Sunday, February 27, 2011

Reflecting

Learning is such a complex concept. The more I read about how people learn, the more I realize this is a never-ending topic. There are so many factors that are involved in learning that it is no wonder the topic itself has many theories and models proposals. Through my learning process about how we learn, I have found of great value the legitimacy of informal learning. This encompasses 90% of our learning (Jennings, C., 2010). It is through being within a community that we learn best because we use what we learn in real life practice (Wenger, E., 2010). The use of technology has increased opportunities for informal education to take place, however there is little research studying the ways in which people learn through informal settings (Schwier, R. A., 2010).

Much like metacognition which is thinking about how we think (Ormrod, J., Schunk, D., & Gredler, M., 2009), learning about how we learn is influenced by our own experience as much as by others’ experiences in our social network. In fact, learning about how we learn is a metacognitive process in itself, but the value or need for us to learn about something comes into play when we are within a community of practice or if we want to belong to one (Wenger, E., 2010; Kim, B., 2001).

As I began my journey as an online student, I have changed the way I used to learn. I had to change it for this experience to be an effective one. Organizing files in my computer has been wonderful and the document with resources (which continues to grow in size every day) is becoming invaluable to me. Furthermore, through our readings and in depth discussions about multiple intelligences I have learned that if I really wanted to, I could finally learn to play the guitar as my brother has since he was four years old. I also have learned that even thought I always thought of myself as a “people-person”, that does not mean I do not have the capability to learn about the different technologies and use it effectively (Gardner, H., 2003, April 21). Additionally, learning how to use the technology for educational purposes means expanding and increasing ways to communicate, learn from and reach even more people than I ever would without the technology.

Among all the information I have gained, the connectivity of it all is what continues to amaze me. How we learn, teach, create, implement and evaluate lesson plans is all connected with why we do all these. I began with metacognition and ended with motivation. At first I thought metacognitive strategies solely were what make us successful learners. I know how I learn best, therefore I follow my cognition and that’s it. However, with motivation being an “internal state that arouses us into action” (Ormrod, J., Schunk, D., & Gredler, M., 2009) this explains why I use metacognitive strategies to begin with.

When the source of my motivation comes from within me, it is called intrinsic motivation. When it comes from external venues, it is called extrinsic motivation (Ormrod, J., Schunk, D., & Gredler, M., 2009). Which one comes first is not clear to me, but what is clear is that maintaining my intrinsic motivation is a key to my own success. After all, one of the factors describing adult learning within the theory of andragogy is that adults are “motivated to learn by internal factors rather than external factors” (Conlan, J., Grabowski, S., & Smith, K., 2003).

Learning theories might be identifiable within any content being taught. However, these are not laws, but frameworks which attempt to address how people learn (Ormrod, J., Schunk, D., & Gredler, M., 2009). They do not necessarily apply all at once within a lesson but are an excellent guide for planning these lessons depending on content, venue and/or audience and levels of knowledge (Ertmer, P. A., & Newby, T. J., 1993). Jonassen (1991) as cited by Ertmer, P. A., & Newby, T. J. (1993) described an introductory, advance and expert stages of knowledge. He concurs that behaviorism and cognitivism are theories better applied within an introductory stage and constructivism within advance or expert stages of learning.

I’ve realized that learning styles are much like intrinsic motivation. They exist; they can change, instructors cannot see or feel these, but have to be ready for their appearance within a course. Learning styles are not static within a lesson (Gilbert, J., & Swanier, C., 2008). Hence, we prepare for adjustments ahead of time and continue to provide for effective instruction in spite of all the changes from learners whether these are learning styles or motivation levels.

All the information I have read in the past eight weeks, has made me realize that aside from needing the knowledge for completing this class successfully, I truly enjoy reading, doing research and writing. The interaction with classmates and my professor on discussion boards made it ever interesting, keeping my attention and focus on our content. With the use of technology and infinite amounts of information available it was very easy to go from one piece of research to another and get out of content very quickly. However, having specific guidelines and deadlines helped me a lot to stay on track.

