Learning in a Digital World

I posted to Jennifer Robinson   http://jenniferbethrobinson.blogspot.com 

I posted to Amanda Darling    http://darlingtonsblog.blogspot.com


What impact do you believe technology has on the way you learn?

My educational experience both online and in face-to-face learning environment has affirmed my beliefs that technology incorporated into the curriculum presents a decided different learning experience not only for me but learners of ages.  The on-line experiences has enabled me to examine and align my personal assumptions about learning and instructions using technology, evaluate that knowledge in view of prior learning and examine new personal theories of learning through the use of integrated technology.  Social tools (course management system, social learned networks, instant messaging, wiki sites, podcasts, etc.) have emerged that permit rapid exchange of knowledge and high levels of dialogue (Siemens, 2006, p. 15).  The learning process no matter how obtained is neural (internal).   However, the on-line classroom experience enabled me to create networks of nodes (external) where I can connect and form information knowledge sources to help me stay current and continually acquire, experience, create, and connect new knowledge (p. 29).  This experience using different technologies has exponentially strengthened my resolve to continue to use educational technology for learners of all ages.   One of the many highlights of this experience were being able to collaborate globally (The Caribbean, Abu Dubai, Africa, Egypt, & Israel) with classmates using social learned networks and course management system learning software.

In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment?

In a face-to-face learning environment, the challenges of having access to the internet for instant research capability, was not readily available.  Also most classes consisted of lectures with exams at the end to see how much one had retained.  In the online environment, I have the flexibility to engage personally in each assignment.  Most of my learning takes place via research of scholarly material and collaboration with my cohorts in discussion post, on how best to apply the theories and information just learned.  In the face-to-face environment, we seldom had the opportunity to collaborate or discuss material being taught, but was required to learn mostly by repetition of lectured material and required reading.  In the on-line environment, each assignment builds upon a connecting construct (cognitive information processing, situated cognition, schema and mental modes) which allows me to see how the theories relates to other learning modalities (Driscoll, 2005).  I can  then discuss the pros and cons of these theories via Google Docs, wikis, Skype and social networking sites. We had the opportunity to create and maintain wiki space learning environment, portfolio, and blogs to further our understanding of how best to use the knowledge acquired.  I received my Masters (GPA 4.0) and will soon have completed the requirements for my PhD in an on-line learning environment. I recommend it highly to disciplined learners.   

keywords:  on-line learning, technology, social learned networks

References: 

Driscoll, M. P. (2005).  Psychology of learning for instruction, (3rd Ed.).  Boston, MA: Pearson

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.lulu.com/

New Technologies

I responded to Vaughn Bradley  http://vaughnswalden.blogspot.com/

Some people have positive attitudes toward experimenting with new technologies in the workplace, and some people have low self-efficacy in experimenting with new technologies. Keller’s ARCS model suggest that knowing and identifying the elements of human motivation will help you introduce new technology into one’s workplace with maximum buy-in or participation. 

I recall being part of a management team on a job related assignment documenting the system process for provisioning and maintenance of business customers’ internet protocol connectivity in one of our field operation centers.  Little information was shared with the field team technicians as to why headquarters selected their work center.  Upon our arrival at the job site, we briefed the work center technicians on the task that we would be performing, primarily that several team members would be assigned to shadow and record the different processes entailed.  On our second day, we were met with a union-led work stoppage order.

Management's efforts to upgrade new technology in the work center were met with resistance and disappointing results.   Management and the Union had to negotiate through a situation that perhaps had management included some of Keller’s ARCS motivational process could have been avoided.

Keller’s ARCS motivational design process suggested that knowing and identifying the elements of human motivation, and then identifying characteristics of processes that could have stimulated a different outcome would have been more effective.  It appeared that had our team taken the initiative to inform the workers of the upcoming changes; identify how the upgrade in system technology would enhance their job performance, and what the process to upgrade the system would entail would have had a different outcome.   

Mind Maps Blog - Connectivism

I posted to Jennifer Robinson:  http://www.jenniferbethrobinson.blogspot.com 

Andres Anzaldua: http://learningtheoryaanzaldua.blogspot.com

How has your network changed the way you learn?

Due to the rapid emergent of social tools (blogs, podcasts, video logs, wiki, and webcconferencing) that permit rapid exchange of knowledge in shared spaces, my network has totally revamp how I learn.   Network learning provides three levels that can be tapped into: neural (artificial intelligence) allow real time interaction and content delivery.  The second level (schema theory or schematic structures) permits ideals to be conceptually connected, and the third level, social knowledge--allows connections to data, information sources and other people.

This networked learning allows me to create networks where I can connect to, form information and knowledge sources in collaborative efforts.  

Which digital tools best facilitate learning for you?

Social software (wiki, blogs, ecollege, weblogs, computers, skype, webconferencing) are tools that allow me to connect with others to share ideas and to collaborate.   Network learning is comprised of a network which feeds into organizations and institutions, which in turns feed back into the network, and then continue to provide learning to individual.  This cycle of knowledge development allows learners to use digital tools to remain current in their field through the connection they have formed (Siemens, 2004).

How do you learn new knowledge when you have questions?

I use my social knowledge and learning network to connect to informational resources, learning communities, instructors, and other people that forms my network to gain better understanding.  Sometimes, I join chat groups via Skype, and other times, Google Docs for clarity on class projects.

