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 Learning theories are not eliminated or superseded, instead each theory complements another one” (Tracey, 2009).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
Tuesday, June 29, 2010
Saturday, June 19, 2010
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
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
Friday, June 11, 2010
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
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
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