The way I learn is but one example of how adults learn on an online class. However, through reflecting on my learning process and reading that of my classmates, a great deal of information was shared about the variety of students which could join a class through this venue. Therefore, when becoming an instructional designer I not only will have my own experience to draw from while designing online classes, but that of the shared experiences in this class.

There are probably as many factors involved in the design of online classes as there are factors that involve learning in general. But if I could narrow down how my learning from this course will help me in my field it would be by keeping in mind the following:

1. Learning theories are important because it gives us a framework of how to design instruction for effective learning to take place. Depending on the content of the course, the most effective theories should be applied. Though modeling what is expected is one strategy that should be use independently of content or learning theory (Ertmer, P. A., & Newby, T. J., 1993).

2. Courses should be design with variety of choices in terms of tasks and levels of engagement because there are various learning styles within each learner and these vary within lessons (Gilbert, J., & Swanier, C. (2008). Also, attention and relevance can be maintained through variety (Keller, J. M., 1999).

3. Drawing from real life experiences makes course content meaningful and relevant to the learners (Keller, J. M., 1999).

4. Extrinsic Motivational strategies should be embedded within a course to try to maintain intrinsic motivation and also confidence and satisfaction (Ormrod, J., Schunk, D., & Gredler, M., 2009; Keller, J. M., 1999).

5. Providing venues for interaction within classmates and professor increases personal connections within the community of learners and this in turn increases cooperation (Chickering, A. W. & Gamson, Z. F., 1987).

The knowledge I gained in this course is the foundation for becoming an instructional designer. One could not really design effective instruction without learning about how people learn, the different ways learning could take place, learner’s capabilities and how to present the content information the most effective way for successful learning. All of this involves analysis which is the first step in the process of instruction design following the ADDIE model for instructional design (Clark, D., 1995) and one of the most valuable tasks we have engaged in throughout this class.

Resources

Chickering, A. W. & Gamson, Z. F. (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7 Retrieved from http://www.psy.gla.ac.uk/~steve/best/chickering.html

Clark, D. (1995). Big Dog’s ISD Page. Available at http://www.nwlink.com/~donclark/hrd/sat1.html#model.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Jennings, C (2010) 8 Reasons to Focus on Informal & Social Learning. Slide Retrieved from http://www.slideshare.net/charlesjennings/8-reasons-to-focus-on-informal-social-learning

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved Feb. 18, 2011 from http://projects.coe.uga.edu/epltt/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Pemberton, L., Fallahkhair, S. and Masthoff, J. (2004) Towards a theoretical framework for informal language via interactive television In: Proceedings of IADIS international conference of cognition and exploratory learning in digital age (CELDA) 2004. IADIS, pp. 27-34. ISBN 9729894779. Retrieved from http://www.iadis.net/dl/final_uploads/200407L004.pdf

Schwier, R. A. (2010). Focusing Educational Technology Research on Informal Learning Environments CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2010, 1(1), 90-92 90. Retrieved from http://cedtech.net/articles/118.pdf

Wenger, E. (2010) Digital Habitats and Community Practice Presentation. Retrieved from http://mediasite.ics.uwex.edu/mediasite5/Viewer/?peid=08fd5f11580c476ab1da01afe92a7aaa







Sunday, February 20, 2011

"Fitting the Pieces Together"

As one more way to put into practice what we have learned in our Learning Theories and Instruction class, here are my answers to specific questions that make me think further about my own learning process.

A. Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

Learning styles change within a lesson, imagine how much they change within a lifetime! It all boils down to “it depends”. During week 1 of my first online class on Learning Theories and Instruction, I wrote “I learn best in a fun, hands-on way that will give me understanding of new information and for this one to be not only meaningful but useful.” This continues to be true. However, “it depends” and here are the factors:

My learning style may change within a lesson depending on:
• The learning environment and teaching method (Gilbert, J., & Swanier, C., 2008).
• My own “upbringing, heredity and current environmental demands” (Gilbert, J., & Swanier, C., 2008).
• How I have developed my multiple intelligences and the relation these have within the content I am studying (Gardner, H., 2000).
• The goals I set for myself in relation to the information being learned (Conlan, J., Grabowski, S., & Smith, K., 2003)
• My knowledge of the technology being used.

B. What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

Cognitivism – Metacognition
I have learned that the more I think about how I learn the more effective my learning is. My metacognition is “on” most of the time and I do not use that information solely for my own learning, but for my teaching also. Furthermore, I have learned that figuring out how to solve a problem as well as solving the problem, is learning. Focusing on the process of solving a problem and not the end result has led me to value that process even more (Ertmer, P. A., & Newby, T. J., 1993)

Constructivism and Social Learning
Constructing my own knowledge based on social interaction is a new way of thinking for me. When I was in college, I used to think of learning as something that I did mostly by myself. I have now learned that learning does not happen with me reading the information, but during the interactions that occur before, during and after reading the information (Kim, B., 2001). The value of the learned information comes into play when put into a social context and this goes hand in hand with learning in collaboration from other people in a social setting (Kim, B., 2001).

Andragogy
From Knowles’ andragogy theory as cited by Conlan, J., Grabowski, S., & Smith, K. (2003) the theory is designed to describe adult learning. I have a set of goals and I learn taking into consideration my life experiences. Motivation is present and but I cannot direct my own learning. I do not know enough in the field of instructional design and need the guidance and structure of experts in the field.
 
C. What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?
Social Media
Semple, A. (2000) states ”A teacher well versed in the various theories of learning, with a thorough knowledge of his or her students and a high level of competence in using and applying a range of educational technologies, will create appropriate learning environments.”

One of the purposes for me to get involved in the community of instructional designers is to learn to “create appropriate learning environment” (Semple, A., 2000) through technology. I am working towards accomplishing the level of knowledge necessary, theoretical and technical to achieve my goal.

Since I like to learn “hands-on”, it was only fitting that I decided to take online classes. This step allowed me to include
technology as part of my reality as a learner and therefore include experiential learning in the process (Conlan, J., Grabowski, S., & Smith, K., 2003). I have discovered the value of collective learning through technology.

Within this experience also came along a different way of collecting and looking for information. Instead of a notebook or 3X5 cards for taking notes, I am using word documents. Instead of different notebooks or a binder with sections, I am using different files. Instead of physically going to a library, I am “login-in” at the library. I am amazed at all the resources I have been able to find through our on-line access to the library. I love going to the library, and now I love “login-in” also.

 
Resources

 
Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3), 21. Retrieved from EBSCOhost.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
 
Gardner, H. (2000) Can Technology Exploit Our Many Ways of Knowing?. As found in http://www.howardgardner.com/index.html
 
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved Feb. 18, 2011 from http://projects.coe.uga.edu/epltt/
 
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71

 
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

 


Monday, February 14, 2011

Connectivism - A Reconstruction

Connectivism –A Reconstruction


Have you ever accomplished a task and have had to re-do it because you thought it was not well done? That is the learning process at work. When I read the assignment from my online class about constructing a mind map to represent my learning network, I knew I did not know how to complete that assignment. I grasped the concept of being connected to my network well, but failed to accurately represent that network in a mind map. Furthermore, I did not know how to use the resources given to me by my professor since it was the first time I had even seen the programs used to make mind maps.

In spite of my lack of knowledge, and after researching some more on how to complete my assignment, I finished the first mind map in due date. I was not happy with it. I had to find a way to create a mind map which would better represent my learning network, in other words: solve a problem. Problem solving is learning.

