Reflections - EDUC-6115-3 Learning Theories and Instruction
Instructor: Anthony Artino
Taking this course and through our various readings, assignments and discussion forums, I have come to realize that we all approach teaching and learning very differently. I teach ICT and if I walked into another ICT classroom at my school, the instructor would have a different approach to teaching and learning. Understanding learning theories is an essential component in the comprehension of how children learn and cognitively develop. By understanding this, as a teacher, I can create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
At the beginning of Module 1, I firmly believe that I was using or approaching a constructivist paradigm for my classroom. The model I envisioned myself using when integrating technology into the classroom curriculum was constructivist learning. I agree with the view that every individual student is different, being some have more experience than others with technology. With different experiences in technology, students will have different experiences learning, especially in the area of technology. However, I now truly understand that there are other factors involved that may not allow the constructivist paradigm to be seen consistently within my classroom. When revisiting my initial reflection on how learning happens, I found the change of my view on learning.
As we begin our readings and discussions on cognitive views of learning I began to realize that it would serve me better to take an eclectic approach to applying learning theories to designing and delivering my instruction. As I completed the Learning Theory Matrix, I noticed that there were different learning principles that appear in a wide variety of theoretical perspectives, including cognitive psychology, behaviorism, and social learning theory.
Bearing this in mind, it is very unlikely that I can say that I am a behaviorist and nothing else, or a constructivist and nothing else. Even if I said this now, it is highly likely that I will find evidence to the contrary. Some learning goals are better met by an information processing approach while others might be better met from a situated cognition approach. The ideal is to understand the variety of theories offered and use each as needed to create the most efficient and effective learning possible given the learners. I greatly appreciate numerous learning theories that are taken into account in e-learning. However, my particular concern is of behaviourist and cognitivist theories especially if they are widely used in the online learning environments.
As an ICT teacher, I must be aware of connectivism and its implications of how I learn as well as how I get my students to learn. The fact is that they are not getting the majority of their knowledge strictly from "static" sources like books by themselves or by my lectures, but rather from making value based connections from many other sources of information. It is critical that as an ICT educator, that I stay current and try my best to keep up with our students, so I can stay somewhat connected with their interests and lives.
Technology plays an integral role in my learning. It is actually hard to imagine a world without the various technologies we have available to us today, and yet my earlier learning occurred in just that type of world. Connectivism helped me to recognize that students are learning in ways that did not even exist a decade ago, and we absolutely need to keep up with them. If not, I may be left behind wondering how to reach this generation and those to come. I particularly enjoyed The Horizon Report (2009), and the discussion of technologies projected to gain popularity over the next few years. The technology that grasp me the most is Mobile Internet Technology which I plan to take advantage of since my students can’t seem to get to put down their cell phones.
I had generally understood that people have different learning styles. For me to learn best, I would want the instructor to make an effort to address each multiple learning styles and to incorporate active learning into their courses. I learn more and retain longer if I am not being taught traditional lecture courses – the online environment works best for me. Technology has opened up a world of information all available at my finger tips, making the learning possibilities not only endless, but easier to acquire.
References:
Laureate Education, Inc. (Producer). (2009). Information Processing and the Brain [Motion Picture]. Dr. Jeanne Ormrod. Laureate Education, Inc. (Producer). (2009). Learning Styles and Strategies [Motion Picture]. Dr. Jeanne Ormrod.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
Wednesday, April 21, 2010
Sunday, April 18, 2010
Reflections - Learning Theories & Styles
Taking this course and through our various readings, assignments and discussion forums, I have come to realize that we all approach teaching and learning very differently. I teach ICT and if I walked into another ICT classroom at my school, the instructor would have a different approach to teaching and learning. Understanding learning theories is an essential component in the comprehension of how children learn and cognitively develop. By understanding this, as a teacher, I can create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
At the beginning of Module 1, I firmly believe that I was using or approaching a constructivist paradigm for my classroom. The model I envisioned myself using when integrating technology into the classroom curriculum was constructivist learning. I agree with the view that every individual student is different, being some have more experience than others with technology. With different experiences in technology, students will have different experiences learning, especially in the area of technology. However, I now truly understand that there are other factors involved that may not allow the constructivist paradigm to be seen consistently within my classroom. When revisiting my initial reflection on how learning happens, I found the change of my view on learning.
As we begin our readings and discussions on cognitive views of learning I began to realize that it would serve me better to take an eclectic approach to applying learning theories to designing and delivering my instruction. As I completed the Learning Theory Matrix, I noticed that there were different learning principles that appear in a wide variety of theoretical perspectives, including cognitive psychology, behaviorism, and social learning theory.
Bearing this in mind, it is very unlikely that I can say that I am a behaviorist and nothing else, or a constructivist and nothing else. Even if I said this now, it is highly likely that I will find evidence to the contrary. Some learning goals are better met by an information processing approach while others might be better met from a situated cognition approach. The ideal is to understand the variety of theories offered and use each as needed to create the most efficient and effective learning possible given the learners. I greatly appreciate numerous learning theories that are taken into account in e-learning. However, my particular concern is of behaviourist and cognitivist theories especially if they are widely used in the online learning environments.
As an ICT teacher, I must be aware of connectivism and its implications of how I learn as well as how I get my students to learn. The fact is that they are not getting the majority of their knowledge strictly from "static" sources like books by themselves or by my lectures, but rather from making value based connections from many other sources of information. It is critical that as an ICT educator, that I stay current and try my best to keep up with our students, so I can stay somewhat connected with their interests and lives.
Technology plays an integral role in my learning. It is actually hard to imagine a world without the various technologies we have available to us today, and yet my earlier learning occurred in just that type of world. Connectivism helped me to recognize that students are learning in ways that did not even exist a decade ago, and we absolutely need to keep up with them. If not, I may be left behind wondering how to reach this generation and those to come. I particularly enjoyed The Horizon Report (2009), and the discussion of technologies projected to gain popularity over the next few years.
I had generally understood that people have different learning styles. For me to learn best, I would want the instructor to make an effort to address each multiple learning styles and to incorporate active learning into their courses. I learn more and retain longer if I am not being taught traditional lecture courses – the online environment works best for me. Technology has opened up a world of information all available at my finger tips, making the learning possibilities not only endless, but easier to acquire.
References:
Laureate Education, Inc. (Producer). (2009). Information Processing and the Brain [Motion Picture]. Dr. Jeanne Ormrod. Laureate Education, Inc. (Producer). (2009). Learning Styles and Strategies [Motion Picture]. Dr. Jeanne Ormrod.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
At the beginning of Module 1, I firmly believe that I was using or approaching a constructivist paradigm for my classroom. The model I envisioned myself using when integrating technology into the classroom curriculum was constructivist learning. I agree with the view that every individual student is different, being some have more experience than others with technology. With different experiences in technology, students will have different experiences learning, especially in the area of technology. However, I now truly understand that there are other factors involved that may not allow the constructivist paradigm to be seen consistently within my classroom. When revisiting my initial reflection on how learning happens, I found the change of my view on learning.
As we begin our readings and discussions on cognitive views of learning I began to realize that it would serve me better to take an eclectic approach to applying learning theories to designing and delivering my instruction. As I completed the Learning Theory Matrix, I noticed that there were different learning principles that appear in a wide variety of theoretical perspectives, including cognitive psychology, behaviorism, and social learning theory.
Bearing this in mind, it is very unlikely that I can say that I am a behaviorist and nothing else, or a constructivist and nothing else. Even if I said this now, it is highly likely that I will find evidence to the contrary. Some learning goals are better met by an information processing approach while others might be better met from a situated cognition approach. The ideal is to understand the variety of theories offered and use each as needed to create the most efficient and effective learning possible given the learners. I greatly appreciate numerous learning theories that are taken into account in e-learning. However, my particular concern is of behaviourist and cognitivist theories especially if they are widely used in the online learning environments.
As an ICT teacher, I must be aware of connectivism and its implications of how I learn as well as how I get my students to learn. The fact is that they are not getting the majority of their knowledge strictly from "static" sources like books by themselves or by my lectures, but rather from making value based connections from many other sources of information. It is critical that as an ICT educator, that I stay current and try my best to keep up with our students, so I can stay somewhat connected with their interests and lives.
Technology plays an integral role in my learning. It is actually hard to imagine a world without the various technologies we have available to us today, and yet my earlier learning occurred in just that type of world. Connectivism helped me to recognize that students are learning in ways that did not even exist a decade ago, and we absolutely need to keep up with them. If not, I may be left behind wondering how to reach this generation and those to come. I particularly enjoyed The Horizon Report (2009), and the discussion of technologies projected to gain popularity over the next few years.
I had generally understood that people have different learning styles. For me to learn best, I would want the instructor to make an effort to address each multiple learning styles and to incorporate active learning into their courses. I learn more and retain longer if I am not being taught traditional lecture courses – the online environment works best for me. Technology has opened up a world of information all available at my finger tips, making the learning possibilities not only endless, but easier to acquire.
