According to Moller, Foshay & Huett (2008, May/June), the occurrence of Distance Education (DE) for training and education purposes have been steadily increasing over the past years. In the K12 learning environments in particular, it has been incorporated to accommodate many different issues affecting students such as course variety, credit deficiency, and scheduling (Huett, Moller, Foshay & Coleman, 2008, September/October). Some factors contributing to this increase include economic, time, and scalability benefits (Huett et al., 2008). DE is seen as a viable approach to address many situations that arise in the educational environment without straining resources; however, there are some misguided perceptions in regards to DE that have the ability to detract from the possible effectiveness of utilizing DE as a viable option for learners. According to Huett et al (2008) responsible entities for the selection and implementation of DE programs perceive no real difference between DE and traditional classroom settings. This includes the application of the same policies as those applied to traditional settings, as well as, applying the same quality indicators for DE as traditional settings (Huett et al., 2008). Unfortunately these perspectives do not give consideration to key components such as the characteristics of the learner or optimum learning approaches for the environment. For DE to be a dependable and effective learning opportunity for learners in K12 education, evidence-based research is necessary to identify and develop appropriate approaches (Ahmed, 2010, September 18). Huett et al (2008) discussed the impact of insufficient evidence-based research on online learning and curriculum specific interventions in regards to K12 education, and the authors expressed the concern that if research did not increase, the effect on the future of perceived reliability of DE for K12 education could be irreversibility damaged. This is a serious concern. It is important to understand the chosen technologies are not the answer for innovation; it is the methodologies and approaches that can be delivered through the tools of technology in response to the challenges that arise in education that are the true innovations. Successful methodologies and approaches will need to be diverse enough to accommodate the differences in learners, as well as, the necessary components for the delivery modality itself. The concerns expressed by Huett et al., (2008) should be heeded if DE is to reach full potential as an effective educational opportunity.
References
Ahmed, A. (2010, September 18). Online education expanding quickly-but is it effective? The Seattle Times. Retrieved from http://seattletimes.nwsource.com/html/nationworld/2012929861_onlineskul19.html?syndication=rss
Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. doi: 10.1007/s11528-008-0158-5
Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. doi: 10.1007/s11528-008-0179-0
Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67. doi: 10.1007/s11528-008-0199-9
PBS Teachers. (n.d.). Technology intergration. http://www.pbs.org/teachers/librarymedia/tech-integration/#distance
Sunday, September 19, 2010
Monday, February 15, 2010
New Technologies
Last year the requirement for the online grading system (that was separate from the Moodle system where online class information is posted) to be in effect for all classes and all grades was fully enforced. This required parents and students to be responsible for checking the grading system on aregular basis for grades and notes. As part of the orientation process, we went over this process with parents and students as needed. Parents were resistent to the online process. Many parents felt overwhelmed and frustrated with the process. Parents would be less than curtious towards the training process. If parents experienced difficulties, they would claim the program was not functioning properly or that teachers were not entering inforamtion correctly so they could find it. Since the individuals were a mixture of parents of my students and parents of students who I did not have in my classes, it could be difficult to address all their questions when it pertained to a subject specific grade issue or posting. When considering Keller’s ARCS, the first issue – attention- it would have been better to talk with the parents about what their expectations were for communication concenring progress. Next – relevance – it would be important to make sure the parents understand the reason why the requirement for utilizing this type of technology was enacted as well as how the access would be benficial to them as part of monitoring their students progress. This would include the ability to communicate with the teacher through the system. The third step – confidence- it would be important to provide a longer period of time to work with the parents so parents did not feel rushed in the training process. This would have allowed the parents to individually sign into each of their students classes so they were able to see the process. In addition, the training should have been conducted with all teachers in the same training session so each teacher could address issues that were specifically associated with their classes. Finally – satisfaction – it would be benficial to have an adidtional session set up relatively close to the previous session to allow parents who are still having difficulty the opportunity to come back after trying this on their own for a referesher meeting.
Wednesday, February 10, 2010
Connectivism
• How has your network changed the way you learn?
One of the biggest adjustments I have experienced is handling the numerous methods of communication and networking. It is a little bit of a learning curve to be able to utilize many of the methods effectively. It takes time and practice to start implementing the usage as a part of the everyday life. The effect has been the added time has caused some delay in the process of accomplishing tasks. This can be frustrating, especially when I am accustomed to completing projects and tasks in a timely manner. On the other hand, the additional options provide a larger information and collaboration pool compared to previous options. This has been a benefit by allowing me to find a wide variety of information, as well as, communicate and discuss ideas and concepts with others who would not normally be part of the process.
• Which digital tools best facilitate learning for you?
