Module 6 Blog Responses

I commented and posted to the following blogs in Module 6:

Rebecca Owens 

https://moonsprite1031.wordpress.com/2011/05/22/module-6-learning-in-a-digital-world-rebecca-owens/#comment-67  

Lakeisha Coleman 

http://educ8845lc.blogspot.com/2011/05/module-6-learning-in-digital-world.html?showComment=1306598024803#c6200366215505422081

v/r

Sullus

Learning in a Digital World Module 6

I believe learning must be meaningful in order to engage learners which follows the Meaningful Reception Learning Theory (Driscoll, 2008, p. 418). Learners want to obtain knowledge when they feel the knowledge will be essential or beneficial later in their career. Technology has given instructional designers and educators the ability to use various tools to engage learners.  Learners may be engage by asking open-ended questions that will generate discussion where learners can share experiences of how they transferred previous knowledge to accomplish a task. Instructional designers must realize that technology enables learners to use interactive tools such as blogs, SKYPE, Wikis, and discussion boards as part of online learning.

My personal theory of learning builds upon multiple theories and principles. The non-negotiable in teaching and learning factor are:

• Instructional material must be designed to accommodate the effects of the cognitive theory of multimedia learning (CTML) which states the “visual/pictorial and auditory/verbal channel in working memory are extremely limited so a few items can be held or manipulated in each channel at one time” (Mayer, 2005, p. 170). A way to compensate for the effects of CTML is to use segmenting , pretraining and modality principles. The memory overload can be curtailed with modularity.
• The Four-Component Instructional Design (4C-ID) must be followed for complex tasks with includes learners task, supportive information, procedural information, and part-task practice (Mayer, 2005, p. 71).
• Learning must followed the multimedia principle which requires pictures and word instead of only words.

References

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

Mayer, R. (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.

Module 5 Blog Responses

I commented and posted to the following blogs in Module 5:

Jasmine Turner

http://aspirestar.blogspot.com/2011/05/new-technologies.html?showComment=1305417415007#c874018128284410908

Kathi Middleton

http://klmiddleton.blogspot.com/2011/05/new-technologies.html?showComment=1305421485273#c8308237090147894992

New Technologies

Instructors are required to have personal student information, student qualifications, and certification data on their students. The organization was composed of mid-career and veterans in the profession as well as the organization. The technology challenge was getting the instructors to see the importance of using a database for inputting information about their personnel so they could retrieve and report information quickly. Many instructors had students to fill out a paper copy of an information sheet that was later store in a filing system. As the Division Chief and Senior Instructor, I was challenge with motivating the instructors to use a database. The instructor’s self-efficacy was low on the use of databases and did not want to be embarrassed. I volunteered to teach the instructors how to construct and use a database.
 

Attention: I gained the instructors attention by showing a two minute video of a higher echelon Commander requesting information from his Executive Officer that was the same information contained in their student data sheets. The Commander requested several elements of information from the Executive Officer that required the calculating the number of personnel, marital status, number of children,  age of students with qualification, and students with certain master qualifications. The Executive Officer compiled the information and sent the information electronically to the Commander within one minute. The instructors realize retrieving their hard copy files would consume more than one minute.

Relevance: The instructors would be motivated by visualizing how they can use a database to reach personal goals and better benefit the organization. I would follow the ARCS model by “providing statement of utility along with the goals of instruction, or helping learners to define their own goals and statement of utility” (Driscoll, 2005, p. 335).

Confidence: I would explain to the instructors the expectations and requirements. I would use module to teach the procedures to break the topic in to small and manageable sections. I would give more requirement as the instructor’s progress through the training and become confidence with the completion of modules.

Satisfaction: I would give the instructors certificates of completion for successfully completing the training. I would request information from the instructor that required the retrieval of information from the student data records quickly. The ability to quickly provide the information to me would be satisfaction to the instructors using the newly acquired database skills.

Reference

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

Module 4 Blog Responses

I posted to Andrew and Gary Module Four blogs:

Charles Price

http://mrcsviewfromthetop.blogspot.com/2011/04/connectivism.html?showComment=1304188235786#c2620232707467666913

Gary Allen

http://mraedcu8845.wordpress.com/2011/04/27/gary-allen-module-4-2/#comment-17

Connectivism Mindmap (Modulel 4)

Click Image to Enlarge

How has your network changed the way you learn?

My network has changed the way I learned because I realize that I have many different resources and approaches available for seeking and receiving information. Smartphones provide the capability to access information from almost any location at anytime. I will download VODCAST to my iPhone and I have the ability to listen and view the information when I have a break or downtime. The audio version allows me to listen to the material when driving instead of always listening to the radio. According to connectivism, knowledge is distributed across an information network and can be stored in a variety of digital formats (Kop and Hill, 2008).

Which digital tools best facilitate learning for you?

The blog and discussion board are good digital tools that works for me with learning. I am able to post my analysis of a topic and receive feedback and questions. The questions from professors, instructors, and peers advance my critical thinking and allow me to view the topic from a different perception. The different backgrounds and experience levels are able to be presented through the use of blogs and discussion boards.

How do you learn new knowledge when you have questions?

When I have questions I will utilize my network connections to research the answer. The World Wide Web is always a good resource. I have the option of Smartphone or computer. The media can connect me to a professional develop site such as American Society for Training & Development or with professional from my career field using LinkedIn. I also have the option of using government resources such as the Army Management Staff College.

Reference

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13.

