This week I took a look at a couple Open Courseware courses offered through the Massachusetts Institute of Technology’s MITOpenCourseware website. Open courseware is a collection of free classes and course materials that are available online and shared freely with the world via the internet. Open courseware includes class materials such as syllabi, reading lists, lecture notes, assignments, activities and other documents that were once used in an actual classroom and are now available to the public for free (Littlefield). The offerings have been made available through several universities on their websites as a free service to the public. MIT, the pioneer of open courseware, offers courses across a broad range of subjects and is thought to be the most popular site for free educational materials.
My purpose in looking at a few of MIT’s open courseware course was to critically review them from an instructional design perspective. In particular, I was looking to see how well the courses were designed to meet the needs of distant learners. My first observation was that the courses simply seemed to be online versions of the traditional, face-to-face classes, which as mentioned above, really is what open courseware is. However, for distance courses and learners, traditional face-to-face classes should be reworked. Simonson, Smaldino et al believed that the focus of instruction should shift to visual presentations to better engage distant learners (2009). Visually, the courses were left lacking. In fact, with the exception of one audio clip, the units in both courses were completely print-based. There were no multimedia elements to speak of – no videos, no podcasts, no graphics, no animation, no interactivity, nothing. Just that one small audio clip. In distance education, learner engagement is essential; multimedia packs a powerful punch and has the potential to immediately grab learners’ attention.
Another important element in effective distance education is the inclusion of interactivity. One of the courses I reviewed included a group project for the face-to-students. The project was a well-designed one which seemed fun and engaging. It would be an excellent group project for distant learners working in a synchronous environment. We know from numerous studies that student group work is very important in learning. According to Smaldino et al student group work, “helps construct a supportive social environment. Brown and Adler (2008, p. 3) wrote in their landmark work Minds on Fire,
“ Compelling evidence for the importance of social interaction to learning comes from the landmark study by Richard J. Light, of the Harvard Graduate School of Education, of students’ college/university experience. Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own.”
Group work is just as important for distant learners as it is for learners in traditional environments. While distant learners in synchronous settings could fully participate in the project outlined in the MIT course, the project would probably not work well for those in asynchronous environments who may not have access to other students.
I was pleased to see other types of interactivity as well, namely, assignments that included activities for students. These activities could very easily be incorporated into a distance education course.
Open courseware is a most excellent source of free educational materials; I believe everyone should visit at least one of the websites that offers open courseware. In the quickly-changing world in which we find ourselves, life-long learning will be a much-coveted quality to possess. As Brown and Adler concluded, “We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis” (p.1). Open courseware is certainly a wonderfully-rich resource to help you begin your quest for life-long learning.
Here are links to websites through which you can access open courseware offerings.
Carnegie Mellon's Open Learning Initiative
The Open University
Open Yale Courses
Open Culture
References:
Brown, J., Adler, R.(2008).Minds on Fire. Open Education, the Long Tail, and Learning 2.0. Educause. Retrieved October 9, 2010 from: http://llk.media.mit.edu/courses/readings/jsb-minds-on-fire.pdf
Littlefield, J. Open Courseware. About.com: Distance Learning. Retrieved October 9, 2010 from: http://distancelearn.about.com/od/isitforyou/a/opencourseware.htm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed). Upper Saddle River, NJ: Prentice Hall.
Saturday, October 9, 2010
Saturday, September 25, 2010
Web 2.0, Wikis and Online Learning
Web 2.0 is the second generation of the world wide web; its technology enables people to collaborate and share information online. Web 2.0 emphasizes open communication with a focus on Web-based communities of users, and more open sharing of information. Blogs, wikis and other media sharing tools are all seen as components of Web 2.0 (Webopedia).
