Fitting Pieces Together

In the beginning, constructivism theory sparked my attention because learners construct their own knowledge and are adaptive (Ertmer and Newby, 1993).  Based on what I knew at the time, this was my best choice.  My quest for adaptability enables me to keep going and to dig deeper when I’m curious about anything.   Intrinsically, I have a need to find out “why” to many questions.  However, if the tools are not in close proximity, I will give up quickly. 

In the previous discussion, I talked about making real-world connections and the urge to understand concepts before moving forward.  Connectivism and adult learning include more of my learning behavior; they expand upon the constructivist learning theory.  With connectivism, my introverted personality is given an opportunity to thrive by connecting socially through Web 2.0 networks.  It enables me to make-sense of learning and by providing resourceful networks like blogging, Wikipedia, Facebook, YouTube, and Delicious.  It gives me a voice where I can test and express my views while tapping into a diverse community of learners. 

For overly complex concepts, connectivists extract and store information on non-human appliances, meaning computers or networks, to prevent human overload (Siemen, 2005).  Decision-making is based on a “rapid changing foundation” (Davis, Edmunds,& Kelly-Bateman, 2008) as information is abundant and readily available.  The limits of software license have been reduced by having applications available at all times, called clouding.  Siemen (2005) believes that with information changing so rapidly we must constantly adapt and evaluate updated information.  Connectivist’s adjust to informal learning, but should draw distinctions between important and unimportant information is vital (Siemen, 2005). 

In the role of technology for me, my laptop is my first resource to connect with the world to find out what is going.  It is used to locate examples and non-examples of topics to connect with work, school, family, and friends.  Web 2.0 resource motivates me to actively learn and connect with others around the world.  When I use social media networks, I connect with my community virtually.  Human contact is not my preference.  Blog posts comments offer welcome feedback that helps to deepen my understanding of a topic and well as provide alternatives. 

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 17, 2012 fromhttp://projects.coe.uga.edu/epltt/

Ertmer, P. and Newby J. (1993). Behaviorism, cognitivism, constructivism:  Comparing critical features from an instructional design perspective.  Retrieved from http://uow.ico5.janison.com/ed/subjects/edgi911w/readings/ertmerp1.pdf

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Connectivism

In my Learning Theories course, we explored central tenets of connectivisim by analyzing how networks are used to access knowledge.  Posted to the right, my personal mind map provides a glimpse of how personal and social networks are currently used.  Next, this blog will respond to how networks have changed the way I learn; share digital tools that best facilitate learning for me; explain my process of finding answer to inquiries; and express how my personal network supports connectivism. 

Before sharing how my network changed the way I learn, let us reflect on past learning experiences.  In the 1980s, technology required a great deal of codes, or text commands, to achieve professionally produced documents.  Graphical user interface enabled users to view images also known as “what you see is what you get,” WYSIWYG, rather than a web of codes and text.   It looked a lot like html codes.  At the time, I thought it couldn’t get much better in the information world.  Because research was tedious, the only information that I would investigate would mostly come from a dictionary, bible, or a cookbook.  Any other thought provoking information would require a trip to the local library to find the right resources.  Additionally, visits to the library were mostly to follow-up on required assignments for schools.  Never would I take it upon myself to learn more on my own.  So my network has changed the way I learn because information is readily available to me at home, work, and anyplace my smartphone connects to 3G or 4G network.  In fact, it empowers me with the feeling of being within the loop of information.

Web 2.0 digital tools best facilitate learning for me since many features are interrelated.  Wikipedia gave the following examples of Web 2.0 (n.d.):   social networking sites, blogs, wikis, video sharing sites, hosted services, web applications, mashups and folksonomies.  Tags and hyperlinks enable me to navigate freely to a wealth of information presented in simple and complex forms.  If reading the information is to complex, then graphics and video, like from YouTube, are shared between a network of users.  However, schools focus more on formal learning and have been known to be slow in responding to the connectivist approach (Siemens, 2004), but some are testing the Web 2.0 idea by integrating Facebook and twitter (Schaffer, 2011).  Siemens (2004) states that “technology is altering (rewiring) our brains. The tools we use define and shape our thinking.”