Vygotsky talks about learning through his zone of proximal development model which is the difference between what a learner can do on his or her own and with the assistance of others (Ormrod, J., Schunk, D., & Gredler, M., 2009). Cognitivists view problem solving in a metacognitive way. In other words emphasis is given to how the problem is solved and constructivists include problem-based instruction as a way to construct knowledge (Ertmer, P. A., & Newby, T. J., 1993).

I understand learning to be a process, not an end result. In my continuous intent to understand the application of learning theories I try to find the links of my actions while trying to solve a problem. In other words, my metacognition is at work. I have found that all the theories I have studied are applicable to this process. Including the fact that I could not have learned to represent my learning network in a map mind had not been for my professor. In this case, he is the more knowledgeable person that Wegner, E. talks about in his presentation about community of practice. Wegner, E. states that in a community of practice, meaningful learning occurs when “engaged in social activities”.

My social activities in this case begin with being enrolled as a student at Walden University, joining a class in which I am learning about theories of learning and within it having a professor and classmates who are exploring with me the same topic. Specifically for my mind map assignment I was able to access information provided and also given a platform for questions and answers. This gave me the opportunity to ask questions and for my professor to answer me.

Again, concepts of behaviorism are in the middle of our actions, but also when I think of the consequence of these actions it leads me to connect them with yet another learning theory: Andragogy. This is the theory which tries to explain how adults learn and describes activities which are helpful for adults to learn more effectively (Conlan, J., Grabowski, S., & Smith, K. , 2003). One of the things that happened after getting my professor’s feedback was that it led me to increase my interest for “immediate application of knowledge” (Conlan, J., Grabowski, S., & Smith, K., 2003). As a result, I began to do my second mind map.

Engaging in the construction of my second mind map is not sufficient to say that now I have acquired the knowledge to represent many things through mind maps. The information I have now is in relation to my learning network. However, the next time I engage in making a mind map, I will have prior knowledge on the subject and it will be a bit easier. I can affirm this because of how meaningful I have made this assignment to be for me. Using my experience to create meaning goes hand in hand with what constructivist theorists talk about (Ertmer, P. A., & Newby, T. J., 1993). Reflecting on my assignment helps me create meaning and is one of the reasons I decided to post a blog about this learning experience.

Furthermore, the experience of making my mind map serves me as an example not only for my own learning experience but for my teaching and future instructional design experiences. In facilitating the completion of one assignment (a problem to solve for students), one can put into practice many of the concepts from all the theories of learning. In doing this, connections can be made with the learning strategies that have been identified by scholars. The most common ones are visual, verbal and auditory (Ormrod, J., 2011). Though there are other strategies such as reflective, reasoning and analyzing (Gilbert, J., & Swanier, C., 2008). The strategies used during my assignment where:

• Verbal: reading the assignment and resources.
• Visual: seeing finished samples.
• Auditory: listening to explanations of the assignment.
• Reflective: In using metacognition and searching for further insight and information.
• Reasoning logically and intuitively: with help while getting feedback.
• Analyzing: Finding the meaningfulness of the assignment.

In applying all these strategies there is more of a chance to create a meaningful experience than applying only one or two. I realized that in comparing my two mind maps, the first one represented people in my network at the same level as things. We learn from people though we use things (technology) as tools to connect with the people we learn from.

The way I am making all these connections beginning with an assignment of mind mapping is part of the theory of connectivism. Salmon (1999) as cited by Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008) wrote that “regardless of how unrelated events may seem, when studied together, they create a pattern that can show relevance beyond the individual events themselves.” I have found this to be true with my assignment. The tools I have used to gather information from the people I have learned makes that connection.

I hope my second map mind is a better representation of my learning network for those who read this; however, it already is a better one for me because of all the experience it led me to build it. I was better of as a learner when more than one theory and strategy were applied for my learning experience. In other words this experience was good for re-shaping my connections. Specially by leading me to reconstruct not only my mind map but also the meaning that each of the learning theories and strategies have for me.