Web 2.0 technology and tools are not limited to education. Web 2.0 applications “exist primarily outside the education sphere” (Simonson, Smaldino, et.al., 2009, p.244). But why all the fuss about web 2.0? Well…much of the power of our current world wide web is seen through web 2.0 tools (Simonson, Smaldino, et.al.) To illustrate, take the following case:
A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration. (Walden University)
This scenario was made for Web 2.0! Since staff in all six regional offices needs to be trained in their respective locations, and at different times, I would first design an asynchronous training module which would be housed within and hosted by an online course management system such as edu2.0. Next, I would set up a wiki for staff members to use to share information, documents, photos, files and other media, and create content together. Wikis are “online writing spaces designed to be created and edited by groups of persons” (p.245). Wikis are excellent tools “for collaborative online writing assignments and group activities compiling information in a single online resource” (p.245). In addition, wikis, because of their capacity to foster group collaboration, greatly help learners feel involved in the learning process (Huang, 2010). Moreover, wikis foster a sense of community and connectedness for participants.
Jerry Kane, an assistant professor at Boston College has created an online community of student wiki users. Throughout the school year, Kane’s students research pertinent topics and post suggested exam questions on the wiki. Students also help each out and answer one another’s questions that are posted. Kane believes that he has used some 80 to 90 percent of the questions posted on the wiki on actual exams. His instructional strategy of using a wiki in class works because his students are engaged in his class. Kane has proven “that a group of 50 amateurs can learn more from each other than they can when one expert tells them everything" (Villano, 2008).
Deakin University in Victoria, Australia has used wikis for a different purpose. The School of Information Technology experienced a high attrition rate for online courses and believed the attrition could be due to students’ lack of connectedness to each other and the instructor. Professors created a wiki and asked students to contribute daily during the first 2 weeks of the semester. The wiki served as an ice-breaker for the class with instructors posing questions about student life and student’s answering questions, posing their own questions, and posting photos. One primary goal of the icebreaker exercise was to have students return several times to the wiki to read the new posts from their group members, thus getting to know them in the process. Overall, the exercise was deemed successful due to the high rate (over 90%) of student participation. It is unknown whether the attrition rate will decline, but officials are hopeful.
With the appropriate use of web 2.0 tools such as wikis, learning can become more active, social, and learner centered. And when learning is active, social, and learner-centered, knowledge is the result – constructed knowledge.
Click here for a short tutorial on wikis.
References
Augar, N., Raitman, R., Zhou, W. Teaching and Learning Online with Wikis. Deakin University, School of Information Technology. Retrieved September 25, 2010 from: http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Bajcsy, R. Technologies and Learning. Visions 2020. Transforming Education and Training Through Advanced Technologies. Retrieved September 25, 2010 from: http://webharvest.gov/peth04/20041016081056/http://www.technology.gov/reports/TechPolicy/2020Visions.pdf
Huang, W. (2010) A Case Study of Wiki’s Effects on Online Transactional Interactions. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 1, March 2010
Oblinger, D.G., Oblinger, J.L. Educating the Net Generation. Retrieved September 25, 2010 from: www.educause.edu/educatingthenetgen/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed). Upper Saddle River, NJ: Prentice Hall.
Villano, M. (2008) Campus Technology. Wikis, Blogs, and More, Oh My! Retrieved September 25, 2010 from: http://campustechnology.com/Articles/2008/04/Wikis-Blogs--More-Oh-My.aspx?Page=2
Webopedia. What is Web 2.0? Retrieved September 25, 2010 from: http://www.webopedia.com/TERM/W/Web_2_point_0.html
Web 2.0 technology and tools are not limited to education. Web 2.0 applications “exist primarily outside the education sphere” (Simonson, Smaldino, et.al., 2009, p.244). But why all the fuss about web 2.0? Well…much of the power of our current world wide web is seen through web 2.0 tools (Simonson, Smaldino, et.al.) To illustrate, take the following case:
A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration. (Walden University)
This scenario was made for Web 2.0! Since staff in all six regional offices needs to be trained in their respective locations, and at different times, I would first design an asynchronous training module which would be housed within and hosted by an online course management system such as edu2.0. Next, I would set up a wiki for staff members to use to share information, documents, photos, files and other media, and create content together. Wikis are “online writing spaces designed to be created and edited by groups of persons” (p.245). Wikis are excellent tools “for collaborative online writing assignments and group activities compiling information in a single online resource” (p.245). In addition, wikis, because of their capacity to foster group collaboration, greatly help learners feel involved in the learning process (Huang, 2010). Moreover, wikis foster a sense of community and connectedness for participants.
