Module 4: Connectivism Mindmap

•How has your network changed the way you learn?

The idea of connectivism has made the learning process much easier for me as a learner and as a teacher. In the video, Dr. Siemens says that “Learning is the act of connecting to other people and connecting to data and information sources” (Laureate, 2010). Having constant interaction (i.e. connection) with my peers, as well as easy access to various technological tools and resources has made the accessing and acquisition of knowledge easier than ever before. As a student, it is a relief to have information so readily available. For instance, I can’t remember the last time that I’ve visited a public library for research purposes, as instant access to the Internet is at my fingertips 24/7. As a teacher, connectivism allows me to create a student centered classroom, in which I serve more as a facilitator than a teacher. Learners do not have to depend solely on me to obtain all of their information and knowledge. They are encouraged to use the technology tools available to them, as well as learn from their peers.  

•Which digital tools best facilitate learning for you?

Currently, I use a blog in one class and a Wiki in another class. Prior to beginning this Ed.S program, I’d never created or used a blog or Wiki; now I’m wondering why I am just now being introduced to them as a learner. They communication and collaboration amongst peers easy in distance education. Additionally, the discussion board through the learning management system (LMS) of every higher education institution that I’ve ever attended is used daily, as well as the University’s online library database. Currently, I’ve started using Skype and Google Docs to communicate and collaborate with my classmates. These are more tools that I haven’t had the pleasure of experiencing prior to beginning this Walden program. Also, there are times when email and phone calls are necessary as well.

•How do you learn new knowledge when you have questions?

Google is my best friend!!! It is the first page that I see once I open Internet Explorer, as I use it daily to conduct research and look up information from reliable Web sites. Additionally, networking through communication and collaboration with my peers and instructors is very important, and the various tools listed above make networking an easy possibility. And the good thing about it is that all of these resources are free and very user friendly. As I stated, prior to this program, I’d never created or used blogs or Wikis, but it did not take me long to learn to use these tools to enhance my learning experience.

Reference:

Laureate Education, Inc., (Executive Producer). (2010). Connectivism learning theory. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6509858&Survey=1&47=9479398&ClientNodeID=984645&coursenav=1&bhcp=1

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I've responded to Thomas Jacobs' (http://jacobseduc8845.wordpress.com/) and Pamela Loder's posts (http://ploderlearningtheoryandedutech.blogspot.com/).

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 of the evolution of Wikipedia as a collectively developed encyclopedia?

First, I agree with Rheingold’s assessment of human interactive being competitive in nature. Secondly, I believe that any form of competition is an opportunity to interact (communicate and collaborate) with others who share the same purpose. This is done in sports, as well as in businesses and companies and politics, as Rheingold pointed out. I don’t think that competition has to be viewed as a barbaric act all the time either; as it can and often times does result in individuals actually working together to achieve a  common goal, as we can see when we consider Wikipedia’s history. Regarding Wikipedia, Sanger (2012) says “Our goal…is to create a free encyclopedia; indeed, the largest encyclopedia in history, both in terms of breadth and in terms of depth. We also want Wikipedia to be a reliable resource.” Taking the place of an encyclopedia, individuals had to come together and work collectively in order to achieve the intended goal. I’m sure that competition amongst individuals played a part in the process; but the end result came into fruition.

•How can technology facilitate collaboration among learners based on constructivist principles?  

“Technology is increasingly viewed as an “optimal medium for the application of constructivist principles to learning (Murphy 1997b)” (“How Does Technology,” n.d.). As this theory focuses on making connections and making meaning in the learning process, the various technological tools that are incorporated into instruction make it possible for learners to produce, direct, and construct their own knowledge base. Furthermore, this theory allows for a learner centered approach to providing instruction, as well as teach learners to be self directed and an active participant in his or her learning experience. Through this theory, learners are encouraged to use various technologies to communicate and collaborate with their peers in hopes that they will learn the content from one another. The author of the “How Does Technology Facilitate Constructive Learning” article supports this by saying “It facilitates a self-directed approach to learning and actively engages learners in higher-order thinking and problem solving (O’Carroll 1997).” (n.d.).

•Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

Lomas, C., Burke, M., and Page, C. (2008). Collaboration tools. Retrieved April 5, 2012 from http://net.educause.edu/ir/library/pdf/ELI3020.pdf

References:

How does technology facilitate constructivist learning? (n.d.). Retrieved April 5, 2012 from http://www.calpro-online.org/eric/docs/brown/brown01_05.pdf

Sanger, L. (2012). Wikipedia purpose. Retrieved April 5, 2012 from http://en.wikipedia.org/wiki/Wikipedia:Purpose

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I've responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and Pamela Loder's (http://ploderlearningtheoryandedutech.blogspot.com) post.

Module 2: Cognitivism as a Learning Theory, According to Kerr and Kapp

Cognitivism as a Learning Theory, According to Kerr and Kapp

I agree with Kapp that no one learning theory explains the majority of the human population. Since individuals learn differently, there are learning styles that appeal to these differences; as what may work for one individual may not for another. The same is true for all of the learning theories, or ‘isms,’ as Kerr refers to them, which have been incorporated into education to attempt to explain how individuals think and learn. Therefore, to appeal to the majority of the human population, I agree with Kapp that philosophies and concepts from each of the learning theories should be combined; thereby implementing yet another learning theory that attempts to define the majority of humans. Another strong point that Kapp made is that learning is not one set thing… Learning entails the acquisition, application, and retention of information and knowledge. It is not enough to simply acquire (gain) the information from an array of sources, but the information needs to be presented in a way that is relevant and meaningful to the learner. Additionally, the learner needs to be placed in situations where he or she can actually use (apply) the knowledge, as we tend to remember more of what we do than what we hear or see. And I think that the application stage is what assists with retention of the information.

References:

Kapp, K. (2007). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved March 28, 2012 from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007). _Isms as filter, not blinker. Retrieved March 28, 2012 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

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I responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and Jason's (http://learningtheoryinedtech.blogspot.com/2012/03/learning-theory-in-ed-tech.html) post.

EDUC 7105-2: Module 1 Blog

Question:

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

Response:

     I define learning as the acquisition and application of information and knowledge. As individuals, it should be a lifetime commitment to be continuous learners, as there are always opportunities to develop and grow academically, professionally, and personally. Because we are all different, we all learn in different ways; and how an individual learns is based on his or her learning style. As it relates to learning styles, Dr. Howard Gartner introduced the theory of multiple intelligences, which says that there are various types of learners. For instance, some individuals are auditory learners (learn by hearing), while others are visual learners (learn by seeing); still others are kinesthetic learners (learn by doing). Therefore, individuals learn best when information is presented in a way that appeals to their style of learning. An effective teacher and an effective classroom consider each type of learning in designing instruction and delivering content. Additionally, students are given opportunities to demonstrate what has been learned through the instruction in a manner that makes the most sense to them.

Educational technology can be defined as “the considered implementation of appropriate tools, techniques, or processes that facilitate the application of senses, memory, and cognition to enhance teaching practices and improve learning outcomes” (Aziz, 2010). Simply put, educational technology involves the use of various media and technological tools to assist in the teaching and learning process, and its purpose is to enhance the learning experience of learners. Learning theory is necessary in educational technology because it provides an explanation of the tools that can be used to appeal to each type of learner. Since the goal of instruction is to improve learning outcomes, teachers are able to incorporate the necessary tools for this to take place. For instance, an auditory learner may benefit from a podcast that explains to them how to save a document, while a visual learner may need to watch a YouTube video that shows how to save the document. Still, a kinesthetic learner may not fully understand the concept until after he or she has demonstrated what was heard or seen by actually going through the steps of manually saving a document. Each type of learner is encouraged to use whatever resources are needed for him or her to gain understanding, and be able to produce. Therefore, it is the teacher’s role to provide the information, and the student’s role to obtain, retain, and be able to apply the information.

Reference:

Aziz, H. (2010). The five keys to educational technology. Retrieved March 12, 2012 from http://thejournal.com/articles/2010/09/16/the-5-keys-to-educational-technology.aspx

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I responded to Sherri Carey's (http://theoryandeducationaltech.blogspot.com/) and David Davis' (http://edtechlearningtheory8845-2.blogspot.com/) posts.