Online forums, online library resources, and other educational or science specific web sites are the most beneficial digital tools for my learning process. The forums provide the ability to have an interactive course of action as part of the learning experience. The online library resources provide access to a vast amount of research and information pertaining to my educational field. In addition, there are many web sites containing valuable information and resources for science, technology, and education that provide useful approaches as part of the learning process.
• How do you learn new knowledge when you have questions?
When I have questions I look up information through many different media such as books, articles, forums, organizational sites, etc. After I have found the information that is pertinent, I think about the information and how it relates to the application process for the intended goals. I discuss the information and application possibilities with family, friends, and colleagues so I can gain a better understanding of the information. If possible, I try to actively apply information in the educational setting. During this process I will research more information if needed for a better grasp of the information or application. This cycle will continue until I have gained the level of proficiency intended.
Friday, January 15, 2010
Module 3 - Collaboration
Do you believe that humans have a basic instinct to “interact and work as a group” as Rheingold proposed in his discussion?
The idea that humans have a basic instinct to “interact and work as a group” as discussed by Howard Rheingold in his video “Howard Rheingold: Way-New Collaboration” is an interesting perspective for discussion. There are many situations that can be discussed that support this notion. One situation, which is currently occurring, is how people group together to help during a disaster. For example, the efforts of many individuals to come together to help those affected by the disaster in Haiti. People are working together to collect and transport supplies to the affected area while others are traveling to the area to work in groups that will assist in search and rescue efforts. There is a basic need to reach out and be part of a collaborating group to bring about relief during this type of times. Another situation is during the act of celebration such as Independence Day or New Year’s Day. Individuals tend toward a natural grouping behavior to celebrate shared experiences or histories. For example, millions of people group together around the globe on New Year’s Eve to bring in the New Year together. It is an interesting concept considering it is just another day in the time span. What really makes January 1st any different from December 30th or January 2nd other than at some point in time it became the starting point of the year and a chance to be better. There are other situations where the basic instinct to group can be observed such as the tendencies to group by similarity, group for conquering, group for looting and rioting, and group for punishment. The last three examples are not representative of the best part of the human nature; however, they are very powerful aspects that occur. There are many examples throughout history where people grouped together to conquer other people or lands. A more recent example for looting and rioting would be the LA riots that took place in the early nineties. As for an example of grouping for punishment, a prime example would be covered in the mob mentality dealing with lynch mobs.
How can technology facilitate collaboration among learners based on constructivist principles?
The ability of technology to facilitate a collaborative process is shown in distant learning environments where technology is utilized in collaborative efforts of learners as they work on projects with group members that are located across vast distances. These learners work towards problem solving on issues as they communicate to enrich their experiences through a discussion and reflection process. Without the technology to allow this effective and timely interaction, the ability to collaborate on projects and issues would be limited to the physical arena of proximity.
The idea that humans have a basic instinct to “interact and work as a group” as discussed by Howard Rheingold in his video “Howard Rheingold: Way-New Collaboration” is an interesting perspective for discussion. There are many situations that can be discussed that support this notion. One situation, which is currently occurring, is how people group together to help during a disaster. For example, the efforts of many individuals to come together to help those affected by the disaster in Haiti. People are working together to collect and transport supplies to the affected area while others are traveling to the area to work in groups that will assist in search and rescue efforts. There is a basic need to reach out and be part of a collaborating group to bring about relief during this type of times. Another situation is during the act of celebration such as Independence Day or New Year’s Day. Individuals tend toward a natural grouping behavior to celebrate shared experiences or histories. For example, millions of people group together around the globe on New Year’s Eve to bring in the New Year together. It is an interesting concept considering it is just another day in the time span. What really makes January 1st any different from December 30th or January 2nd other than at some point in time it became the starting point of the year and a chance to be better. There are other situations where the basic instinct to group can be observed such as the tendencies to group by similarity, group for conquering, group for looting and rioting, and group for punishment. The last three examples are not representative of the best part of the human nature; however, they are very powerful aspects that occur. There are many examples throughout history where people grouped together to conquer other people or lands. A more recent example for looting and rioting would be the LA riots that took place in the early nineties. As for an example of grouping for punishment, a prime example would be covered in the mob mentality dealing with lynch mobs.
How can technology facilitate collaboration among learners based on constructivist principles?
The ability of technology to facilitate a collaborative process is shown in distant learning environments where technology is utilized in collaborative efforts of learners as they work on projects with group members that are located across vast distances. These learners work towards problem solving on issues as they communicate to enrich their experiences through a discussion and reflection process. Without the technology to allow this effective and timely interaction, the ability to collaborate on projects and issues would be limited to the physical arena of proximity.
