Some Final Thoughts!

Course Reflection

Genise Brothers

EDUC 6115

            When one is young, it is easy to believe that adulthood is a destination in which the gates will fly wide open, and those who enter will no longer be subjected to the rituals and routines that take place in school.  However, as one reaches adulthood and the end of their formal education, what is realized is that education though no longer formal never really stops.  Learning is a lifelong endeavor.  What changes for the student as they grow older is their awareness of learning and what drives them to learn.

            For the author, this class has been a revelation.  Though familiar with learning theory, styles, and strategies, this class did bring some surprises.  What has been most surprising is the idea of connectivism, the learning theory in which knowledge is tied to the size and quality of the learner's network of information. (Davis, Edmunds, & Kelley-Bateman, 2008).  What is surprising is with technology and social networking how large one's personal network can become.  Even those who do not consider themselves technologically savvy still have a vaster network than they realize.  It has the potential to revolutionize learning.

            The learning process is different for every person.  For the author, this class has deepened knowledge of the learning process by breaking down the specifics of brain function, learning theory, multiple intelligences, learning styles, strategies and motivation.  There has been an awareness of learning created that was not present prior to this course. 

            The connection between learning theory, learning styles, educational technology and motivation is they are all part of the mix that creates learning.  Each plays a role in educating the individual, and each individual has their own way of assimilating this mix in a way that is most productive for them.  The key for the designer is to have an understanding of this mix in order to help create curriculum that can be effective for every type of learner regardless of age, learning preference, or experience with technology.

            Instructional design is a field that covers a lot go ground.  It can be used in both the academic and business worlds and covers the education of all types of learners.   It must encompass learning theories, learning styles, strategies, and intelligences.  Along with the learning itself, an instructional designer must also take into account the technological abilities and motivation of those in which they will be designing curriculum.  A class such as Learning Theory and Instruction will aid the designer by not only addressing the ideas of learning, but also introducing the designer to new technologies and ideas provided by the instructor and fellow classmates.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008).  Connectivism.  Emerging perspectives on    learning, teaching, and technology.  Retrieved from        http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

I Am The Learnerator !

For seven weeks now I have read and debated, and investigated learning theories and styles.  Now comes the time where I look at what I have learned and compare it to what I thought I knew about myself as a learner.  So...... here it goes.

To begin I have included a couple of pictures of myself in order to illustrate a point.  The first is a picture of me at age four.  The other is me at age 14, and the final picture is me at 40. 

 As you can see, much has changed in that time.  But there is more that has changed that cannot be readily observed from these photos.  The changes I am speaking of have to do with my learning throughout my life.  Early in this class, I stated that in terms of learning theory I tend to have leanings toward the cognitive portion of the learning theory wheel.  I do enjoy organizing material into outlines and graphic organizers, and I am often very aware of how I am applying acquired knowledge to complex tasks or problems.  However, since that first week I feel I can expand my learning to include constructivism.  Constructivism deals with how we construct knowledge through meaningful experience.  I include this because I am constantly trying to apply new information to a context I already have in mind.  I can also expand the definition of me as a learner by my newfound understanding of adult learning.  As an adult learner, I have a far different perspective on learning compared to my youth because of my ability to self-direct, the life experience I bring to my learning, and the reasons why I am choosing to educate myself.  As an adult learner, I don't have to if I don't want to. 

Ok, so what do we have so far?  I am an adult learner who is motivated, self-directed with a wealth of life experience to bring to my education.  The learning theory that best encompasses my beliefs and practices is a mix of cognitive constructivist based on how I organize information in my brain and attach meaning to information as it is processed.  But wait there's more!  I cannot create a true definition of myself as a learner without touching on the theory of multiple intelligences as well as reflecting on my learning styles.  The theory of multiple intelligences was proposed by Howard Gardner, and has to do with our various cognitive abilities.  Gardner's theory states there are approximately eight different types of intelligence and that people have different strengths based on their proficiency within these intelligences.  Based on the results from a multiple intelligence assessment as well as assessing my own life experiences it turns out my proficiencies lie in kinesthetics, linguistics and naturalism.  I cannot say that I was surprised, because I have always had an affinity toward mind/body, the written word and the natural world (hence the degree in Geology).  As far as my learning style, I would still classify myself as I did earlier in this course visual and kinesthetic. 

Ok, almost there.  But not quite.  At the beginning of this course, I would look back on this extensive definition of myself as a learner, and I would have called it a day.  However, as I come toward the end of this course, there is still a huge piece of the puzzle that remains.  That piece of the puzzle has to do with a newer learning theory, and how it pertains to me as both a student and an instructional designer.  It has to do with the idea of learning and connectivism.  Conncectivism is a learning theory that equates learning with the number of "nodes" or connections of the learner.  The collection of connections becomes the learner's network.  Connectivism says, the larger the network, the more learning that can take place.  In this day and age, where technology now plays a major role in our lives socially, academically and in our work life, our connectivity allows us to learn from a variety of sources very quickly.  Each connection we make is another path to more knowledge, and those paths are as important as the learning itself.  As a result, it is up to me as both a student and an instructional designer to be current when it comes to finding and implementing technology into my learning and teaching.  The days of being able to stick my head in the sand when it comes to technology are long gone. 