Jerry Kane, an assistant professor at Boston College has created an online community of student wiki users. Throughout the school year, Kane’s students research pertinent topics and post suggested exam questions on the wiki. Students also help each out and answer one another’s questions that are posted. Kane believes that he has used some 80 to 90 percent of the questions posted on the wiki on actual exams. His instructional strategy of using a wiki in class works because his students are engaged in his class. Kane has proven “that a group of 50 amateurs can learn more from each other than they can when one expert tells them everything" (Villano, 2008).
Deakin University in Victoria, Australia has used wikis for a different purpose. The School of Information Technology experienced a high attrition rate for online courses and believed the attrition could be due to students’ lack of connectedness to each other and the instructor. Professors created a wiki and asked students to contribute daily during the first 2 weeks of the semester. The wiki served as an ice-breaker for the class with instructors posing questions about student life and student’s answering questions, posing their own questions, and posting photos. One primary goal of the icebreaker exercise was to have students return several times to the wiki to read the new posts from their group members, thus getting to know them in the process. Overall, the exercise was deemed successful due to the high rate (over 90%) of student participation. It is unknown whether the attrition rate will decline, but officials are hopeful.
With the appropriate use of web 2.0 tools such as wikis, learning can become more active, social, and learner centered. And when learning is active, social, and learner-centered, knowledge is the result – constructed knowledge.
Click here for a short tutorial on wikis.
References
Augar, N., Raitman, R., Zhou, W. Teaching and Learning Online with Wikis. Deakin University, School of Information Technology. Retrieved September 25, 2010 from: http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Bajcsy, R. Technologies and Learning. Visions 2020. Transforming Education and Training Through Advanced Technologies. Retrieved September 25, 2010 from: http://webharvest.gov/peth04/20041016081056/http://www.technology.gov/reports/TechPolicy/2020Visions.pdf
Huang, W. (2010) A Case Study of Wiki’s Effects on Online Transactional Interactions. MERLOT Journal of Online Learning and Teaching Vol. 6, No. 1, March 2010
Oblinger, D.G., Oblinger, J.L. Educating the Net Generation. Retrieved September 25, 2010 from: www.educause.edu/educatingthenetgen/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed). Upper Saddle River, NJ: Prentice Hall.
Villano, M. (2008) Campus Technology. Wikis, Blogs, and More, Oh My! Retrieved September 25, 2010 from: http://campustechnology.com/Articles/2008/04/Wikis-Blogs--More-Oh-My.aspx?Page=2
Webopedia. What is Web 2.0? Retrieved September 25, 2010 from: http://www.webopedia.com/TERM/W/Web_2_point_0.html
Saturday, September 11, 2010
What Exactly is Distance Education?
Could it be something as straightforward as learning a subject at a distance? Not too long ago that was my definition of distance education. Simple? Well…yes. But it was my definition none-the-less. I thought that distance education meant self-study. And I thought it was indelibly linked to correspondence classes.
I have learned that distance education encompasses quite a bit more than I initially thought. It comprises a number of different components including learners, instructors, media, resources, and technology. Distance education is not merely self-study at a distance, which learners can do without instructors, technology, resources or an institutional affiliation.
I found a quick and easy definition of distance education, which I liked. In an uncomplicated way it suggests that distance education “is the bringing of learners and the content of instruction together no matter where each is located” (Simonson, Smaldino et aI, 2009). However, I prefer another definition offered by Dr. Simonson which states that distance education is, “formal education that is institutionally-based in which the learning group (teachers, students, resources) is separated by geography and sometimes by time, and where instruction technologies are used to link the instructor, the resources, and the learner.” This broader, yet more detailed, definition is far more encompassing of the various components of distance education than my initial definition. I would like, however, to add one other important aspect to this definition: in distance education learners take responsibility for their own progress, and have flexibility to study and learn at their convenience (Wedemeyer, 1981). And that one small aspect is huge.
The fact that distant learners have the flexibility to learn when it is convenient for them may indeed be the primary reason why e-learning is growing rapidly. One study conducted by The Sloan Consortium indicated that “given an option, students will enroll in online courses” (Simonson et al, 2009, p. 15). The world in which we live is very fast-paced; it seems that everyone is busy…and getting busier all the time. E-learning’s flexibility and convenience are unmatched by any other mode or method of learning. Yes, the future is very bright for distance learning across all learning groups – those in K-12, higher education, corporate arenas, as well as those in the military and in government service. Anyone with access to a computer (and really, who doesn’t have access these days?) can become a distant learner which the potential to earn certifications, GEDs, high-school diplomas, bachelor and master degrees and even doctorate degrees online.
My vision for the future of distance education includes the belief that e-learning will continue to grow rapidly because it supports, encourages and fosters life-long learning. The outlook for e-learning in corporate America is especially promising. According to the US Distance Learning Association, more than 50 million Americans will need retraining. “Corporate America is using distance learning, both internally and externally, for all aspects of training. Many major corporations save millions of dollars each year using distance learning to train employees more effectively and more efficiently than with conventional methods” (USDLA). Instructional designers to the rescue!
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance Foundations of Distance Education (4th ed.) Boston, MA: Pearson.
Wedemeyer, C. (1981). Learning at the Back Door. Madison, WI: University of Wisconsin Press.
U.S. Distance Learning Association Website. Facts and Figures. Retrieved September 11, 2010 from: http://www.usdla.org/index.php?cid=109
I have learned that distance education encompasses quite a bit more than I initially thought. It comprises a number of different components including learners, instructors, media, resources, and technology. Distance education is not merely self-study at a distance, which learners can do without instructors, technology, resources or an institutional affiliation.
I found a quick and easy definition of distance education, which I liked. In an uncomplicated way it suggests that distance education “is the bringing of learners and the content of instruction together no matter where each is located” (Simonson, Smaldino et aI, 2009). However, I prefer another definition offered by Dr. Simonson which states that distance education is, “formal education that is institutionally-based in which the learning group (teachers, students, resources) is separated by geography and sometimes by time, and where instruction technologies are used to link the instructor, the resources, and the learner.” This broader, yet more detailed, definition is far more encompassing of the various components of distance education than my initial definition. I would like, however, to add one other important aspect to this definition: in distance education learners take responsibility for their own progress, and have flexibility to study and learn at their convenience (Wedemeyer, 1981). And that one small aspect is huge.
The fact that distant learners have the flexibility to learn when it is convenient for them may indeed be the primary reason why e-learning is growing rapidly. One study conducted by The Sloan Consortium indicated that “given an option, students will enroll in online courses” (Simonson et al, 2009, p. 15). The world in which we live is very fast-paced; it seems that everyone is busy…and getting busier all the time. E-learning’s flexibility and convenience are unmatched by any other mode or method of learning. Yes, the future is very bright for distance learning across all learning groups – those in K-12, higher education, corporate arenas, as well as those in the military and in government service. Anyone with access to a computer (and really, who doesn’t have access these days?) can become a distant learner which the potential to earn certifications, GEDs, high-school diplomas, bachelor and master degrees and even doctorate degrees online.
