Module 6 - Learning in a Digital World

     One thing that I have to stress to my peers is that implementing technology into any training program is not the cure all.  Technology should only enhance the learning, not be the sole source that generates the learning.  Technology presents the new information in a wide variety of ways.  In a f2f, facilitator led setting, there are only a couple of components to the learning: the facilitator, the textbook, a capstone project, and SOME dialogue with SOME of my classmates, perhaps.  These components can be added to in the online setting.  In addition to the facilitator, the textbook, and a capstone project, I now have the opportunity to dialogue with ALL of my classmates either in the online discussions, blogs, and wikis.  I also view the teachings of experts via video.  I can formulate my thoughts and ideas on a mind-map.   
     Student engagement and practice are critical and non-negotiable in teaching and learning.  There must be authentic activities for the learner to participate in.  We learn best by doing.  How important practice is to learning comes to light when studying the tenets of behaviorism, cognitive information processing (CIP) and situated cognition.  From a behaviorist viewpoint, behavior can be modified by using reinforcement and punishment.  As the learner practices a new procedure, reinforcement is used to maintain the desired behavior.  One of the instructional implications of CIP is “to arrange extensive and variable practice” (Driscoll, 2005, p. 104).  Practice, in the context of situated cognition, comes in the form of communities of practice, or learning communities.  Learning communities are where the teacher and learners work collaboratively to achieve learning goals (Driscoll, 2005).

References:

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

Module 5 - New Technology

While it may be safe to assume that people have positive attitudes toward experimenting with new technologies in the workplace, it may be equally safe to assume that you will encounter people in the workplace who have low self-efficacy in experimenting with new technologies. Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivate on of these people, or learners, to encourage success.

At present, when we need distributed learning developed, we have to go through a contract letting process that is bulky and cumbersome, at best.  It takes months to meander through the process.  Often times the need has been overcome by other events.  And this process is inefficient when updates to the courseware need to be made.  To this end, the cell of training developers that I work with is considering the purchase of either Articulate or Captivate, e-learning authoring software applications. 

Some in this group do not want to learn another program, and would be content with the status quo.  But the others want to drive on with the purchase, which would allow us to develop our own IMI and other courseware, and provide the means for rapid courseware updates. 

I would attempt to stimulate motivation using Keller’s ARCS model:

Gaining and Sustaining Attention I would show them one of the many tutorials, live demonstrations, or webcasts available and explain how easy these applications are to use. I would explain that rapid revisions would take only days or weeks, versus the months or years that are needed now.

Enhancing Relevance I would explain that the applications are relatively easy to learn and that with practice would come proficiency.

Building Confidence Once I became proficient, or at least somewhat skilled, I would let them experiment with the application, under my tutelage. 

Generating Satisfaction During the Building Confidence component, I would offer praise and encouragement for the progress that they are making, providing that they are making progress.

Module 4 - Connectivism

My network has changed the way I learn by providing almost instant access to information. In my academic life, I can communicate with students and facilitators alike through discussion thread, chat, and e-mail. In my professional life, I am connected with peers in working groups to solve problems and complete projects. In my personal life, I stay informed about politics, breaking news, and entertainment. I am almost always connected. The smart phone is now a connected device. It is used less for telephonic communication and more for staying connected to the internet.

The digital tools that best facilitate learning for me are search engines, if they can be considered digital tools. And immense amount of information is available anywhere and anytime. Before I owned a connected device, I would have to wait to get home or to work to access the web. Now, if I have my connected device, information is immediately available.

I learn new knowledge when I have questions by asking the people that know about the topic. If that is not possible, I search the web for trustworthy sites. I access the Walden Library for scholarly articles. Simple stated, I ask questions and search.

Module 3 - Constructivism

I do not 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. The question is too simple to be answered simply. Some prefer to work alone. Some do their best work alone. Some cooperate because they have to. Some cooperate at work because they have to in order to meet the mission. Some cooperate in their relationships because, quite simply stated, it’s easier. Some cooperate because they depend on others for support. But there are plenty of folks, if given the choice, that would simply prefer to function alone.

Technology can enhance the collaborative process by allowing diverse groups to get together, anytime. In classroom collaboration, all must be present synchronously. Technology allows collaboration that might not have been possible. Diversity is possible as individuals from around the country work together.

This article highlights a series of activities studying the use of web tools for collaboration focusing on the use of, and potential for, collaborative tools by staff working in business and community engagement.http://www.netskills.ac.uk/content/projects/jisc-bce-collab-tools-study/jisc-bce-collab-tools-study-report-final.pdf

Reference:
Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file].

How I believe people learn best

I believe people learn best by doing. The importance of practice is to learning when studying the tenets of behaviorism, cognitive information processing (CIP) and situated cognition. From a behaviorist viewpoint, behavior can be modified by using reinforcement and punishment. As the learner practices a new procedure, reinforcement is used to maintain the desire behavior. Punishment is used to discourage unintended behavior.

One of the instructional implications of CIP is “to arrange extensive and variable practice (Driscoll, 2005, p. 104). In fact, the author begins the paragraph on Arranging Extensive and Variable Practice with the well-known saying of “Practice makes perfect”. Automaticity is one of the concepts of attention, which has its place in sensory memory, or short-term memory.

Practice, in the context of situated cognition, comes in the form of communities of practice, or learning communities. Learning communities are where the teacher and learners work collaboratively to achieve learning goals (Driscoll, 2005). Learning communities accept the fact that all learners have different experiences and interests that they bring to the classroom.

References:

Driscoll, M. (2005). Psychology of learning for instruction. (3^rd ed.) Boston, MA: Pearson Education, Inc.

I have been dabbling in learning theory for the past ten years. The undergrad degree I completed touched on learning theory. The grad degree I completed touched on learning theory. The EdS degree that I am pursuing touches on learning theory. And when I was an adjunct lecturer, I taught an instructional design class to undergrad students and learning theory was touched upon.

It is surprising to me that learning theory is not pounded into the heads of all students of education when in participating in formal education. As important as a thorough understanding is to designing sound instructional materials and to ensuring our students learn. Perhaps it falls into that realm of learner directed learning. And that it is the responsibility of those of us in this field to grasp these somewhat difficult concepts.

Karl Kapp, in his blog ‘Out and About: Discussion on Educational Schools of Thought’, simplifies matters when he describes the big three learning theories of behaviorism, constructivism and cognitivism. He states that that lower level learning, such as memorize, recognizing and labeling, requires a behaviorist approach. He also states that that procedural and rule-based learning requires an emphasis on cognitivism and problem-solving, collaboration and creativity require a view of constructivism.

To further confuse the issue of the big three, I have read scholarly articles where constructivism was described as a sub theory of cognitivism. My lack of a thorough understanding of learning theory is mitigated by the fact that the experts cannot agree on the definitions of learning theory.

Out and About: Discussion on Educational Schools of Thought http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 6 - Week 11

In this video presentation, our class is assigned the task of introducing a keynote speaker at an educational technology conference. My assigned area is games for learning.  I am introducing GEN Robert W. Cone at the annual Association of the United States Army Conference.