When I have questions, immediately I use Google’s search engine; with just a few key strokes, it immediately anticipates my inquiry and provides suggestions.  Key term locates more links and resources. Even through Facebook, I can type a term and search for dedicated page posts of collaborators. 

My personal learning network support the significant principles of connectivism, especially since it connects me socially with perceptions of others.  In elementary school we were told that Columbus discovered America.  My question back then was, “How could he discover America when the Indians were already there?”  My teacher avoided the question.  A point like this never rests with me.  My personal network gives me the tool to investigate my own answers and to make sense of knowledge learned.  It helps me to weigh pros and cons as I form my own opinion. Learning may reside in non-human appliance, but it is built upon continuous store of human input. As we explore, we think critically by asking our own questions to compare and contrast concepts. Connectivist are wired to expect updates and to reassess the best methods to access information.

Schaffer, S. (2011, October 21).  Colleges embrace social media in the classroom.  http://www.classesandcareers.com/education/2011/10/21/classroom-social-media/

Siemens, G., (2004, December 12).  Connectivism:  A learning theory for the digital age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Wikipedia.  (n.d.) Web 2.0 .  Retrieved from http://en.wikipedia.org/wiki/Web_2.0

Evaluating and Identifying Online Resources

As Instructional Designers deliberate how to effectively develop learning activities for new learners, many considerations must take place.  First, consider how the brain works and how knowledge of its functions impact learning.  Next, consider steps needed to process information and engage learners.  Lastly, consider a problem-solving method that will stimulate learning.  In this post, an evaluation of the brain and learning, information processing theory, and a problem-solving method will be discussed.

The Brain and Learning

What Does the Brain Have to Do With Learning?

Neuroscientist and educators have different views on the importance of brain studies.  Although instrumental in providing repeated studies to support their theories of how the brain functions, neuroscientist lacked relevant studies that support improvement in the classroom.  Worden, Hinton, and Fischer (2011) shared the frustration of educators responsible for implementation of “research-based” interventions to support students.  To respond to this issue, research schools comprised of educators, neuroscientist, and even experts in cognitive psychology combined their skills.  It resulted in research responding to inquiries relevant to classroom teachers, as well as, providing a sense of ownership through participation.  As they worked together, distorted understanding of the brain research was discovered. 

One myth, the importance of the brain in learning is discounted.  Actually, cognitive psychology serves as a bridge to neuroscience and educational perspectives.  In fact, cognitive psychology not only focuses on “what” studies; but expounds upon “the ‘why’ and the ‘how’ of learning. (Worden, et al., 2011)” Another myth, mastery of new language takes place before age 13.  Sensitive periods (Worden, et al., 2011) make it easier for individuals to learn, but does not negate the opportunity to learn.  Lastly, there’s a myth that girls excel in reading, while boys excel in math and science.  Proof is not available to support this myth.  Moreover, studies on the brain size did not result in a significant change in intelligence.  By dispelling these myths, educators and Instructional Designer can remove barriers that would limit the instruction of learners.

Information Processing Theory

Informing Lesson Design with Human Information Processing

As Instructional Designers develop learning activities, understanding the flow of information processing is key.  Gagle (2005) introduces a model titled, Lesson Flow and Human Information Processing, which includes four main channels with two filtering points.  In the first stage, sensory store, one of the five senses picks up the initial input of the activity.  Second, it moves to the filter stage where some form of attention sparks it to continue to the next stage.  In the pattern recognition stage, the brain connects the activity with prior knowledge.  Then it moves to the selection chamber.  It screens the information for a motivating reason to move forward the Short-Term Memory (STM) to begin the learning process.  As long as learners aren’t distracted and a reasonable amount of information is introduced, STM will function before moving to the next channel, Long-Term Memory (LTM).  With LTM, information may not always be accessible if unused for long periods.

Beneath the flow chart it stresses the implementation of motivation from the filter stage to chamber connecting STM to LTM.  Motivation of the learner engages him or her to stay focused. This may be accomplished by instilling “why one needs to learn something (p. 36).”  In accordance with the reason for learning, it must be presented in a meaningful, substantial format. Guided practice of the application begins during STM and lasts until LTM.  In the last step called evaluation, assessment of the learner and reflective feedback happens. 

