Module 6 Final Blog

My Philosophy of learning

Education has evolved through centuries of change socially, economically and politically. Now it faces a new challenge – technology – that will either thrust education into the future or hold it back in time. The later would impede on social and economical growth, as the world needs productive members of society to sustain human life and community development. The future of education relies on the willingness to take risk and immerse ourselves into technology so we can have a better understanding of how technology can help us. Saettler (2004) contends that educational technology is not all about the technical devices but also about the technological process.  

If we hold true to the idea that educational technology is both device and process, we should recognize educational theories in Constructivism (Vygotsky, XXXX and Connectivism (Siemens, 2004) in our educational curriculum.  Education should be enticing, invigorating, stimulating, and inspiring. Students should be asking “How”, “When”, “What”, Why” and “Where” and at the same time, explore those questions readily through technology. Teachers should connect with other professionals, teachers, experts, and others beyond their geographical area to grasp a broader view and thought process so that they i.e. teachers are able to better explain and demonstrate to their students the concept, methodology, and logical reasoning to an idea. Equally important, students should be able to connect with other students, experts and professionals who can enlighten them on subjects of interest and boost their learning drive. Education should be free flowing, fluid and attainable to all.

In my own words,

Lynda Marshall

Saettler, P. (2004). The Evolution of American Educational Technology. Greenwich, Connecticut: Information Age Publication Inc.

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

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). [Adobe PDF]. pp. 1-91. Retrieved from http://generative.edb.utexas.edu/classes/knl2008sum2/eweekly/vygotsky1978.pd

F

Blog Module 5

Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results.

Interestingly, I am in a middle of a situation where faculties have to incorporate online classes to their curriculum this upcoming fall term. The two faculty involved in this pilot phase initially dug their heels and approached the project with negative attitudes. At every corner, the two faculty would always ask the “how” and “why” questions.

What attitudes did these people exhibit?

They did not hesitate to show their disagreement with the project. They continuously proclaimed that their courses are hands-on and project-based learning. For every possibility, the two faculty would match with “how” question.

What behaviors did they demonstrate?

The two faculties appeared to lack confidence in them and in their ability to teach online. More so, they did not seem satisfied with the idea that online classes equally challenging and beneficial to students.

Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success?

Given Keller’s ARCS model i.e. Attention, Relevance, Confidence and Satisfaction (Learning-Theories.com, 2013), experience is still the best teacher. The two faculties will experience growing pains during the online course development process before appreciating the benefits of an online course. The cliché “the proof is in the pudding” implies that the two faculties will have to see for themselves how students can benefit from activities and assignment, what a great motivator the discussion forums can be for both parties (students and instructor), and the amount of attention students seek from their instructor – equating to Keller’s (Learning-Theories.com) relevance model. All in all, the best approach that proved to be effective for the two faculties was Keller’s (Learning-Theories.com, 2013) confidence model. The two faculties had to gain self-confidence in their abilities to create an equally relevant online course as their traditional face-to-face class. The confidence came in the form of praise, demonstration, and most importantly, support from their Industrial and Engineering Dean.

Lynda Marshall

Reference

Learning-Theories.com (2013). ARCS Model of Motivational Design (Keller). [web article]. Retrieved from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Connectivism Mindmap: myNetwork

myNetwork

Tag: constructivism     Link: http://popplet.com/app/#/1139157

How has your network changed the way you learn? 

Mapping myNetwork made me reflect on how I once learned...gone are the days at the library thumbing through card catalogs for books and periodicals. Yeah to Google search engine, Google scholars, docs, blogs and other Google apps. Bye-bye to long hours at the library reading and writing...yippee to PCs and laptops and tablets and podcasts. So long to buying textbooks and hello to open source text and ebook. Equal to the changes to my surroundings is the changes to my thought process. Now, I am intuitive in how I search for topics via on the Internet. Too, I am efficient and effective in researching scholarly articles relevant to my topic of interest at the time and reducing time spent looking/finding is my thought process. When in need of a friend or family for support, I can Skype or virtually CAM them on my PC or laptop web cam and further my discussion with the subject at hand.

Which digital tools best facilitate learning for you? 

While there are numerous digital tools available to improve on my learning, the tablet technology is one of the best tools I have had the privilege to experience its capabilities.The tablet has enabled me to read, search, and take notes all within my personal space. More so, the emergent of Web 3.0 web tools allows  me to actively engage with others outside my geographical area.

How do you learn new knowledge when you have questions?

As mentioned earlier, my learning has changed thanks to 21st Century technology. When I have questions or am not sure about a word, theory or philosophy, I instinctively “google” it i.e. type in the topic in question and let the Google search engine make suggestions as to which article it best suited per my earlier request.  In addition to Google, I seek information from friends and/or family who are more knowledgeable than me. If it sounds like my learning is an example of Vygotsky’s (1978) Zone of Proximal or Constructivist Theory - it is. 

Lynda Marshall

Reference

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). [Adobe PDF]. pp. 1-91. Retrieved from http://generative.edb.utexas.edu/classes/knl2008sum2/eweekly/vygotsky1978.pdF

Hans Rosling’s video demonstrating Web 3.0 technology at the beginning of Web 3.0 technology...note the video was created in 2010.

Reflect on Rheingold’s video

Reflect on Rheingold’s video...

            1) 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? 


     I am only human (Human League, 1980)

In the song by Human League “I am only human” the person asks for forgiveness stating “…to fill this space of emptiness…”

It is that emptiness that drives us to find others…to belong in a group. This instinctive feeling of “belonging” enables humans to survive through evolution. According to Maslow’s Hierarchy of Needs (as cited in Saul McLeod, Simply Psychology, 2013) we long to belong in a family unit, relationship, or friendship. Too, it is this sense of belonging enables us to learn from one another.  Driscoll (2005) acknowledge that learners build upon existing knowledge through the help of others and also through those who are more knowledgeable – based on constructivist theory. Therefore, people are dependent on other people and our environment to learn and survive. We unconsciously are drawn to group activities or as Rheingold (2013) noted, we offer our best results or product through collaborative efforts.

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


               With that said, collaboration in education is driven by emergent technologies like online web 

               conference tool GoToMeeting and Wikispace. From a Constructivist learning theory, 

               collaborative web tools engage learners with other learners who share similar topic of 

               discussion. More so, collaborative tools immerse learners in an active environment whereas; 

               in traditional classes, most learners are more likely to be passive in class. Collaborative  

               learning is shifting the educational paradigm and moving education into 21^st century student-

               center learning. Read On about collaboration in education in Ideas into Action for 

               schools and system leaders - 

               http://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoActionBulletin3.pdf

   Lynda Marshall July 11, 2013 (12:14 AM)

   References

   Citrix Online (2013). GoToMeeting. [Web Site]. Retrieved from  

    https://www2.gotomeeting.com/m/g2msem3.tmpl?

    Portal=www.gotomeeting.com&c_name=gget-d-

    c&c_mark=NAPPC&c_kwd=free_web_conferencing-Exact&c_prod=GTM&c_cmp=sf-

    70150000000ZD29&gclid=CJKs1-m_prgCFWcV7AodJ24AUw

  

    Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson 

    Education, Inc.


    McLeaod, Saul (2013). Simply Psychology: Maslow’s Hierarchy of Needs. [Web Article]. 

    Retrieved from http://www.simplypsychology.org/maslow.html

    Tangient (2013). Wikispaces. [Web Site]. Retrieved from 

    http://www.wikispaces.com/content/frontpage

    YouTube.com (2013). Human League: I am only Human. [video]. Retreived from 

    www.youtube.com/embed/A94tuyyZevQ