Module 3 Blog Post Responses

Module 3 Blog Post Responses

I posted to the following blogs:

Rebecca Owens

https://moonsprite1031.wordpress.com/2011/04/06/module-3-collaboration-rebecca-owens/#comment-54

Jasmine Turner

http://aspirestar.blogspot.com/2011/04/radical-constructivism.html?showComment=1303017056268#c4262815404417814590

Both blog have very good information with two different approaches to convey the information.

v/r
Sullus

Constructivism (Module 3)

I believe in today’s society humans see the benefits of working in groups. The instinct to work together goes back many years from hunter coming together to literacy bringing people together with religion, politics, and knowledge (Rheingold, 2008). The sharing of knowledge with other individuals and organizations can increase knowledge and growth within one’s own organization. Humans have discovered the process of achievement can be longer when they do not working as a team. Cooperation in the form of collaboration has made a different in learning efforts and continues to emerge with technology.

Learning is a social activity which is one of the learning principles of constructivist that gives an enormous opportunity for the use of technology. Learning has been link to interaction with others. The use of blogs, chats, wikis, discussion boards, video, podcasting, and instant message applications with video such as Skype are good technology tools for facilitating collaboration because of interaction. The listed collaboration tools support conversation and interaction which is key elements of the constructivist principle learning is a social activity. Educational technology is available, but all users are not comfortable with the technology and do not use to the fullest extent. Abbit (2010) noted wikis were used and view as “presentation and dissemination tool” while e-mail was a preferred communication for collaboration (p. 12). In another case study wikis were shown to have the ability to collaborate with a large audience across different time zones. The Web 2.0 features of wikis give the read and write ability which is a vital part of collaboration (Olliges, 2010, p. 79).

References

Abbitt, J. (2010). A case study investigation of student use of technology tools in a collaborative learning project. Journal of Technology Integration in the Classroom, 2(1), 5-14. Retrieved from EBSCOhost.

Olliges, R. (2010). Wikis and collaboration: are they a mix?. Journal of Philosophy & History of Education, 6077-80. Retrieved from EBSCOhost.

Rheingold, H. (2008, February). Howard Rheingold on collaboration [VODCAST]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Blog Responses for Module 1 and Module 2

I have posted to the following two blogs for Module 2:

Maria Rodriguez

http://msrodriguez-design.blogspot.com/2011/03/cognitivism-as-learning-theory.html?showComment=1301785212305#c2983257433016034246

Charles Price

http://mrcsviewfromthetop.blogspot.com/2011/03/cognitivism-as-learning-theory.html?showComment=1301788812403#c7708348882230832531

Module 1 Blog Post

Stephen Anane-Boakye

http://ananeboakye.wordpress.com/2011/03/16/learning-theory-and-educational-technology-module-1-educ-8845/#comment-2

Kathi Middleton

http://klmiddleton.blogspot.com/2011/03/module-1.html#comments

Sharmaine Sharusan

http://docshar.blogspot.com/2011/03/module-1-learning-theory-educational.html#comments



v/r
Sullus

Cognitivism as a Learning Theory (Module 2)

The process of learning has been viewed from different perspectives. The different learning theories surrounding learning are topics of discussion. Behaviorism and Cognitivism are two popular theories of learning. Siemens (2008) believes behaviorism looks at visual outcomes or behaviours from an outside view of the learner and can be controlled versus the internal processes within the learner that are not known (p. 9). Bill Kerr believes learning theories are useful in the learning process, although he is not in total agreement with behaviorism, cognitivism, and constructivism.

Cognitivism presents the learning process as being similar to computer processing (Siemens, 2008, p. 9). Karl Knapp and Kerr agree that cognitivism does not account totally for the learning process in humans and the same can be said for constructivism and behaviorism. The different learning theories present learning in a different manner, but different learning theories are good for certain learning situations. I agree with Knapp’s perspective that that the theories are linked together as he stated cognitivism is a follow-on to behaviorism. The belief aligns with Siemens (2008) view of constructivism that interlinks with cognitivism and allows the learner to conclude understanding from the situation (p. 9) .

References

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Learning Theory and Educational Technology - Module 1 (Blog 1)

The understanding of learning is required in order to suggest how people learn best. Learning involves two main ideas. The first idea is stated and explained by Driscoll (2005) which “refer to learning as a persisting change in human performance or performance potential” (p. 9). The learning process gives learners new skills to accomplish tasks that did not exist prior to the learning process. The second concept from Driscoll (2005) believes what is learned must change the learner’s performance or the learner’s potential performance when the learning is placed into action with experience through dealings and interfacing with real world situations (p.9). Learning theory is linked to learning by the results of the learning, the means or process that brought about the change and inputs that caused the progression (Driscoll, 2005, p. 9).

I agree with Mayer (2005) that states “learning is defined as an alteration in long-term memory” (p. 20). The definitions by Mayer and Driscoll can be viewed as similar because of a change in behavior was caused by learning. I believe learning can occur best if learners are learning tasks that are meaningful and will be applied in real world situations. Learners that know the task is important will learn the task to apply later in life. Mayer (2005) outlines four components for people learning complex skills which include learning tasks, supportive information, procedural information, and part-task practice (p.72). One element I believe is useful in the learning process is the use of job aids which are good for procedural information. The job aid is a learning tool that breaks down the task into essential information that the learner or user requires for accomplishing the task. An educator must know what learning tools are ideal for certain learning situations.

The knowledge of learning tools links the purpose of learning theory in educational technology. Educators must know how learners will learn instructional material. All learners do not learn in the same manner. Instructional designers must be aware of what approach is good for certain types of learning tasks. Task-based learning is best for the behaviorism theory (Siemens, 2008, p. 11). The key point to remember is one size does not fit all when learning is concerned.

References

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

Grummon, P. (2009). Best practices in learning space design: Engaging users. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/BestPracticesinLearningSpaceDe/163860

Mayer, R. (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.

Quinn, C. (2011). Seven steps to better e-learning. Retrieved from http://www.elearnmag.org/subpage.cfm?section=best_practices&article=35-1

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf