Reflection- Week 8 Learning Theories and Instruction 6115
What did you find surprising or striking as you furthered your knowledge about how people learn?
The value of technology is unquestionable, yet, the complexity can at times be frustrating. As I finish this course of Learning and Technology I understand the importance of acquiring skills regularly to maintain a place in the “digital mainstream”. Although I may not be a “digital native” and have attended school for many years while maintaining social relationships with personal letter, face to face or via telephone, I realize that technology can enhance learning as well as social communications. Technology has not replaced human existence but has assisted it through the internet, the computer, telecommunications, broadcasting, and television. Political, social, medical, and global communications are in place while expanding “my horizons” of the inner and outer realities.
My focus today is on technology where I find that I am on the other side of the desk (a virtual desk with a use of a computer). The professors do not stand in front of a class and lecture but become a regular part of the students’ daily schedule. We are then directed and guided with instruction that is current to the 21st century learning. The convenience of the internet and the structure of distance learning at Walden University have enabled me to participate in an autonomous classroom along with different professionals and vocational disciplines. My personal perspectives have been expanded to consider new ideas, theories, styles, people and personal capabilities. Thoughts of elearning and ecollege are available at varied times of the day without having to leave home. The connections to the internet are immediate and endless in scope. My ideas of learning as an Adult are far from limited. I am surprised at the various chances to reach the world with the touch of a keyboard.
How has this course deepened your personal learning process?
With the start of Learning Theories and Instruction, the theories of Cognition and Behaviorism were very familiar. The studies from this course presented other theories such as Constructivism, Connectionism, Social Constructivism, as well as Adult Learning theories. A more complete framework of learning theories is now accessible with a broader range of ideas about perception and the application of the cognitive processes. My enthusiasm for using understandings of multiple intelligences has grown and will be applied to future instruction design.
The depths of my understanding of the brain, the process of learning, and extended communications through technology are much more than originally imagined. Additional learning and knowledge is achieved through continuing to explore the depths of this sea of technology. Although I have plunged into a field that is highly competitive I can’t minimize the importance of nurturing the soul through the channels of the brain and the networks of technology. Technology spreads the variations of life and knowledge while it capture the essence of the heart. (Pictures, videos, movies, blogs, emails etc…). Dreams and desires are envisioned, friends and families connected, and memories rekindled. I have become a part of a different world not as a stranger but as a “digital mender”, sewing, weaving, and threading different bits-and-pieces of understanding to create a fabric or design of many colors, textures, and thickness.
I learn through the daily applications and connections that are made with and without technology. The Bodily Kinesthetic value of learning is just as important as all the others regardless of the miles traveled. Through the cognitive processes I acquire, store and retrieve information but live as a naturalist craving the richness of music and art. Additions to cultural learning have been linked through social and emotional learning.
What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?
The connections between the different theories coexist with important emphasis to each part while adding to the whole picture. All the parts are equal and approachable. While a person maybe strong in one area today, tomorrow a different combination of theories may have dominance. Intrinsic and extrinsic rewards along with feedback are the token economy to motivation. Striving to accumulate values and ideas that build a better person who values yesterday and continues to nurture today and tomorrow is the task I understand to be at the core of any theory and style. Technology is the most current and efficient tool used in the 21st century world of knowledge and learning. Motivation is the driving force behind all other component of instructional design. Kathy Cercone states, “Adult learning theory helps faculty to understand their students and to design more meaningful learning experiences for them. There is not one adult learning theory that successfully applies to all. (Frey & Almar 2003, p.8). A confirmation about learning is that “learning is about change”. (K. Cercone, 2008).
How will learning in this course help you further your career in the field of instructional design?
Although I have accumulated various lessons from life I can add this course as the most in depth and connected. Learning as an adult is rewarding and stimulates me to continue. Adult learning is about change!
“He or she comes with a mind, memories, conscious and subconscious worlds, feelings, beliefs, imaginations and a physical body, all of which can lead to new learning.” (Malcolm Knowles. 2000).
Training is required to learn about tools of the trade along with the most current theories for instruction. Remember the essential element of learning and the emerging thought about design.
“Training is critical in five areas today." (Riddle 2000).http://projects.coe.uga.edu
• These areas are listed below.
• Stimulating creativity
• Assessing innovation options
• Focusing on the customer
• Designing new services
• Implementing change
Instructional Designers require varied approaches for different ages and personalities.
Cercone, K., (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.
Conlan, J., Grabowski, S., & Smith, K. (2006) From Emerging Perspectives on Learning, Teaching and Technology Department of Educational Psychology and Instructional Technology, University of Georgia.
http://www.projects.coe.uga/epltt/index.php?title=learning
Reflection Week 8
Instructional Design and Technology
Learning Theories and Instruction 6115
Dr. Sunil Hazari
Maureen Gorman
Charlotte North Carolina
.
Blog Beginning 2-Maureen Gorman
Depths of Learning
Sunday, February 28, 2010
Friday, February 26, 2010
Sunday, February 21, 2010
Fitting the Pieces Together
The pieces of a Learning Puzzle are starting to fit in place with the addition of each part.
At the beginnings of Learning Theories and Instruction at Walden University online, I had some knowledge with a few corners and a framework of learning theories with past understandings of Piaget, Erickson, Bloom, Skinner, Freud, Young some of the original "fathers" of learning theories. Not to mention the ancient wisdom of Aristotle, Socrates, and Plato who contemplated and initiated the essential as a science and art. In time, as other pieces are added to the picture, a greater picture is in place with the names of notable others. The picture could be a holograph of many faces from the past and the present. Previously, my perspective of learning was only a start, a bottom line of the picture, with just missing parts.
As I learn online more puzzle pieces are added and learning takes on increased size and dimensions. As I reflect back in time, I remember the complexity of putting together a 1000 piece puzzle given to me at Christmas of 1979 which was my first year of teaching. It meant so much to me and above all it was the symbol of a Crystal Apple as a photograph with a backdrop of rich burgundy. Ever year I placed it on my desk not realizing how much it represented a metaphor of my LEARNING CAREER. At first some of these 1000 pieces represented the children in my classes who I observed, challenged, taught and shared/cared for in large self-contained classroom. Other pieces consisted of learners with varied challenges in learning, while others were the structure in between. The reflective light portion on the Crystal Apple were those students (pieces) who arrived to school everyday modeling, mirroring and enabling the other pieces to fit together.
Today that picture puzzle has expanded to include unlimited possibilities with technology. As each day is anew so also is the picture and the pieces that make-up those new pictures. Possibly the picture is a holograph with new discoveries at each glance. The learning theories that have evolved in the past thirty, twenty, ten years in addition to the theories that have been discovered in the past few months, weeks and days provide a stronger, more expansive foundation in education. Being a major part of that Puzzle, I see my ideas of teaching and learning change with time from being what I see as a traditionalist to an open minded facilitator with incredible focus on the future of learning. Navigating the Internet and participating in online distance learning and practice is just the start of connecting to a network of communication that allows me to recreate my learning/teaching practices.
One card does not trump the others in adult learning, one size does not fit all, and if the shoe fits wear it. What works for learning today will grow by tomorrow. Considering every angle and finding the right matches that fit, learning has taken on different dimension with theories like Constructivism,Cognitive Learning Theory and possibilities for Adult Learning expansion the Behaviorism emphasis of the past does not stand alone. The definitive questions are: "How does learning occur? What factors influence learning? What role does memory have with learning? How is technology used in your industry? What types of learning are best explained by specific learning theories?" The theories are: Behaviorism, Cognitive Learning Theory, Constructivist, Connectivism, Social Learning Theory and Adult Learning Theory. The style or strategy of learning is dependant on the choices of the learner and the instructor with assistance from educators such as Howard Gardner, his theory of multiple intelligences and the wisdom of countless current and historical theorist.
Gardner, H. (2004, April 21). Multiple Intelligence after 20 years. Paper presented to the American Educational Research Association, Chicago, IL.
http://pz.Harvard.edu/pis/h Mi after 20 years.pdf
Ormrod,J., Schunk, D., & Gredler, M (2009). Learning Theories and Instruction (Laureate custom edition). New York: Pearson.
At the beginnings of Learning Theories and Instruction at Walden University online, I had some knowledge with a few corners and a framework of learning theories with past understandings of Piaget, Erickson, Bloom, Skinner, Freud, Young some of the original "fathers" of learning theories. Not to mention the ancient wisdom of Aristotle, Socrates, and Plato who contemplated and initiated the essential as a science and art. In time, as other pieces are added to the picture, a greater picture is in place with the names of notable others. The picture could be a holograph of many faces from the past and the present. Previously, my perspective of learning was only a start, a bottom line of the picture, with just missing parts.
As I learn online more puzzle pieces are added and learning takes on increased size and dimensions. As I reflect back in time, I remember the complexity of putting together a 1000 piece puzzle given to me at Christmas of 1979 which was my first year of teaching. It meant so much to me and above all it was the symbol of a Crystal Apple as a photograph with a backdrop of rich burgundy. Ever year I placed it on my desk not realizing how much it represented a metaphor of my LEARNING CAREER. At first some of these 1000 pieces represented the children in my classes who I observed, challenged, taught and shared/cared for in large self-contained classroom. Other pieces consisted of learners with varied challenges in learning, while others were the structure in between. The reflective light portion on the Crystal Apple were those students (pieces) who arrived to school everyday modeling, mirroring and enabling the other pieces to fit together.
Today that picture puzzle has expanded to include unlimited possibilities with technology. As each day is anew so also is the picture and the pieces that make-up those new pictures. Possibly the picture is a holograph with new discoveries at each glance. The learning theories that have evolved in the past thirty, twenty, ten years in addition to the theories that have been discovered in the past few months, weeks and days provide a stronger, more expansive foundation in education. Being a major part of that Puzzle, I see my ideas of teaching and learning change with time from being what I see as a traditionalist to an open minded facilitator with incredible focus on the future of learning. Navigating the Internet and participating in online distance learning and practice is just the start of connecting to a network of communication that allows me to recreate my learning/teaching practices.
One card does not trump the others in adult learning, one size does not fit all, and if the shoe fits wear it. What works for learning today will grow by tomorrow. Considering every angle and finding the right matches that fit, learning has taken on different dimension with theories like Constructivism,Cognitive Learning Theory and possibilities for Adult Learning expansion the Behaviorism emphasis of the past does not stand alone. The definitive questions are: "How does learning occur? What factors influence learning? What role does memory have with learning? How is technology used in your industry? What types of learning are best explained by specific learning theories?" The theories are: Behaviorism, Cognitive Learning Theory, Constructivist, Connectivism, Social Learning Theory and Adult Learning Theory. The style or strategy of learning is dependant on the choices of the learner and the instructor with assistance from educators such as Howard Gardner, his theory of multiple intelligences and the wisdom of countless current and historical theorist.
Gardner, H. (2004, April 21). Multiple Intelligence after 20 years. Paper presented to the American Educational Research Association, Chicago, IL.
http://pz.Harvard.edu/pis/h Mi after 20 years.pdf
Ormrod,J., Schunk, D., & Gredler, M (2009). Learning Theories and Instruction (Laureate custom edition). New York: Pearson.
Digital Youth Portrait: Dana | Edutopia
Digital Youth Portrait: Dana | Edutopia
Great video about an adopted girl Dana who is using technology to overcome learning difficulties establish identity as a "digital native".
Great video about an adopted girl Dana who is using technology to overcome learning difficulties establish identity as a "digital native".
