroscience www.sfn.org and from there to research for Educators, and then, specifically for K-2 educators.
On the other end of the spectrum I followed another link to the final outcome, by researching “learning” to a book written by Barbara J. Duch , Susan E. Groh , and Deborah E. Allen called
"POWER PROBLEM BASED LEARNING (pb) A Practical "How To" for Teaching Undergraduate Courses in Any Discipline."
Following a trail from Google Search in Learning Theories I found the National Science Digital Library following a pathway from the National Science Digital Library I found, listed in their Neuroscience Education Resources “Virtual Encycloportal” and a pull-down menu to a link http://nsdl.org which lists itself as a site for National Science Digital Library Learning Resources and mentions that it is link for lesson plans and activities for all science disciplines, and from there one can reach subcategories like Problem-Based Learning or Learning Theory and found an article published in the Phi Delta Kappan, a publication for educators by a Mr. Jensen regarding the connections between “brain function” and educational practice.
References:
Eric P. Jensen, A Fresh Look at Brain-Based Education, Phi Delta Kappan, 2009, www.pdkintl.org/kappan
The Effectiveness of An Educational CD-ROM Game
Evaluation of Journey Into the Brain© Claremont Graduate University Research Institute
Anita Blanchard, Dale Berger, Ph.D., Tom Horan, Ph.D, www.morphonix.com.software/education/brain/brain/game_education_research.html
Computer Versus Lecture Presentations for Children's Comprehension of Educational Material Sandra L. Calvert, Ph.D., Department of Psychology, Georgetown University, www.morphonix.com.software/education/brain/brain/game_education_research.html
POWER PROBLEM BASED LEARNING (pb)
A Practical "How To" for Teaching Undergraduate Courses in Any Discipline,
Barbara J. Duch , Susan E. Groh , and Deborah E. Allen ,University of Delaware Publications
Week 2
I have added very interesting Instructional Design and Technology RSS feeds from other students in my class to finish Week 2. I am delighted to be in contact with so many bright people!
Sunday, November 8, 2009
Why I am a Educational Technology Teacher
As a part of my first assignment I have found this blog to be interesting, especially in the way the site was created.
Why I am a Educational Technology Teacher
http://ihancock.edublogs.org/
Another link I bookmarked was a Dr. Mike, who
http://drmikessteakdinner.com/
"Here’s My First Five Tips For Writing Better Blog Posts — What Are Yours?"
from Sue Waters, who apparently helps bloggers, everywhere.
I went through the http://edublogs.org/ and was heartened at how easy it was to open a blog but not too excited about colon detoxification or some of the other ads. I wondered if I wanted to have the students of my parents sign onto it, but MSN.com has ads for tooth whitening that aren’t so wonderful, either.
http://jjortiz.edublogs.org says his purpose is to share lesson plans, and resources, as well as other things. I find that I am interested in those things, so I followed that link. I followed it, then realized that I had seen it before, I think, at Walden when we were asked to vote for a good presentation. I followed it, and realized that he was mainly interested in photography. If I can still contact him I will, because I have difficulty adding photographs to presentations. In my classroom, and in Instructional Design, knowing how to do link photographs would certainly make things more interesting.
I next visited this blog http://ihancock.edublogs.org/ 2007/10/17/why-i-am-a-educational-technology-teacher. This time I bookmarked it and added it to my blog page as a link because I found it interesting that he designed so detailed a blog site. He even had a game. If I were to put links to games on a blog or website parents could interest the children in homework and they could participate with my students and learn with them! I particularly like MathBrain.com and Starfall.com.
Following the forums for Instructional Design and Technology I found, and bookmarked.
http://drmikessteakdinner.com Dr. Mike’s site is very interesting and intimidating, because he seems to be an expert in so many things. I found him because the blog topic was following was “What’s a URL/label?” from another neophyte. I found that Dr. Mike is a volunteer who helps people navigate through technology. His is a very useful site to keep!
Most useful was that of a Ms. Sue Waters, from Australia, who seems to help people understand blogging and blog sites as well. http://aquaculturepda.edublogs.org. I plan to spend quite a bit of time learning from her sites.
I am very grateful to have found three site: Dr. Waters, Dr. Mike’s , and the edublogs.org site, as well.
The most encouraging blog I visited, however, was that created by Walden student, Crystal Hill. Crystal works at Fort Gordon, Georgia, a place I visited many years ago when I was a new lieutenant in the Signal Corps. It is interesting how connections work.
Her blogging site is:
http://aquaculturepda.edublogs.org/
Why I am a Educational Technology Teacher
http://ihancock.edublogs.org/
Another link I bookmarked was a Dr. Mike, who
http://drmikessteakdinner.com/
"Here’s My First Five Tips For Writing Better Blog Posts — What Are Yours?"
from Sue Waters, who apparently helps bloggers, everywhere.
I went through the http://edublogs.org/ and was heartened at how easy it was to open a blog but not too excited about colon detoxification or some of the other ads. I wondered if I wanted to have the students of my parents sign onto it, but MSN.com has ads for tooth whitening that aren’t so wonderful, either.
http://jjortiz.edublogs.org says his purpose is to share lesson plans, and resources, as well as other things. I find that I am interested in those things, so I followed that link. I followed it, then realized that I had seen it before, I think, at Walden when we were asked to vote for a good presentation. I followed it, and realized that he was mainly interested in photography. If I can still contact him I will, because I have difficulty adding photographs to presentations. In my classroom, and in Instructional Design, knowing how to do link photographs would certainly make things more interesting.
I next visited this blog http://ihancock.edublogs.org/ 2007/10/17/why-i-am-a-educational-technology-teacher. This time I bookmarked it and added it to my blog page as a link because I found it interesting that he designed so detailed a blog site. He even had a game. If I were to put links to games on a blog or website parents could interest the children in homework and they could participate with my students and learn with them! I particularly like MathBrain.com and Starfall.com.
Following the forums for Instructional Design and Technology I found, and bookmarked.
http://drmikessteakdinner.com Dr. Mike’s site is very interesting and intimidating, because he seems to be an expert in so many things. I found him because the blog topic was following was “What’s a URL/label?” from another neophyte. I found that Dr. Mike is a volunteer who helps people navigate through technology. His is a very useful site to keep!
Most useful was that of a Ms. Sue Waters, from Australia, who seems to help people understand blogging and blog sites as well. http://aquaculturepda.edublogs.org. I plan to spend quite a bit of time learning from her sites.
I am very grateful to have found three site: Dr. Waters, Dr. Mike’s , and the edublogs.org site, as well.
The most encouraging blog I visited, however, was that created by Walden student, Crystal Hill. Crystal works at Fort Gordon, Georgia, a place I visited many years ago when I was a new lieutenant in the Signal Corps. It is interesting how connections work.
Her blogging site is:
http://aquaculturepda.edublogs.org/
Designing For the Future
I am a student in an Instructional Design and Technology class.
I am amazed about how many elements go into IDT. Last semester we studied organizational change and how leaders to manage changes.
I am looking forward to learning about how people learn.
I am also looking forward to reading the discussions and blogs from my fellow students.
I am amazed about how many elements go into IDT. Last semester we studied organizational change and how leaders to manage changes.
I am looking forward to learning about how people learn.
I am also looking forward to reading the discussions and blogs from my fellow students.
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