Module Two Blog Assignment-EDUC 7105
The idea to use the isms of educational theories as filters through which sift thoughts, ideas and ideals is the best way to use the theories. In reading the blogs of Bill Kerr, Stephen Downs and Karl Kapp, I must agree that each of the theories has much to offer and neither is complete within itself. As educators, using whichever theory is going to give us the best result for our situation is the “best” one to use at the time. They all have something to offer, they all have specific goals and outcomes. The idea that particular theories line up to Blooms Taxonomy in a definitive way, seems to be a good way to decide which theory would work best in particular situations as well. I almost wanted to make a table with this analogy just to see how it would come out with my own students.
No theory is static; they all grow, change, evolve and overlap. As educators, keeping abreast of the changes to give our students the best experience is our challenge. To see a theory at work from beginning to end without seeing some overlapping would be challenging as well. So we will select the parts of a theory that we need to get the point over or to see student achievement along with our own educational evolution knowing that our understanding of the basic ideas of the theories will give us a platform for categorizing a new theory as it evolves.
In keeping up with my students, an article I found most relevant had to do with the social cognitive theory. Take a look and tell me what you think.
References:
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
http://blog.lib.umn.edu/claes019/videogames/2009/12/wii-sports-and-the-social-cognitive-theory.html
Wednesday, March 31, 2010
Wednesday, March 17, 2010
Learning Theories
EDUC 7105 Learning Theory and Educational Technology Blog Post #1
I believe that people need multi-sensory input in order to learn. They need to have an idea of what is expected from a model or concept and they need multiple and various repetition or experiences to solidify their learning. The purpose of learning theory in educational technology is to focus on purposeful concepts that cause particular responses when enacted. These particular responses can lead teachers or educational technologists to form methods of using technology to achieve educational goals.
The critical elements of a learning theory are how learning occurs, the factors that influence learning, the role of memory, how transfer occurs, and the types of learning. (Siemans,2008) Driscoll tells us that a learning theory requires defining three components; the results or changes in performance, the means or processes that bring about the changes, and the inputs or experiences that form the basis for learning. (Driscoll,2005). Both Driscoll and Siemens were thorough in their key questions and criteria. Their elements work well across all the theories presented. If I were to question what was missing or what questions would I ask, I would inquire about how the theories would be applied going forward into the future and their usefulness for educational technology of the future. Even if technology changes the way learning takes place and transfers and the way memory plays a part in the different types of learning, Driscoll and Siemans have laid a solid foundation for educational technologists to use in formulating learning situations.
Siemens’s “metaphors of educators” describes the different roles educators find themselves playing in order to facilitate learning. He entitles one role as “teacher as Master Artist”, with the studio approach. I particularly related to the idea of students posting their work on a blog for everyone to read and critique. Another role is that of “Educator as Network Administrator”; this role allows for the teacher to help students to form learning connections and networks. The role of “Educator as Concierge” lets the educator direct the learner to a variety of experiences and resources. The final role of “Educator as Curator” the expert learner who creates a carefully created learning environment is the teacher who allows the learner a controlled freedom to explore learning.
The role I believe an instructor should take in a K-12 digital classroom or workplace is that of the curator. Certainly allowing students the freedom to explore and create but in a controlled environment with carefully constructed concepts, displays, and ideas.
Another metaphor that might describe the role of the instructor in the digital classroom might be that of symphonic conductor. This instructor would have a variety of melodies, movements, tempos and instruments, and would allow the student to experience the various parts of a symphonic piece within the confines of the constructed work even to the point of allowing the student to experiment with each component. Conducting the basic work, being there for the student, but allowing creativity and experimentation and building upon a given work would all be acceptable in this venue.
References:
Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Here is a blog of an educational technologists that I enjoyed regarding the roles of instructors.
http://blogs.adobe.com/educationleaders/2009/05/redefining_the_role_of_the_tea_1.html
I believe that people need multi-sensory input in order to learn. They need to have an idea of what is expected from a model or concept and they need multiple and various repetition or experiences to solidify their learning. The purpose of learning theory in educational technology is to focus on purposeful concepts that cause particular responses when enacted. These particular responses can lead teachers or educational technologists to form methods of using technology to achieve educational goals.
The critical elements of a learning theory are how learning occurs, the factors that influence learning, the role of memory, how transfer occurs, and the types of learning. (Siemans,2008) Driscoll tells us that a learning theory requires defining three components; the results or changes in performance, the means or processes that bring about the changes, and the inputs or experiences that form the basis for learning. (Driscoll,2005). Both Driscoll and Siemens were thorough in their key questions and criteria. Their elements work well across all the theories presented. If I were to question what was missing or what questions would I ask, I would inquire about how the theories would be applied going forward into the future and their usefulness for educational technology of the future. Even if technology changes the way learning takes place and transfers and the way memory plays a part in the different types of learning, Driscoll and Siemans have laid a solid foundation for educational technologists to use in formulating learning situations.
Siemens’s “metaphors of educators” describes the different roles educators find themselves playing in order to facilitate learning. He entitles one role as “teacher as Master Artist”, with the studio approach. I particularly related to the idea of students posting their work on a blog for everyone to read and critique. Another role is that of “Educator as Network Administrator”; this role allows for the teacher to help students to form learning connections and networks. The role of “Educator as Concierge” lets the educator direct the learner to a variety of experiences and resources. The final role of “Educator as Curator” the expert learner who creates a carefully created learning environment is the teacher who allows the learner a controlled freedom to explore learning.
The role I believe an instructor should take in a K-12 digital classroom or workplace is that of the curator. Certainly allowing students the freedom to explore and create but in a controlled environment with carefully constructed concepts, displays, and ideas.
Another metaphor that might describe the role of the instructor in the digital classroom might be that of symphonic conductor. This instructor would have a variety of melodies, movements, tempos and instruments, and would allow the student to experience the various parts of a symphonic piece within the confines of the constructed work even to the point of allowing the student to experiment with each component. Conducting the basic work, being there for the student, but allowing creativity and experimentation and building upon a given work would all be acceptable in this venue.
References:
Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Here is a blog of an educational technologists that I enjoyed regarding the roles of instructors.
http://blogs.adobe.com/educationleaders/2009/05/redefining_the_role_of_the_tea_1.html
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