Reference

Siemens, G. (2006). Knowing Knowledge. Copyright 2006 by George Siemens. Used by permission.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Collaboration as an Effective Learning Tool

I posted to Toni Duke http://MomTech-eBlogger.blogspot.com
and Rachel Bell   http://rachelbell33.blogspot.com

 

I do believe that humans have the basic instinct to collaborate as indicated by Rheingold in his discussion of the evolution of Wikipedia and the building of the pyramids. Differences in groups’ cultural makeup can improve the level of knowledge and understanding in the collaborative efforts. The availability of collaborative technology (Google Docs, Elluminate, Skype, Web conferencing, etc.) allows for group discussions regardless of members locations. There can be some dissension among collaborative group from time to time as pointed out by Rheingold.  But unless someone is looking to gain all the credit, by discounting other members’ contribution, then the group can, and will work cohesively together.

 My experiences with collaboration has been primarily in corporate and it is oftentimes a key driver in companies performance and return on investment. During my career with a cutting edge technology driven company, as a Product Manager, I conducted weekly collaborative team meetings to assess newly deployed product dynamics, product performances, market strategies, customer satisfaction and sales growth.  During discussion, we expressed varying opinions; however, we found common area of agreements that helped move our collaboration forward.

·         How can technology facilitate collaboration among learners based on constructivist principles?

 Several team members resided in 5 difference geographical locations which made teleconferencing an effective communication technology for the group. Through the use of other collaborative technologies (hypermedia data base, system, process, and product data bases) the collaboration efforts facilitated, augmented and in some instances helped redefine interaction among members of the workgroup.  Another advantage of collaborative technologies is how Web-based technology provides virtual access to knowledge expert and on-line support. In our case, it provided us access to our lab scientists, system engineers and senior management when needed.

 ·         Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

 I found this current research study conducted by Verizon Business and Microsoft that supports collaboration as an effective tool for learning and performance in the business community.   http://newscenter.verizon.com/kit/collaboration/MAW_WP.pdf.

Keywords: collaboration, collaborative technology

References:

Driscoll, M. P. (2005).  Psychology of learning for instruction, (3rd Ed.).  Boston, MA: Pearson.

Rheingold, H. (2008, February).  Howard Rheingold on collaboration  [Video file].

http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Frost & Sullivan,  (2006). Meetings around the world: The impact of collaboration on business performance.  A Frost & Sullivan White Paper Sponsored by Verizon Business and Microsoft.  http://newscenter.verizon.com/kit/collaboration/MAW_WP.pdf.

I posted to Linda Hutchinson blog: https://hutchinsonedt550.blogspot.com and
Rachel Bell blog: http://rachelbell33.blogspot.com

Response to Bill Kerr's isms

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

In response to Kerr’s question about ism: I believe isms are useful guides that help us strategize solutions, develop hypotheses from observed phenomena, and construct learning theories, which can be used as creative building blocks.  Isms can also blind one’s way of thinking and cloud one’s ability to see beyond the cloud burst.  When we research history, we find legacies of theorists (Ebbinghaus, Thorndike, Dewey, Pavlov, and Piaget) who laid the foundation for further exploration into isms, such as behaviorism, cognitivism, constructivism, and empiricism, to name a few.   

Ebbinghaus' (1850-1909) experiments, for example, with nonsense syllabus (consonant-vowel-consonant trigrams assumed to be meaningless) established a verbal learning tradition (principle of association) that remains a driving force with many modern cognitive concepts of learning.  Thorndike’s (1874-1949) experiment with sensation and impulse further extended the principles of association through the use of animals (cats and chickens) had far-reaching implication for behaviorism.  Piaget’s (1896-1980) four developmental stages (sensorimotor, preoperational, concrete operations and formal operations) in cognitive psychology continue to influence children’s mental construct in elementary and secondary education.  From these examples, one can see that isms can be used to expand upon an original concept, explore a theory, and construct a learning tradition.  While these examples are far from being conclusive of the far-reaching impact of isms, they do demonstrate some of the usefulness of ism when used constructively.   

 Labels: learning theory, theorists, cognitivism

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction.  Chapter 1, Introductions.

Metaphors of Educators

 The role of the educator and the process of teaching have undergone vast changes as we entered the 21st century.  Teaching and learning is no longer confined to the classroom where all the knowledge is funnelled through the teacher.  Siemens (2008) examined the pros and cons of guided instruction versus minimal guidance, or instructivism versus constructivism.  Technology and integrative curriculum have provided significant access to learners  ability to gain to knowledge. Some educators (Seely Brown, 2006; Fisher, n.d.; and Bonks, 2007), suggested that the role of educator has become more like that of  a master artist, network administrator, concierge or curator.

 As I studied Siemens discourse on the metaphor models, I was torn between the educator as concierge or curator, both are very interesting and appropriate models. The concierge is very resourceful, typically have knowledge of untapped resources and learning opportunities that others may overlook.  The concierge takes great delight in providing tours or tour guides for places such as the internet, pointing learners toward designed programs of study.  On the other hand, the curator serves both as an expert with advanced knowledge and as a guides who fosters and encourages learner exploration.  The curator exposes learners to critical ideas, concepts, and research within a field while the learner is engaged with the subject matter..

As a PhD candidate specializing in Educational Technology, I am excited to learn more about the psychology of learning theories and instructions, principals of behavior management and the contributions of theorists (Skinner, Gagne, Throndike, Ebbinghaus, Pavlov, Piaget, and Bornstein).  I am especially interested in the effects of behavior data construct used in psychological research for an indepth understanding of behavior modification learning and the usefulness of this data in planning effective instructions.  I have a special needs grandson who is gifted but has some sensory perception, compulsiveness, and space conscious issues that I would love to help him modify, so that they do not hinder his learning ability.  My classes started this week, I will keep you posted.  I welcome your thoughts and views on learning theories, and the theorists contribution to behavior management.