Module 5 Responses

I responded to Amanda and Burian.

Amanda Dickerson - http://educ7105.blogspot.com/

Burian Kitchen - http://buriankitchen.blogspot.com/

Module 5: New Technologies

Success is determined by the goals set by learners and the clear expectations and encouragement that are provided by the instructor (Driscoll, 2005). Unfortunately, most instructors do not provide the four basis conditions for motivating learners, which are attention, relevance, confidence, and satisfaction (LearningTheories Knowledgebase, 2010). I was able to follow Keller’s ARCS model as I recently trained my school faculty on how to set up and use an online gradebook. As I started the training session, I informed all teachers that this program was easy to learn and the training session would not require all of their planning time. Each teacher had to learn this software to complete report cards. Therefore, I was instantly able to gain every teacher’s attention and relevance because they all wanted to learn quickly, but efficiently.

As I reflect back on this opportunity, I quickly realized how diverse my audience was because the technology abilities of each teacher ranged from expert to novice. Some teachers were scared that they would mess up or break the computer; while others fluently moved through the program with basic systematic directions. Teaching my colleagues was just like teaching my middle school students. I knew that some teachers would require more help visually while other teachers would ask more questions. Most of my colleagues acted just like babies and wanted me to do the work for them. However, I did not do the work for them, I would repeatedly show them what to do and through practice each teacher gradually learned how to set up their own gradebook, import assignments, and grades accurately. School wide success was not gained overnight. Teachers experienced “fear of failure or fear of the unknown” because they were afraid they would not understand what to do, but through encouragement and guided instruction, all teachers have gained success (Driscoll, 2005, p. 336). Since this training, I still have teachers, who want me to watch them set up their gradebooks, or who ask basic questions to verify they are using the program correctly. This illustrates that teachers have low self-confidence when dealing with technology and need encouragement that they are mentally capable of using technology effectively. I am honored that my colleagues feel confident about coming to me with technology issues.

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

Learning Theories Knowledgebase (2010, August). ARCS Model of Motivational Design(Keller) at Learning-Theories.com. Retrieved August 8th, 2010 from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Amy

Module 4 Responses

I responded to Suzanne, Kiana, and Sandy this week. The weblinks are listed below.

Suzanne - http://sgudjonis.blogspot.com/
Kiana - http://kobysmomsblog.blogspot.com/
Sandy - http://drwenzel.blogspot.com/

Amy

Module 4: Connectivism

“Learning is the process of creating networks” (Siemens, 2006, p. 29). My network consists of three main categories, which includes collaboration, research, and personal contacts. Using each category of digital tools, I am able to develop an effective flow of knowledge that enhances my abilities to teach adolescents, collaborate with teachers, and enjoy daily conversations with friends and family. According to Siemens (2004), this cycle of knowledge development allows learners to remain current in their field through the connections they have formed. The development of my learning networks has helped me become a better critical thinker, who can express validated opinions accurately. Blogs, wikis, Google Docs, facebook, and email have all aided in my ability to collaborate and communicate with others about various topics. Each type of technology has helped to broaden my knowledge because I can see, comprehend, and accept multiple viewpoints (Siemens, 2004). In my opinion, learning cannot occur without interaction with others and the use of multiple representations. Therefore, we should use universal design learning principles to strength our current learning networks. The UDL Guidelines strongly recommend providing the same information through different sensory modalities, and that digital technology makes it easier to provide this type of instruction and access for all learners (National Center for UDL, 2009).

Web 2.0 resources help to facilitate my learning the most because I am able to read the opinions of others, locate valuable research, and collaborate with others. Therefore, I get the best of both worlds, the opinions of educators and the opinions of research experts, simultaneously. Wikis and blogs also let me demonstrate my abilities as an educator, writer, and researcher in the field of educational technology and mathematics.

The type of information I need determines how I search for answers. For example, if I need information from a coworker, I use email, but if I need to research technology integration, I use Internet search engines, blogs, and research databases. If I have a technical computer question, I contact a relative, who is an expert in fixing computers. Therefore, my learning networks help me to function, learn, and explore new ideas everyday.

National Center for UDL. (2009). Guideline 1: Provide options for perception. UDL Guidelines – Version 1.0 Retrieved from http://udlguidelines.wordpress.com/principle-i-provide-multiple-means-of-representation/guideline-1-provide-options-for-perception/

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

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf

Amy

Module 3 Response

I responded to the blogs of Kiana Thompson and Duane Coleman.

