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.