References:
Laureate Education, Inc. (Producer). (2009). Information Processing and the Brain [Motion Picture]. Dr. Jeanne Ormrod. Laureate Education, Inc. (Producer). (2009). Learning Styles and Strategies [Motion Picture]. Dr. Jeanne Ormrod.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
Friday, April 2, 2010
Connectivism - My Learning Networks
What jumps out at me most when I read about Connectivism is the term ‘digital age’. The use of information and communications technology (ICT) in education speaks to the theory of connectivism. Connectivism is a theory that encourages the individual (node) to engage in learning by doing, similar to Constructivism but with more emphasis on networks and digital technologies. My way of learning can be described as having fit into this theory as I rely heavily on ICT in my daily activities. I am an ICT instructor as well as a writer of Online Courses and a student in Instructional Design. This is a far stretch from my previous learning by repetition, chalk and talk and imitation. I have embraced the use of technology in my learning and especially in my teaching experiences.
One theory that has been developed through interactive collaboration is the theory of connected learning called ‘connectivism’ put forward by George Siemens (2007). ‘George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age. ‘My personal learning network leans towards supporting this theory since my use of ICT in education that have been positively impacted through the possibilities offered by ICT. These include the use of source software (e.g.Office.org.) and other open education resources; social networking (e.g. Facebook, MySpace), collaboration (e.g. Web 2.0) and mobile technologies (BlackBerry).
The paradigm for education in the twenty-first century that is emerging is network learning. Based on global interactivity, collaborative learning, and lifelong access to educational activities and resources, it provides an approach that emphasizes international connectivities and engenders new ways of working, studying, and problem-solving. (Harasim et al., 1995, p. 278).
Technology has reorganized how we live, how we communicate, and how we learn. The WWW had moved towards becoming a read/write platform where users could engage with others, contribute and publish information in several formats including text, graphics, animation, audio and video and it is these types of digital tools that best facilitate my learning and that of my students. The WWW provide me with at means of networking with my students, class mates and colleagues through its communications, productivity and social networking platforms. Web 2.0 tools such as Google App, enable me to collaboratively write documents, construct presentations and conduct research.
I totally agree with Simen’s comment that ‘technology is altering (rewiring) our brains. The tools we use define and shape our thinking. As a ICT instructor, connectivism can be used as theoretical understandings that can be used to describe the impact of digital technologies, especially the internet, on learning in order to improve my pedagogy.
Although there has been dispute about the connectivism way of learning, I still feel that connectivism has its place within a learning environment. What I gather that the theory connectivism is really saying is that we learn based on other things we have already learned, that technology helps us learn and that we use internal and external knowledge to cement new ideas in our minds. When thinking about connectivism in that context, I really do not see how connectivism is all that shattering in the way of older theories of the way people think and learn. I can support the theory of connectivism because I have had personal experience with using technology and using prior knowledge and experience to help boost understanding of new ideas.
By combining computer conferencing with the ability to readily present and obtain information, educators have access to a powerful medium for developing educational activities. Not only are online courses able to take advantage of the vast information resources accessible through the World Wide Web, instructors are also able to create and integrate their own materials by taking advantage of the publishing capabilities of the Internet.
Online education encompasses a range of teaching and learning technologies that become accessible within an educational environment once members have the ability to connect through a computer network system. Two elements distinguish online education from pre-programmed computer-based learning: a networked system that allows for (1) the interconnectivity of educators and learners around the world; and (2) access to remote databases from which information can be downloaded and stored for immediate or later use. Harasim and his colleagues describe the interaction as “not so much with the computer, as through it, to other people or sources of information” (Harasim et al., 1995, p.202).
Resources:
Connectivism: A Learning Theory for the Digital Age
George Siemens
http://www.elearnspace.org/Articles/connectivism.htm
Connectivism: Learning Theory or Pastime for the Self-Amused?
George Siemens
http://www.elearnspace.org/Articles/connectivism_self-amused.htm
A Challenge to Connectivism
Bill Kerr
http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html
References:
Harasim, L. (1989). On-line education: A new domain. In R. Mason and A. Kaye, Mindweave: Communication, computers and distance education. p. 50-62. Oxford: Pergamon Press.
Harasim, L., Hiltz, S., Teles, L., & Turoff, M. (1995). Learning Networks: A field guide to teaching and learning online. Cambridge: The MIT Press
Connectivism
My Learning Networks
Look out for my reflection of how Connectivism and how my network changed the way I learn, the digital tools which best facilitate learning for me and ways my personal learning network support or refute the central tenets of connectivism.
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