My vision for the future of distance education includes the belief that e-learning will continue to grow rapidly because it supports, encourages and fosters life-long learning. The outlook for e-learning in corporate America is especially promising. According to the US Distance Learning Association, more than 50 million Americans will need retraining. “Corporate America is using distance learning, both internally and externally, for all aspects of training. Many major corporations save millions of dollars each year using distance learning to train employees more effectively and more efficiently than with conventional methods” (USDLA). Instructional designers to the rescue!
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance Foundations of Distance Education (4th ed.) Boston, MA: Pearson.
Wedemeyer, C. (1981). Learning at the Back Door. Madison, WI: University of Wisconsin Press.
U.S. Distance Learning Association Website. Facts and Figures. Retrieved September 11, 2010 from: http://www.usdla.org/index.php?cid=109
Saturday, January 9, 2010
Constructivism is growing on me
Here is a good definition of my new favorite (Not) learning theory - Constructivism:
There are many different schools of thought within constructivist theory, all fall within the same basic assumption about learning. The emphasis is placed on the learner or the participant rather than the teacher or the instructor. It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events. The learner, therefore, constructs his/her own conceptualizations and solutions to problems. Learner autonomy and initiative is accepted and encouraged.
Constructivists view learning as the result of mental construction. Participants learn by fitting new information together with what they already know. People learn best when they actively construct their own understanding. In constructivist thinking, learning is also affected by the context and the beliefs and attitudes of the learner. Learners are encouraged to invent their own solutions and to try out ideas and hypotheses. They are given the opportunity to build on prior knowledge.
Cognitive experiences situated in authentic activities such as project-based learning, cognitive apprenticeships, or case-based learning environments result in richer and more meaningful learning experiences. Social negotiation of knowledge allows a process by which learners form and test their constructs in a dialogue with other individuals and with the larger society. Collaboration becomes a principal focus of learning activities so that negotiation and testing of knowledge can occur.
Dfinition from the webpage: http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html
ADDIE Based Five-Step Method Towards Instructional Design
Here is a good definition of my new favorite (Not) learning theory - Constructivism:
There are many different schools of thought within constructivist theory, all fall within the same basic assumption about learning. The emphasis is placed on the learner or the participant rather than the teacher or the instructor. It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events. The learner, therefore, constructs his/her own conceptualizations and solutions to problems. Learner autonomy and initiative is accepted and encouraged.
Constructivists view learning as the result of mental construction. Participants learn by fitting new information together with what they already know. People learn best when they actively construct their own understanding. In constructivist thinking, learning is also affected by the context and the beliefs and attitudes of the learner. Learners are encouraged to invent their own solutions and to try out ideas and hypotheses. They are given the opportunity to build on prior knowledge.
Cognitive experiences situated in authentic activities such as project-based learning, cognitive apprenticeships, or case-based learning environments result in richer and more meaningful learning experiences. Social negotiation of knowledge allows a process by which learners form and test their constructs in a dialogue with other individuals and with the larger society. Collaboration becomes a principal focus of learning activities so that negotiation and testing of knowledge can occur.
Dfinition from the webpage: http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html
ADDIE Based Five-Step Method Towards Instructional Design
Sunday, December 27, 2009
Connectivism, constructivism, cognitivism. These all sounded like Greek to me in November. Now, just eight short weeks later I am pleased to report that these learning theories are a key part of my instructional design toolbox. Greek sounding? Not any longer!
In order to design effective instructional materials for others, I will first need to have a thorough understanding of the various learning theories and styles and how to apply that understanding to materials. Learning about theories, styles, motivation and multiple intelligences has given me a firm foundation for design.
This course started off badly for me as I took an instant dislike to our textbook, which I found to difficult to get through and lacking in clarity and organization. There were far too many theories and styles to read about; at times I felt a bit overwhelmed. I managed to get through the textbook, supplemented by numerous online resources. And surprisingly, I actually began to enjoy discovering new learning theories and how to apply them.