Friday, February 19, 2010
Thursday, February 18, 2010
Wednesday, February 17, 2010
The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning | Edutopia
The Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning | Edutopia
This video demonstrates the brain and how it processes information, clear ideas about social emotional learning as it relates to thinking and the skills that enhance cognition.
This video demonstrates the brain and how it processes information, clear ideas about social emotional learning as it relates to thinking and the skills that enhance cognition.
How to Teach Math as a Social Activity | Edutopia
How to Teach Math as a Social Activity | Edutopia
A teacher Chris Optiz in Anchorage, Alaska shares ideas about interpersonal and social learning with a math lesson. Thoughtful video with clear and beneficial organization of a 5th grade class. Builds a social network at the start of school.
A teacher Chris Optiz in Anchorage, Alaska shares ideas about interpersonal and social learning with a math lesson. Thoughtful video with clear and beneficial organization of a 5th grade class. Builds a social network at the start of school.
Tuesday, February 16, 2010
YouTube - Come to My Window - Romeo and Juliet
YouTube - Come to My Window - Romeo and Juliet
Animation used to elaborate on Shakesphere's "Romeo and Juliet" how creative.
Animation used to elaborate on Shakesphere's "Romeo and Juliet" how creative.
Friday, February 12, 2010
Amazon.com: If the Shoe Fits . . .: How to Develop Multiple Intelligences in the Classroom (9780932935649): Carolyn M. Chapman, James Bellanca: Books
Amazon.com: If the Shoe Fits . . .: How to Develop Multiple Intelligences in the Classroom (9780932935649): Carolyn M. Chapman, James Bellanca: Books
Found this book on google and had the chance to attend teacher training for renewal credit. I find this to be especially interesting during an inservice but kids enjoy these concept also and perceive their abilities isn different ways.
Found this book on google and had the chance to attend teacher training for renewal credit. I find this to be especially interesting during an inservice but kids enjoy these concept also and perceive their abilities isn different ways.
Wednesday, February 10, 2010
Tuesday, February 9, 2010
Sunday, February 7, 2010
Connectivism
Connectivism-ID&T 6115 Learning Theories and Instruction Week 5
In reflection on this past week and the topic of Connectivism, I have come to realize that process will take time for me to develop the patterns that weave together the loops and stitches that create the fabric of knowledge.
My network has changed the way I learn by connecting me with family, friends, educators, classmates and a wealth of information. It has removed unnecessary boundaries and limitations while opening doors to limitless pathways of Knowledge. The tools of digital technology involving the networks of Facebook and Google have been most effective personally. Facebook connects me to many social networks while Google is more an informational connection. I gain knowledge by attending online school at Walden University and using the various resources planned by University professors, having discussions in class and by searching for topics on google. My personal network supports the Connectvism as described in Project Connectivism. The network connects me to the human experience; “the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs.”(Merrium 2009).
My first attempt was to use Microsoft office and the initial trial I began with a sample similar to the demonstration on mind mapping. It appeared to symbolize my understandings of Connectivism. On Wednesday my mindmap was organized around this topic. I chose the dimensional disc because I could start with five manageable parts each connecting to one central topic Connectivism. I could manage neatly organized information, remember the cognitive theory, and place information into different buckets. Grouping, regrouping, and categorizing information in order to proceed. The next step after defining and drilling this concept I proceeded to apply my readings to a different approach with “Freemind”. Attempting to use “Freemind” was quite a challenge. In a week’s time I knew that I was indeed a “lifelong learner” as stated in Adult Learning-”It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong l earners.”(Merream 11999) The “andragogy” concept of Malcolm Knowles became evident in the planning of this week’s discussion and application. In retrospect I followed the principles stated in Adult Learning;
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults are most interested in learning about subjects that have immediate relevance to; their jobs of personal life.
Adult learning is problem centered rather than content oriented
Tying the two maps together the first map reflects the process of learning as presented in this week’s reading while the second map is the Network that I use today to grasp 21st century centeredness. The mindmaps this week has helped me “learn how to learn”. The initial connections are in place and I now have a personal online network that I look forward to maintaining and expanding.