Kiana Thompson http://kobysmomsblog.blogspot.com/

Duane Coleman http://jadasi.wordpress.com/

Amy

Competition or Cooperation

I do not think it is a basic instinct for people to interact and work as a group. For example, how many two year-olds are happy about sharing toys with someone else. As a baby, we are only concerned about getting what we want when we want it. This is an example of Freud’s id, which is the part of our personality that wants whatever feels good at the time, with no consideration for others or reality (Heffner Media Group, Inc, 2003). People, who develop a competitive drive to be number one do not think about others or how to behave socially. They have let their id personality rule their life. It is okay to have the desire to perform well, but it should not be at the cost of hurting others physically or emotionally. According to Buffington, “competition brings out the beast in us, while cooperation brings out the best in us”(CharlesWarner.us).
Therefore, I believe that being competitive or cooperative is a learned skill, not an instinct. Unfortunately, we live in a society where people have rewarded competitiveness instead of cooperation. How many parents have encouraged their children to win a ball game even if they have to hurt someone? We have created more hate, and jealousy toward each other by teaching our children that winning is everything. Therefore, we must teach students how to use their skills and talents to be cooperative, collaborative, and compromising. According to Buffington, working together has produced better grades, higher salaries, positive self-esteem, and a sense of pride in helping others (CharlesWarner.us). When people see that cooperation and collaboration can provide better results than competition, they will be eager to participate in a new way of behaving. The interactions and technological aspects of our world are changing; we must learn that using collective action and working with a group is the best way to create a better society (Rheingold, 2005). Nevertheless, it will take time to change the mind frame of people, who believe that being number one is the only way to survive. To improve cooperation, Howard Rheingold recommends capitalizing on the luxuries of technology because they are easy to use, enable distant connections, use open-source software, promote group forming, provide self-instructions, and offer positive self-interest (2005).

I believe we develop instincts based on what helps us to survive. In the future, which characteristic will thrive: being a ruthless, barbaric competitor or a creative, compromising debater, who analyzes both perspectives and helps others accomplish great things? In my opinion, if we continue to focus on competition, we will destroy ourselves; we must find a balance between competition and cooperation. Therefore, I believe we will see our world transform, as more and more people participate in reading and creating information on the Internet. People will appreciate the discussion of multiple viewpoints and be excited about interacting with a group instead of fighting wars.

Buffington, P. (Unknown). Competition vs. Cooperation CharlesWarner.us Retrieved from http://www.charleswarner.us/articles/competit.htm
Heffner Media Group, Inc. (1999-2003). Id, Ego, and Superego. All Psych Online: The Virtual Psychology Classroom. Retrieved from http://allpsych.com/psychology101/ego.html

Rheingold, H. (2005). Way-New Collaboration. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Amy

Module 2 Responses:

I responded to Brenda Rutherford's blog and Krista Crawford's blog.

Brenda's blog: http://joyce56.wordpress.com/

Krista's blog: http://kristacrawford.blogspot.com/

Amy

Cognitivism as a Learning Theory

Comprehending the different "isms" in our society is overwhelming. One could study and analyze the effects and characteristics of behaviorism, cognitivisim, constructivism, and even connectivism for years and still learn something new. According to Bill Kerr, “isms do not stand still; they evolve, they listen to criticism, and move on” (2007). Therefore, we must ask ourselves can we live without learning theories? How would we monitor, or enhance our teaching abilities, if we did not have learning theories to help us analyze what we are doing, why we do it, and if we should do it again in the future (Driscoll, 2005, p. 2). Learning theories are not just nuisances that we study to get through college. Driscoll states, “the essential purpose of a theory is to explain the occurrence of some phenomenon and to predict its reoccurrence in the future” (Driscoll, 2005, p. 4). Learning theories are the foundation for every action or thought that we have in our daily lives.

Considering that all of our learners are different, it makes logical sense that we need to pick the best strategies from each learning theory to meet the needs of our students (Kapp, 2007). We do not live in a society where we think using only one strategy. Therefore, we should rely on several learning theories to create meaningful learning experiences. According to Tracey (2009), “in any organization, different employees will be at different stages of learning across multiple domains, so the instructional designer will need to balance all the pedagogical approaches to support everyone.” Even though people search for a simple one-step process for solving problems, the answer is multifaceted. Learning requires daily practice, reflection, and evaluation. Learning theories are not eliminated or superseded, instead each theory complements another one” (Tracey, 2009). Therefore, we need to learn how to use isms effectively to reproduce behaviors that will thrive in the 21st century.