Most surprising to me is my newfound appreciation of constructivism. When I first read about constructivism I dismissed it out-of-hand as one of the pie-in-the-sky, ethereal “isms” that Ph.D.s like to postulate, but in reality, have no real use. I have since come to understand constructivism as an extremely important learning theory which many believe to be the single most significant explanation of how complex and higher order learning occurs. In fact, I now believe that I learn best by mentally constructing meaning and knowledge from my experiences and prior knowledge. At the start of this semester I believed firmly in the behaviorist view of learning: rote memorization strengthened by positive reinforcements. This still works well for certain types of learning. But is it possible to thoroughly understand complex concepts such as cognitivism or even constructivism by simple memorization? Obviously, the answer is no. Learners have to construct their own understanding of such concepts.
My view and appreciation of technology has also changed quite dramatically in these past eight weeks. Eight weeks ago I did not even know what a blog was, let alone know how to contribute to one. What’s fascinating is that technology is growing at such a rapid pace and has so many applications for learning that there is now a theory devoted to technology and learning: connectivism! One of the tenets of connectivism is that knowing where information is housed is just as important as knowing the information itself. That was a difficult principle to swallow, but is none-the-less true. In this day and age who can learn all the information there is about a particular subject? Why should they? With the world virtually at our fingertips via the web, knowing where to find information is becoming a coveted skill.
This has been a most exciting and interesting eight weeks. Challenging? You bet! But I have learned much . . . or should I instead say ‘I have constructed much’?
In order to design effective instructional materials for others, I will first need to have a thorough understanding of the various learning theories and styles and how to apply that understanding to materials. Learning about theories, styles, motivation and multiple intelligences has given me a firm foundation for design.
This course started off badly for me as I took an instant dislike to our textbook, which I found to difficult to get through and lacking in clarity and organization. There were far too many theories and styles to read about; at times I felt a bit overwhelmed. I managed to get through the textbook, supplemented by numerous online resources. And surprisingly, I actually began to enjoy discovering new learning theories and how to apply them.
Most surprising to me is my newfound appreciation of constructivism. When I first read about constructivism I dismissed it out-of-hand as one of the pie-in-the-sky, ethereal “isms” that Ph.D.s like to postulate, but in reality, have no real use. I have since come to understand constructivism as an extremely important learning theory which many believe to be the single most significant explanation of how complex and higher order learning occurs. In fact, I now believe that I learn best by mentally constructing meaning and knowledge from my experiences and prior knowledge. At the start of this semester I believed firmly in the behaviorist view of learning: rote memorization strengthened by positive reinforcements. This still works well for certain types of learning. But is it possible to thoroughly understand complex concepts such as cognitivism or even constructivism by simple memorization? Obviously, the answer is no. Learners have to construct their own understanding of such concepts.
My view and appreciation of technology has also changed quite dramatically in these past eight weeks. Eight weeks ago I did not even know what a blog was, let alone know how to contribute to one. What’s fascinating is that technology is growing at such a rapid pace and has so many applications for learning that there is now a theory devoted to technology and learning: connectivism! One of the tenets of connectivism is that knowing where information is housed is just as important as knowing the information itself. That was a difficult principle to swallow, but is none-the-less true. In this day and age who can learn all the information there is about a particular subject? Why should they? With the world virtually at our fingertips via the web, knowing where to find information is becoming a coveted skill.
This has been a most exciting and interesting eight weeks. Challenging? You bet! But I have learned much . . . or should I instead say ‘I have constructed much’?
Sunday, December 20, 2009
As this second graduate course on Learning Theories and Technology draws to a close I must now reflect on what I have learned and how my views on learning have changed. First, in a nutshell, I have a learned a lot. There are so many theories and learning styles out there that it has become very challenging sorting them all out.
