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.