Final Video Presentation

You can view my video presentation on Academic Dishonesty in Higher Education on YouTube: http://www.youtube.com/watch?v=C_uNwUxJ42M

REFERENCES

Academic dishonesty and plagiarism. Texas A&M University Libraries. (n.d.). Retrieved September 11, 2011 from http://library.tamu.edu/help/help-yourself/using-materials-services/online-tutorials/files/AcademicIntegrityAndPlagiarism.pdf  

College Cheating Story. [Video] (2008). Retrieved Thursday, November 10, 2011 from http://www.youtube.com/watch?v=gpPnjWP59MU   

Jones, D. (2011). Academic dishonesty: Are more students cheating? Business Communication Quarterly, 74(2), pp. 141-150. 

Jones, L. (2011). Academic integrity & academic dishonesty: A handbook about cheating & plagiarism. Retrieved September 11, 2011 from http://www.fit.edu/current/documents/plagiarism.pdf  

Satterlee, A. (2002). Academic dishonesty among students: Consequences and interventions. Retrieved September 11, 2011 from http://www.eric.ed.gov/PDFS/ED469468.pdf   

Witherspoon, M. (2010). Academic dishonesty of undergraduates: Methods of cheating. Retrieved September 11, 2011 from http://20.132.48.254/PDFS/ED518485.pdf

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Module 5: Static versus Dynamic Technologies Concept Map

Based on my philosophy of distance education I believe that I am in the middle of the static and dynamic contiuum. Because I am a person who enjoys integrating various forms of technology into my daily life (personally, academically, and professionally), I feel very comfortable using both static and dynamic forms of media and technologies to communicate, collaborate, and receive information. I feel that this Walden program is pushing me to use more dynamic media. For instance, prior to beginning this program, I’d never created or used a wiki or blog. I am thankful for the opportunity to learn how to use these technologies, and see how it assists in communication and collaboration with my cohorts and the instructor. And as I mentioned in another blog, the fact that these tools are free makes it all the more better.

Here is some additional information that I located in reference to media and technology being used in distance education:

• Media and Technologies Used In Distance Education - http://www.slideshare.net/alaasadik/media-and-technologies-used-in-distance-education-i-presentation

• Technologies and Media for Distance Education - http://mmcisaac.faculty.asu.edu/disted/final98/finalmh.html

Module 4: Engaging Learners with New Strategies and Tools

The outcomes of learners are the same in any educational environment, traditional or online. However, the differences between the two environments lie in the resources/tools and methods/strategies used in delivering instruction to learners. There are specific teaching and learning strategies that have been identified to work best in online environments than do face to face (F2F) environments. The Three (3) C’s that will cause distance education to be the most effective for online learners are content, communication, and collaboration. The instructor and the learner must be active participants throughout the duration of the course in order for the learner to achieve the stated learning outcomes.

In the graphic organizer above, I have listed ways that the instructor can foster content knowledge within an online course because although the content itself is important, how the content is delivered is equally important. Additionally, the use of various technologies that promote communication and collaboration are essential as well. There are various ways for instructors to deliver content to learners, such as through PowerPoint presentations, podcasts, webcasts, blogs, wikis, video conferencing, etc. Additionally, there are various ways for instructors and learners to communicate with one another, including discussion boards (through learning management systems), blogs, wikis, email, and social networking sites, such as Facebook. As it relates to collaboration, the various communication tools are used to allow learners to work together on class assignments and projects. For instance, some of the same tools that are used to communicate, such as blogs and wikis, can assist in collaboration amongst learners.

Prior to beginning this program at Walden, I’d never created or used a blog or wiki to post information and communicate with my peers and instructors. Being that these tools assist with communication and collaboration, you have to also acknowledge that they are convenient, easy to use, and FREE!

References:
Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

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Here are some blogs related to this topic:
http://kofianane4.wordpress.com/2010/10/28/engaging-learners-with-new-strategies-and-tools/
http://belindavannorman.blogspot.com/2011/07/engaging-learners-with-new-strategies.html
http://undwd.wordpress.com/2010/11/14/engaging-learners-with-new-strategies-and-tools/
http://prezi.com/r4azmdisrbb4/engaging-learners-with-new-strategies-and-tools/