Please see the table below as I found it easier to organize my thoughts. It helped me visualize all the concepts that were used and the application of each during the assignment. This table is a list of the concepts from each theory that came to my mind while solving my problem of constructing my mind map.



Resources

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Video Program: “Learning Styles and Strategies” Dr. Jeanne Ormrod, (2011)

Video Program: “Theory of Social Cognitive Development” Dr. Jeanne Ormrod, (2011)


Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning 

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved Feb. 14th, 2011, from http://projects.coe.uga.edu/epltt/  



Sunday, February 6, 2011

I Connect to Learn and Learn to Connect


I have a learning network; if you do not live totally isolated you have a learning network, we all do. Though I never gave it much thought until this week, people who surround me (physically or digitally), groups I join, sources I read, institutions I belong to and my friends, they are all part of my learning network. Because of my network I not only have adapted the way I learn, but I re-learn a lot of things with a different perspective. This in turn makes me a constant learner.

My network involves people from all sorts of venues. Having many family members in the teaching profession makes interesting family gatherings as I share their profession. Reaching out to find information is faster than ever because of having the internet in my network. My Homeschool and unschool part of the network has been not only a learning source but a support group as well. Furthermore, within this last network, there are people from all sorts of background including many of them being in the teaching profession as well and at different levels of the educational system. Additionally, there are homeschooling parents who are by profession accountants, painters, photographers, nurses, administrators, carpenters, mechanics and more. The main thing we have in common is that we are homeschooling our children, but there is no degree to do that. So, as Wegner, E. states on his presentation on Digital Habitats and Community Practice “…to really learn something, we have to really engage and become part of the community in which that something is practiced”. Technology provides for easier grouping of these communities, especially with the reality that members join from all over the world.

I often say that I feel “disconnected from the world” when my blackberry runs out of battery. It is true. Through my blackberry I am constantly connected, by receiving emails, chat messages and being able to read the latest world news. This does not mean that I am 100% of the time looking at my blackberry, though knowing that I have access to it whenever I want gives me piece of mind. My blackberry phone is one of the digital tools which facilitate my learning, it is fast and easy to use for accessing the information I want.

My pc and notebook are the other tools I use to connect and learn. Within my pc such programs as Microsoft office, spreadsheets, Photoshop, blogs, email, YouTube videos, Google and Yahoo groups all facilitate my learning. Additionally, when I have a question I search for the answers within the source which will give me answers the fastest. I realize there might be different answers to the same question. Depending on the question, I search for the answer with the source I believe would have knowledge about it and the most up-to-date answer. Learning takes place within communities whether they are digital or not.

Following Vygotsky’s teachings Ormrod, J., Schunk, D., & Gredler, M. (2009) wrote that “The way that learners interact with their worlds transforms their thinking”. Information is gathered and shared throughout my network. Every time I read or hear something new, I can make the decision to learn it or not, modify my already learned information based on that information, or simply not make any further connection and disregard the information. As found in Concepts of Communication in CSCL  based on principles of Vygotsky (1930/1978), “knowledge was seen to be generally constructed socially in interactions among people before it was internalized as individual knowing”.

Communication within these communities which belong to my network is crucial to continue being part of it. Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008), recognize the need to “nurture and maintain connections to facilitate continual learning”. Additionally, as I continue to learn from others I continue to increase my learning network. This is how I connect to learn and learn to connect. All these interactions within my learning network are part of connectivism.
Downes, S. Connectivism: A Theory of Personal Learning http://www.slideshare.net/Downes/connectivism-a-theory-of-personal-learning

Etienne Wenger, during presentation on Digital Habitats and Community Practice http://mediasite.ics.uwex.edu/mediasite5/Viewer/?peid=08fd5f11580c476ab1da01afe92a7aaa

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. (pp.191)

http://www.connectivism.ca/about.html