Initially, I found studying the various theories to be extremely difficult, and at times, overwhelming. And I have to admit that I started out with a negative view of the Constructivist Learning Theory. Why? Because I could not grasp the meaning of it. It actually took me several weeks to fully understand the tenets of constructivism. But my view of the theory has changed quite a bit as I have begun to embrace this theory’s tenets more and more. I have learned that we really do construct our own knowledge based on our prior knowledge, our experiences, our environment and potentially other things as well. I am still a believer, and an enthusiastic proponent of cognitivism, with its emphasis on the inner workings of the mind and information processing. But by adding constructivist learning to the mix, I can now see that my own individual learning is a rich and complex blend of theories, styles and intelligences.
Unlike the world in which I grew up, technology now plays a central role in learning. The internet, mobile devices, and software applications are only a few examples of how technology is transforming the learning process.
Take the internet, for example. The internet is not just for email anymore. You can do amazing research on the internet! Living in Chicago, Stanford University is a bit of a commute. However, I can access Stanford’s website, view class materials, instructor blogs, and possibly online lectures. Thanks to the internet, I can do all of this from my kitchen table.
Even Google is getting in on the research explosion. Yes, Google is a ridiculously popular search engine for anything from Sir Isaac Newton to apple pie. However, Google has also endeared itself to many a student via Google Books, a certain lifesaver in the face of impending deadlines. Google Books enables students to view text from books on their topic of choice - some even in their entirety!
Another unlikely source of scholarly learning is iTunes. I love iTunes! Where else can you check out Elvis’ new box collection and catch an MIT lecture on cosmology? After the MIT lecture, I can find an app that will help me find my next iPod at the cheapest price. Talk about one stop shopping.
Technology is great for gathering information, but is also an essential part of recording, formatting, and organizing information. Typewriters were an improvement, but computers were a quantum leap in recording and formatting information. There is even software that transforms the spoken word into text. . . as all the poor typists rejoice.
Ball point pens are obsolete. Why use a regular pen when you could be using a smart-pen, which records audio, synchs to your computer, and formats your written notes into an organized, searchable version? Every aspect of the learning process has been forever changed by technology.
Initially, I found studying the various theories to be extremely difficult, and at times, overwhelming. And I have to admit that I started out with a negative view of the Constructivist Learning Theory. Why? Because I could not grasp the meaning of it. It actually took me several weeks to fully understand the tenets of constructivism. But my view of the theory has changed quite a bit as I have begun to embrace this theory’s tenets more and more. I have learned that we really do construct our own knowledge based on our prior knowledge, our experiences, our environment and potentially other things as well. I am still a believer, and an enthusiastic proponent of cognitivism, with its emphasis on the inner workings of the mind and information processing. But by adding constructivist learning to the mix, I can now see that my own individual learning is a rich and complex blend of theories, styles and intelligences.
Unlike the world in which I grew up, technology now plays a central role in learning. The internet, mobile devices, and software applications are only a few examples of how technology is transforming the learning process.
Take the internet, for example. The internet is not just for email anymore. You can do amazing research on the internet! Living in Chicago, Stanford University is a bit of a commute. However, I can access Stanford’s website, view class materials, instructor blogs, and possibly online lectures. Thanks to the internet, I can do all of this from my kitchen table.
Even Google is getting in on the research explosion. Yes, Google is a ridiculously popular search engine for anything from Sir Isaac Newton to apple pie. However, Google has also endeared itself to many a student via Google Books, a certain lifesaver in the face of impending deadlines. Google Books enables students to view text from books on their topic of choice - some even in their entirety!
Another unlikely source of scholarly learning is iTunes. I love iTunes! Where else can you check out Elvis’ new box collection and catch an MIT lecture on cosmology? After the MIT lecture, I can find an app that will help me find my next iPod at the cheapest price. Talk about one stop shopping.
Technology is great for gathering information, but is also an essential part of recording, formatting, and organizing information. Typewriters were an improvement, but computers were a quantum leap in recording and formatting information. There is even software that transforms the spoken word into text. . . as all the poor typists rejoice.