References
Conlan,J. Grabowski,Smith (2003).Adult Learning. In M. Orey (Ed). Emerging Perspectives on Learning, Teaching & Technology
Http://projects.coe.uga.edu/epitt/index
Davis, C. Edmunds E & Kelly Bateman V (2008) Connectivism M. Orey (Ed) Emerging Perspectives on Learning, Teaching, and Technology
http://iprojects.coe.uga.edu/epitt/indexFoley, G. (ED) (2004) Dimensions of Adult Leaning: Adult Education and Training in a Global Era McGraw-Hill Education
Flashmedia-Timeline of the History of Learning-Laureaute Ed.
Blog-Connectivism http://www.connectivism.com
In reflection on this past week and the topic of Connectivism, I have come to realize that process will take time for me to develop the patterns that weave together the loops and stitches that create the fabric of knowledge.
My network has changed the way I learn by connecting me with family, friends, educators, classmates and a wealth of information. It has removed unnecessary boundaries and limitations while opening doors to limitless pathways of Knowledge. The tools of digital technology involving the networks of Facebook and Google have been most effective personally. Facebook connects me to many social networks while Google is more an informational connection. I gain knowledge by attending online school at Walden University and using the various resources planned by University professors, having discussions in class and by searching for topics on google. My personal network supports the Connectvism as described in Project Connectivism. The network connects me to the human experience; “the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs.”(Merrium 2009).
My first attempt was to use Microsoft office and the initial trial I began with a sample similar to the demonstration on mind mapping. It appeared to symbolize my understandings of Connectivism. On Wednesday my mindmap was organized around this topic. I chose the dimensional disc because I could start with five manageable parts each connecting to one central topic Connectivism. I could manage neatly organized information, remember the cognitive theory, and place information into different buckets. Grouping, regrouping, and categorizing information in order to proceed. The next step after defining and drilling this concept I proceeded to apply my readings to a different approach with “Freemind”. Attempting to use “Freemind” was quite a challenge. In a week’s time I knew that I was indeed a “lifelong learner” as stated in Adult Learning-”It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong l earners.”(Merream 11999) The “andragogy” concept of Malcolm Knowles became evident in the planning of this week’s discussion and application. In retrospect I followed the principles stated in Adult Learning;
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults are most interested in learning about subjects that have immediate relevance to; their jobs of personal life.
Adult learning is problem centered rather than content oriented
Tying the two maps together the first map reflects the process of learning as presented in this week’s reading while the second map is the Network that I use today to grasp 21st century centeredness. The mindmaps this week has helped me “learn how to learn”. The initial connections are in place and I now have a personal online network that I look forward to maintaining and expanding.
References
Conlan,J. Grabowski,Smith (2003).Adult Learning. In M. Orey (Ed). Emerging Perspectives on Learning, Teaching & Technology
Http://projects.coe.uga.edu/epitt/index
Davis, C. Edmunds E & Kelly Bateman V (2008) Connectivism M. Orey (Ed) Emerging Perspectives on Learning, Teaching, and Technology
http://iprojects.coe.uga.edu/epitt/indexFoley, G. (ED) (2004) Dimensions of Adult Leaning: Adult Education and Training in a Global Era McGraw-Hill Education
Flashmedia-Timeline of the History of Learning-Laureaute Ed.
Blog-Connectivism http://www.connectivism.com
Saturday, February 6, 2010
Friday, February 5, 2010
Wednesday, February 3, 2010
Connectivism
The Mind Map -Connectivism
Listed below-the beginnings of this weeks thought as it relates to Connectivism.
Practice with using Microsoft Word and Blogging.
Listed below-the beginnings of this weeks thought as it relates to Connectivism.
Practice with using Microsoft Word and Blogging.
Tuesday, February 2, 2010
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