Problem Solving

One method of problem solving uses levels of questioning called Bloom’s Taxonomy.  According to Classroom Assessment (n.d.), 65% of the standardized test challenges students with high-order thinking skills: synthesis, analysis, and evaluation.  K-12 teachers prepare students by guiding them with questioning skills to get them to think more about the “how” and “why”.  Purposeful problem solving skills include compare and contrast, inference, cause and effect, author’s purpose, and main idea.  TeacherVision (n.d.) suggests that questioning “stimulates learning and enhance brain development—regardless of age.”

Classroom Assessment.  (n.d.) Bloom’s Taxonomy.  Retrieved from http://fcit.usf.edu/assessment/selected/responsea.html

Gagel, C. W. (2005). Informing lesson design with human information processing. Journal Of Adult Education, 34(2), 34-37.

TeacherVision (n.d.)  Levels of questions in bloom’s taxonomy.  Retrieved from  http://www.teachervision.fen.com/teaching-methods/new-teacher/48445.html#ixzz1jazgskqZ

Worden, J. M., Hinton, C., & Fischer, K. W. (2011). What does the brain have to do with learning?. Phi Delta Kappan, 92(8), 8-13.

Google Blogger--RSS Feed

After viewing a video and perusing You Tube to help me to add RSS Feed, I was not successful with adding the symbol for RSS Feed link to my blog.  The symbol was needed  to make it easier for my group to follow updates to my posts.  I contacted Professor S. Weaver who assured me that it was something simple and that I would stumble across my answer as I familiarize myself with the blog.  Sure enough that evening I found the answer.  If you are using Google Blogger, you could add the RSS feed symbol by navigating to the Design section.  Select "Add gadget."  You may choose to add Feed or Subscription Feed. 

Professor Weaver helped me to relax a little and refocused me on discovering the answer to my question.   This discovery has more meaning to me.  I hope it helps with your blog, too.  Please share tips you have found along the way.  

Exploring Blog Resources

Currently I am enrolled in my second course, Learning Theories, in the Instructional Design and Technology program.  To better understand the field, I will connect with a community of experts in the field.  Blogging is an excellent way of finding answers to my questions and to consider concerns of those who have started the career before me.  My first quest is to explore three resourceful links that will help me as a future instructional design professional.  The three links chosen are:  Connectivism,  it explores a how we learn; Experiencing E-Learning, it explains what instructional designers do; and  Cathy Moore—Let’s Save the World from Boring Instruction , challenges designers to be innovative by engaging learners through fun activities.

First, Connectivism created by the author of Knowing Knowledge, George Siemens, grapples with what is knowledge.  It continuously explores, “How one learns?”  Siemens uses video and slide presentations, as well as, offers classes via massive open online courses (MOOCs).  This blog provides another theory as we consider paths to conveying instructional materials to learners. 

Second, Experiencing E-Learning blog written by Christy Tucker provides a realistic view of what is expected of an instructional designer.  For those interested in the instructional design as a career, you find answers to frequently asked questions about opportunities and paths that will enable you to excel.  Blog participants make inquiries from around the world.  This helps as you consider the international opportunities.  Although she prefers constructivism, Tucker explores connectivism through the massive open online courses (MOOCs).  She provides her reflection of the ideas presented.   

Finally, Cathy Moore—Let’s Save the World from Boring Instruction, shares ways to realistically help companies to train employees.  Her goal is to make the learner’s experience engaging enough that they will willingly explore better outcomes needed to improved performance without instilling wads of information.  The blog includes videos and text.  The blog thinks out of the box and sparks innovative ideas to design training materials instilling action-packed mapping. 

As I learn the art of instructional design, I plan on posting my experience on Experiencing E-Learning blog so that I may help newcomers to the field.   Please join with me as I explore ways to engage and help learners to receive a meaningful education experience.  We all learn differently; however, common threads and consideration of differences could weave a pattern of successfully designed instructional formats.