Tuesday, January 12, 2010
Module 2- Cognitivism
At http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html, Bill Kerr wrote, “I've also noticed that learning theorists, who have a different favourite _ism to mine, might still come up with significant findings in their empirical studies that I find hard to reject or ignore”
I agree with Bill Kerr’s comment regarding relevant aspects in the different theorists’ _isms that are difficult to dismiss even though the theory is not all encompassing on its own. As I go through and consider the components of several of the _isms, I find descriptions about learning I have observed in classrooms as well as in other social settings where learning takes place. When considering how learning occurs, it makes sense to see a variety of methods or processes that are productive. Learning takes place in a plethora of settings involving a diverse group of individuals, which would suggest a variety of learning processes. For example, individuals tend to like praise or recognition and will acquire learned behavior in response to receiving positive feedback. Children will learn behaviors in response to being given praise for a job well done. Teenagers will improve homework skills in response to positive reinforcement from parents and teachers. Adults will learn and follow procedures at work in response to positive recognition from a boss. It is easy to observe behaviorism in action; however, it is not proof behaviorism will absolutely be true for all situations. Other _isms such as cognitivism and constructivism, which have premises of learners like computers where information is input, processed, and output in some form and learners must construct meaning to learn. Yes, there is a great benefit in the learning process for students who are actively engaged; however, not all learning experiences are necessarily active processes. I have observed learning in a foreign language class that occurred in what would be considered an immersed environment where some learning was the result of unconscious modeling. Some of the students had not even realized they had incorporated some of the vocabulary at first.
As Bill Kerr discussed, it is definitely possible to acknowledge findings throughout the different _isms that have merit when considering the process of learning. Since learning occurs in many different areas, with many different people at many different stages it is logical to consider a variety of paths to understand how it occurs.
At http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html, Karl Kapp wrote, “The issue many forget is that “learning” is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not. It is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all”
Karl Kapp’s statement seems to center in on a crucial aspect of understanding how learning occurs, and that is to understand that the process of learning is a diverse and complicated issue. When you consider how different individuals are from one another and how diverse their environments can be from day to day as well as from one another, it would be difficult to automatically accept that their learning experiences and processes would be the same. If this premise is accepted, then it would have to assume that both genetics and environment have no bearing on the functioning process or path in which an individual learns. This is to say that all humans would be exactly the same in how their body functions in the overall learning process for every situation. We know not all individuals will have the same perceptions of a situation or gain the same meaning from the occurrences that happen, so why would we decide that all individuals would be exactly the same in how they learn? Why would we decide that all situations are the same for how the learning would need to take place? It would seem more logical that the learning method or mode would be a combination of the requirements for the intended learning and the predisposition of the learner. For example, does the intended learning involve an active process or a passive process?
We know that the physical natures of individuals are remarkably different to the extent that medicine and treatment will have varied effects on the individuals. Basically body chemistry varies, which means the responses to outside forces and influences can vary. This is the same body chemistry that affects how the brain perceives, stores, and access information in the brain. This would imply that the how and why of processes dealing with the brain would vary as well. This does not mean there will not be similarities; however, probability would also tell us there would definitely be differences as well.
I agree with Bill Kerr’s comment regarding relevant aspects in the different theorists’ _isms that are difficult to dismiss even though the theory is not all encompassing on its own. As I go through and consider the components of several of the _isms, I find descriptions about learning I have observed in classrooms as well as in other social settings where learning takes place. When considering how learning occurs, it makes sense to see a variety of methods or processes that are productive. Learning takes place in a plethora of settings involving a diverse group of individuals, which would suggest a variety of learning processes. For example, individuals tend to like praise or recognition and will acquire learned behavior in response to receiving positive feedback. Children will learn behaviors in response to being given praise for a job well done. Teenagers will improve homework skills in response to positive reinforcement from parents and teachers. Adults will learn and follow procedures at work in response to positive recognition from a boss. It is easy to observe behaviorism in action; however, it is not proof behaviorism will absolutely be true for all situations. Other _isms such as cognitivism and constructivism, which have premises of learners like computers where information is input, processed, and output in some form and learners must construct meaning to learn. Yes, there is a great benefit in the learning process for students who are actively engaged; however, not all learning experiences are necessarily active processes. I have observed learning in a foreign language class that occurred in what would be considered an immersed environment where some learning was the result of unconscious modeling. Some of the students had not even realized they had incorporated some of the vocabulary at first.
As Bill Kerr discussed, it is definitely possible to acknowledge findings throughout the different _isms that have merit when considering the process of learning. Since learning occurs in many different areas, with many different people at many different stages it is logical to consider a variety of paths to understand how it occurs.