Ball point pens are obsolete. Why use a regular pen when you could be using a smart-pen, which records audio, synchs to your computer, and formats your written notes into an organized, searchable version? Every aspect of the learning process has been forever changed by technology.
Saturday, December 5, 2009
Before I began my graduate studies at Walden University I had very limited knowledge of and subsequently little need or use for digital tools, including social networking applications. Sure, I knew about Google – everybody does, don’t they? And I had used Google extensively, even for work related queries. And earlier this year a favorite relative had introduced me to Facebook. . . and pressured me relentlessly, in a loving way, until I signed up. But even with these tools I would hardly say that I had an adequate network in place, for learning or anything else.
Since I’ve been a student, however, I have been introduced to a whole new world of technological tools – tools that I can use to assist me in learning. Take my iPod, for example. Because I purchased an iPod I learned about iTunes. And the same relative who pressured me into getting a Facebook account also showed me around iTunes. And just the other day when I wanted more information about a particular learning theory she suggested that I go to iTunes to search for informational books, lectures, presentations and the like which might cover the learning theory in question. Who knew iTunes had more to offer than just musical tunes?
So now, when I have questions and need answers I have a growing network of sources and tools to access: I have Google, iTunes, Linked-in, and Facebook. Did I mention blogs? Well, apparently, there’s a whole galaxy of information out here in the ever-growing universe of information sources and tools called ‘blogs’. Obviously you know about blogs, since you are here reading mine. But did you know that I just learned what blogs are? Shameful, I know, I know. Anyhoo…I think blogs are fantastic. Oh, the immensity of information to be gotten from blogs! And, since I created my blog, I had to also set-up an aggregator to help me sort through all the information from the blogs.
Connectivists believe that knowing where to find information is often times more valuable than knowing information. They also believe learners can significantly, even exponentially, improve their learning by plugging into an existing network. I don’t know that I agree one hundred percent on these or some of the other tenets of connectivism. What I do know, though, is that this is a very different world than the one in which I grew up. Learning is far more complex, just as George Seimens (father of connectivism) has suggested. Technology plays an ever-increasing role in learning. Digital tools can and do aid learning. After all states an unknown web source, currency (accurate, up-to-date knowledge) is the intent of all learning.
Since I’ve been a student, however, I have been introduced to a whole new world of technological tools – tools that I can use to assist me in learning. Take my iPod, for example. Because I purchased an iPod I learned about iTunes. And the same relative who pressured me into getting a Facebook account also showed me around iTunes. And just the other day when I wanted more information about a particular learning theory she suggested that I go to iTunes to search for informational books, lectures, presentations and the like which might cover the learning theory in question. Who knew iTunes had more to offer than just musical tunes?
So now, when I have questions and need answers I have a growing network of sources and tools to access: I have Google, iTunes, Linked-in, and Facebook. Did I mention blogs? Well, apparently, there’s a whole galaxy of information out here in the ever-growing universe of information sources and tools called ‘blogs’. Obviously you know about blogs, since you are here reading mine. But did you know that I just learned what blogs are? Shameful, I know, I know. Anyhoo…I think blogs are fantastic. Oh, the immensity of information to be gotten from blogs! And, since I created my blog, I had to also set-up an aggregator to help me sort through all the information from the blogs.
Connectivists believe that knowing where to find information is often times more valuable than knowing information. They also believe learners can significantly, even exponentially, improve their learning by plugging into an existing network. I don’t know that I agree one hundred percent on these or some of the other tenets of connectivism. What I do know, though, is that this is a very different world than the one in which I grew up. Learning is far more complex, just as George Seimens (father of connectivism) has suggested. Technology plays an ever-increasing role in learning. Digital tools can and do aid learning. After all states an unknown web source, currency (accurate, up-to-date knowledge) is the intent of all learning.
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