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.