At http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html, Karl Kapp wrote, “The issue many forget is that “learning” is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not. It is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all”
Karl Kapp’s statement seems to center in on a crucial aspect of understanding how learning occurs, and that is to understand that the process of learning is a diverse and complicated issue. When you consider how different individuals are from one another and how diverse their environments can be from day to day as well as from one another, it would be difficult to automatically accept that their learning experiences and processes would be the same. If this premise is accepted, then it would have to assume that both genetics and environment have no bearing on the functioning process or path in which an individual learns. This is to say that all humans would be exactly the same in how their body functions in the overall learning process for every situation. We know not all individuals will have the same perceptions of a situation or gain the same meaning from the occurrences that happen, so why would we decide that all individuals would be exactly the same in how they learn? Why would we decide that all situations are the same for how the learning would need to take place? It would seem more logical that the learning method or mode would be a combination of the requirements for the intended learning and the predisposition of the learner. For example, does the intended learning involve an active process or a passive process?
We know that the physical natures of individuals are remarkably different to the extent that medicine and treatment will have varied effects on the individuals. Basically body chemistry varies, which means the responses to outside forces and influences can vary. This is the same body chemistry that affects how the brain perceives, stores, and access information in the brain. This would imply that the how and why of processes dealing with the brain would vary as well. This does not mean there will not be similarities; however, probability would also tell us there would definitely be differences as well.
Thursday, December 17, 2009
Module 1: Learning and instruction in a digital world
Module 1: Learning and Instruction in Digital World
What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
Before the beliefs about how people learn best can be addressed, it is necessary to understand what is learning. Driscoll (2005) describes learning as “a persisting change in performance or performance potential that results from experience and interaction with the world” (p.1). So what does this mean? It means an individual has had sensory input through some or all of their senses that has caused them to think and/or behave in a specific manner as a result of the sensory input, and that the thought process or behavior will continue. How do people learn best? I think it depends on the individual. From a processing approach, individuals process information better depending on the sensory input for the particular individual. This is where learning theory becomes relevant. Driscoll (2005) discusses that learning theory tries to explain the aspects of results, means, and inputs as related to the learning process from observable occurrences (p.9).
The overall purpose of learning theory in educational technology is the same as with other areas of education. The purpose is to understand what works for the desired outcomes in the learning process so the students learn in the best possible manner. More specific to educational technology, the purpose is to examine the role and usage of the technological aspects to ensure the technology is a beneficial factor. Technology inclusion without purpose has the potential to create stumbling blocks to the learning process; however, when technology is included with specific purpose, it has the ability to provide additional components to the learning process that would not be available otherwise. For example, including alternative energy concepts in a biology biome project allows the students to make real world connections concerning concepts they are learning about the ecosystem. In this situation, the inclusion of the technology concepts has a specific purpose in the learning objectives, as well as, addresses issues of relevancy as high school students demand meaning to their learning. In History, the change in media for information transmission could be incorporated where students have to complete different components of a project in the different methods that have been utilized over time. Afterwards the students could follow up with discussion on the impact the different methods had on the ability to quickly and efficiently transmit information, and how this has affected society over time. Here again, the inclusion of the technology provides meaning and method to the process of the intended learning. Many examples could be given for all subjects because technology and the changes that have occurred are part of all aspects of learning and life. It just takes careful thought and time to ensure the inclusion is purposeful and effective.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
Before the beliefs about how people learn best can be addressed, it is necessary to understand what is learning. Driscoll (2005) describes learning as “a persisting change in performance or performance potential that results from experience and interaction with the world” (p.1). So what does this mean? It means an individual has had sensory input through some or all of their senses that has caused them to think and/or behave in a specific manner as a result of the sensory input, and that the thought process or behavior will continue. How do people learn best? I think it depends on the individual. From a processing approach, individuals process information better depending on the sensory input for the particular individual. This is where learning theory becomes relevant. Driscoll (2005) discusses that learning theory tries to explain the aspects of results, means, and inputs as related to the learning process from observable occurrences (p.9).
The overall purpose of learning theory in educational technology is the same as with other areas of education. The purpose is to understand what works for the desired outcomes in the learning process so the students learn in the best possible manner. More specific to educational technology, the purpose is to examine the role and usage of the technological aspects to ensure the technology is a beneficial factor. Technology inclusion without purpose has the potential to create stumbling blocks to the learning process; however, when technology is included with specific purpose, it has the ability to provide additional components to the learning process that would not be available otherwise. For example, including alternative energy concepts in a biology biome project allows the students to make real world connections concerning concepts they are learning about the ecosystem. In this situation, the inclusion of the technology concepts has a specific purpose in the learning objectives, as well as, addresses issues of relevancy as high school students demand meaning to their learning. In History, the change in media for information transmission could be incorporated where students have to complete different components of a project in the different methods that have been utilized over time. Afterwards the students could follow up with discussion on the impact the different methods had on the ability to quickly and efficiently transmit information, and how this has affected society over time. Here again, the inclusion of the technology provides meaning and method to the process of the intended learning. Many examples could be given for all subjects because technology and the changes that have occurred are part of all aspects of learning and life. It just takes careful thought and time to ensure the inclusion is purposeful and effective.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Monday, December 7, 2009
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