Ok!  So there it is a nice up to date streamlined definition of me as a learner.  Ok, so maybe streamlined is not a great word choice.  But learning isn't necessarily a streamlined process.  Learning can be a complicated and messy business.  To me the key to finding that direct line from designer, to teacher to student will be to reflect on my own learning, keep in mind the needs of the students, and be a responsible designer by staying current in the world of technology and the positive role it can play in education.

A Reflection on My Connection

When I look back at my undergraduate studies in the early nineties and compare my network then to my network now, the change is astonishing.  In 1990, the internet really did not exist.  My studies consisted of the classes I attended two to three times a week, the books I read, trips to the library, the study groups I attended, and the office hours I attended when my professor was available.  When I communicated with people at the university I either called (using my dorm phone), or went and stood in line and spoke in person to the people who could help resolve any issues.  We had several computer labs on campus, but they were used primarily for word processing.  If we look at my academic network today, much has changed. The classes I attend are online, and I participate when my schedule allows.  Yes, I still have text books that I use, but I also have a plethora of other resources provided via an online library as well as online journals that I find using Google Scholar.  When I need to contact my professor or the university I write emails at any hour of the day or night, and my study group is my entire class that I communicate with using class posting boards, email or blog resources to share thoughts and ideas.   A final way that my networks have changed the way I learn has to do with the speed at which I now am able to gather and process information.  In the good old days, I was limited to bookwork and class time a few days a week.  My learning network now allows me to have access to resources at the click of a mouse.  

Currently the internet provides a great array of tools that have helped facilitate my learning.  In looking at my mind map, I can see several tools that have had a significant impact on my learning.  Of these tools, the ones that have facilitated my learning the best are the ones provided by Walden University.  The organization of resources provided weekly for classes as well as the Laureate videos has been the most important since beginning my program.  The Walden E library has also been an excellent resource in facilitating my learning. 

Masters level work is quite new to me.  I have found over the past several weeks the level of material I have encountered often prompts questions either about the material, or about the procedures in the work being completed for the class.  Often questions I have about the material are answered by reading the posts of my classmates.   I have at times looked for other resources concerning the class material by using Google Scholar or the Walden Library.  Finally, those questions about procedure are often answered via email conversations with the class instructor.

If I compare my learning network with the central ideas of connectivism, it is clear my learning today supports the tenets of connectivism.  Below I will post the principles of connectivism as proposed by Siemens in the article "Connectivism" by Davis, Edmunds & Kelly-Bateman (2008) and give support via examples in my own learning experience.

   •"Learning and knowledge rest in diversity of opinion." :  I have learned a great deal from my classmates over the past several weeks because of the diversity in experiences and the willingness of my classmates to share their experiences and knowledge. 

   •"Learning is a process of connecting specialized nodes or information sources."  If you look at my mind map, I have several information sources.  Be it personal, professional, or academic, these sources all can act as resources for connecting and learning.  

   •" Learning may reside in non-human appliances."  Though humans are the ones who are providing the information that is found on the Walden web site, and on sites such as Google scholar, my non-human computer is the means by which that information is delivered.  Information that will add to my learning.

   •" Capacity to know more is more critical than what is currently known."  This one took some time for me to wrap my mind around.  But for me what this means is that in my Masters program what I know is important, but what I will learn in the future will be even more important as I build a base of knowledge and then build upon that base. 

   •" Nurturing and maintaining connections is needed to facilitate continual learning:  The connections made during this learning process is so very important because each connection that is made is like a friendship.  What can be gleaned from these connections can only benefit all parties involved. 

   •" Ability to see connections between fields, ideas, and concepts is a core skill.  In this week's discussion, the idea of relevancy in learning was a topic of quite a bit of discussion.  In a program such as instructional design there is a large array of topics covered in the program.  Understanding the connections between classes  allows us to see the big picture within a discipline and be at our most effective within the field.

   •" Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities":  In a field such as instructional design and technology, there may be nothing as important as this.  Technology is a field that is changing at incredible speed.  The ability to stay current is critical to our success as instructional designers. 

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. Emerging perspectives on learning, teaching, and technology.. Retrieved May 31, 2011, from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

 

Connectivism

So here it is, the mind map of my network connections.  I never really thought of myelf as being really hooked up, but the large array of tech icons on my map tells me otherwise.  So I guess it's true, a picture is worth a thousand words. 