Please look at the diagram provided by Ryan Tracey, which illustrates how learning theories build on each other (2009).

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

Kapp, K. (2007, January 2). Out and About: discussion on educational schools of thought. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html.

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

Tracey, R. (2009, March 17). Learning in the Corporate Sector: Instructivism, constructivism, or connectivism? Retrieved from http://ryan2point0.wordpress.com/2009/03/17/instructivism-constructivism-or-connectivism/.

Amy Cravey

Module 1: Blog Reflections

I responded to the following blogs for module 1:

Margaret McCullough - http://margaretmccullough.blogspot.com/2010/06/educ-7105-module-1.html

Kimberly Davis http://learningtheorydavis.blogspot.com/2010/06/module-1-blog-topic.html

I also posted a response to Sandy Wenzel on my blog.

Amy

Metaphors of Educators

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

How do we create a digital classroom that meets the needs of all students and challenges each learner to reach for unlimited success? I believe the answer can be found when online instructors incorporate meaningful discourse, feedback, and self-reflection into daily instruction (Anderson, 2008). Online instructors need to focus on creating an environment that fosters two-way communication in a comforting and exciting atmosphere. People are motivated to participate when they realize that someone on the other end is listening and will respond in a meaningful way. I believe an effective online instructor expects high-quality work, but does not intimidate learners from understanding how to produce superior assignments. It is very beneficial for instructors to provide a clear set of expectations, examples, and rubrics, so that students can accomplish a given task without frustration. According to Anderson, “an effective online instructor is one who enjoys interacting with learners; exhibits motivation, possesses knowledge of a domain, understands the learning process, and uses multiple learning activities to expand the knowledge of others” (Anderson, 2008, p. 360). In time, I want my students to become smarter than me because I have guided them to understand new concepts and applications. Therefore, the best teachers are the ones, who can help others become experts of a domain by encouraging social collaboration and critical thinking.

Each one of the educator metaphors uses a combination of being a facilitator or an expert to effectively teach students in the digital classroom. Each metaphor can have a positive effect on the learning of all students. Both the master of artist and the network of administrator metaphors promote guiding students to better performance, but they do not force students to learn the expertise of the instructor (Siemens, 2008, p. 15). On the other hand, we can see “the concierge as an expert because he or she incorporates traditional lectures and knows about resources that learners do not know are available or possible (Siemens, 2008, p. 16). Finally, we focus on the curator, which is known for setting up learning opportunities, but does not lecture to students. A curator provides all the learning options and resources necessary for accurate success, but allows space for students to create, explore, and make learning connections, and academic discoveries (Siemens, 2008, p. 17).

Which one of these strategies is the best for the digital classroom? To answer this question, I think we must analyze the "guide on the side" and the “sage on the stage” teaching models carefully. When most teachers serve as a “guide on the side,” they are not providing enough guidance or assistance to help students be successful. On the other, when teachers serve as the “sage on the stage”, they are not concerned with the needs of their students. Therefore, I agree with Siemens (Laureate Education, 2008) that a “guide on the side” is not enough for engaging in meaningful online collaboration and that a “sage on the stage” relies too much on one expert. I do not want to egoistically promote my abilities as an expert or require my students to learn without assistance. Siemens (2008) recommends curatorial teaching as a medium between both of these teaching models because it portrays teaching as a guided road of opportunity. Therefore, I believe in the curatorial teaching model because it provides just enough guidance, so that students of different ability levels can be successful. Curatorial teaching does not think for students however, it points students in the right direction for success. For students to successfully learn and participate effectively in the digital classroom, online teachers should be involved in the learning process, offer a variety of learning resources, and lead students in the right direction for acquiring and applying key strategies and concepts (Siemens, 2008).

Anderson, T. (2008). Teaching in an online learning context. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 343–365). Edmonton, AB: Athabasca University Press.

CommLab India. (2010). Sage on the Stage or Guide on the Side? Retrieved from http://www.slideshare.net/CommLab/sage-on-the-stage-or-guide-on-the-side.

Laureate Education, Inc. (2008). Siemens on Curatorial Teaching. Principles of Distance Education. Baltimore: Author.

McKenzie, J. (1998, March). The wired classroom. From now on The Educational Journal of Technology 7(6). Retrieved from http://fno.org/mar98/flotilla2.html#anchor281669.

Siemens, G. (2008, January 27). 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

Siemens, G. (2007). Notes on George Siemens 10-minute lecture on Curatorial Teaching. Retrieved from http://www.slideshare.net/ylm30/curatorial-teaching-notes

Amy Cravey