It's a Blog Day Afternoon

Good afternoon to all.  It has been a busy week in Denver, CO.  I am very close to the end of the school year with my eighth graders, and I started today with a very wet cold running of the Colfax Half Marathon.  The good news is I did find some time this week to do some digging and came up with a couple of interesting resources for this week's blog entry.  I chose to look up one web site on the brain and learning, and one journal article on constructivism vs. direct instruction.  I have cited the information below including the links if you would like to have a look, as well as a few thoughts on each resource.

Web Page

Brain Connection

 http://brainconnection.positscience.com/

This is a very comprehensive and user-friendly web page that deals specifically with brain function and its relationship to education.  To me the best part of the web page is the library section.  It has articles ranging from general topics on the brain, the brain and education, clinical topics as well as a series of tutorials on brain anatomy, physiology, and brain function.  I found value in this web site because I think it is a good starter page for those who are trying to get a stronger grasp of brain-based education.  The only drawback is that this site is sponsored by Posit Science Corporation, so it is a bit advertisement heavy. 

Journal Article

Kirschner, P., Sweller, J., & Clark, R. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

http://www.informaworld.com/smpp/content~db=all~content=a784754045

This article caught my eye, because right now in education inquiry based instruction is all the rage.  I have been working with a group over the last couple of years that is facilitating professional development specifically to bring a more inquiry-based approach into our school.  The article was pretty interesting. Its goal is to "suggest that based on our current knowledge of human cognitive architecture, minimally guided instruction is likely to be ineffective" (p. 76).  The article includes information on the relationship of working memory and long-term memory and discusses how constructivist teaching does not consider this relationship.  The article then gives a brief history of constructivism followed by the authors' guidelines for effective direct instruction.  The bottom line is the authors' feel that constructivist theories of teaching are ineffective in providing basic skills and content (especially in science) to novice or intermediate learners, and are not as effective for advanced learners when compared to direct instruction. 

Though I did not agree with all of the points of the article when it comes to the value of constructivist practices, I did find the article to be a great review of the relationship of working memory and long-term memory.  The article also gave me some points to consider as an instructional designer especially when it comes to delivering science content to novice learners (such as eighth graders).  Overall, it was interesting reading and I would recommend having a look.

Wow, I'm Feeling a Bit Blogged Down

Ok, so I have finally managed to get my first class blog posted.  To say this assignment has been challenging is an understatement.  Until this week I have never blogged, nor have I ever read a blog.  So it's amazing to me how much time I've spent over the last few days just looking, reading and deciding what is relevant and what is not.  This week was a reminder to me how much I have to learn when it comes instructional design, online learning, and the scope of technology available. 

After a few days of searching, I ended up choosing three blogs with different themes.  One related specifically to online learning, one with a focus on the impact of social media and education, and finally an education blog which offered a variety of blogs in different areas of education.  I felt by casting a wide net into the blogosphere it would help paint a clearer picture of blogs in general as well as introducing me to the varied topics and tools that I will encounter as an instructional designer.

1.  E-Learning Queen

http://elearnqueen.blogspot.com/

The first blog I choose is called E-Learning Queen.  This blog is an all purpose online education/instructional design blog that offers some practical applications for those both immersed in instructional design as well as those just beginning.  One pro of the blog is the e-learning series in which the blog facilitator Susan Smith Nash interviews various players within the fields of online education and or instructional design.  A drawback for me was the incredible amount of information presented and at times I felt completely lost as I struggled to keep up with the language in the blog.

2.  The Center for Learning & Performance Technologies:  C4LPT blog

http://www.c4lpt.co.uk/blog/

This year I have had the pleasure of watching one of my colleagues  use a social media in her classroom as a whole new way to get them to collaborate.  She set up a "faux twitter" format for her students to update on everything from homework assignments, debates, and presentations.  Her work made me do some thinking about social media and the impact it is currently having on our students as well as the impact if will have on education.  The author of this blog Jane Hart offers some interesting articles and videos on social media as well as her favorites for emerging and existing technology.  One part of the blog that interested me was her reading list for April 2011 that included a list of her reader's top 100 tools for learning in 2011. 

3.  Edutopia Blogs

http://www.edutopia.org/blogs

The school where I teach is part of a collaboration with the Pubic Education and Business Coalition (PEBC).  I mention this, because I am part of a peer lab group of teachers that works collaboratively with each other and with PEBC to improve our teaching practices.  I found the Edutopia site to be very interesting.  I like the philosophy of collaboration I found on the website.  I choose to include the Edutopia blog in this list because its blog page offers a wide variety of education related blogs.  Topics covered by blog contributors include elementary and secondary education as well as charter schools, and innovation in education.  One blog contributor I did browse was that of author Milton Chen and some of his postings in education innovation.  He had some thought provoking ideas for improving education, the drawback being his latest post was 5 months old.  There is much more to explore within these blogs, and I was only able to scratch the surface.  More information to come on this web site, and the blogs.

The First Ever Blog Post!!

So here it is, my first ever blog post.  I feel different now......Cooler.  Kind of like Fonzie.  Ehhhhhhh..