Module 4 Blog Posting

My network has changed the way I learn by giving me a personal panel of experts upon whom I can rely for availability, expertise and up-to-date knowledge in my field. Being able to access those people in my network also gives me access to the experts in their networks because invariably they will point me in the direction of someone who knows or has more experience than they if they cannot answer my questions. This increases my knowledge base as well as my own network. Knowing "who" Siemens (2006) is most important in building personal networks. Knowing who the experts are and having access to them either directly or indirectly gives me a kind of comfort that I am not left to my own devices about something of which I am unsure. I may look up something, or read about it, but for real "knowing" I want someone with some experience in it who knows and has dealt with it in some form.

The digital tools which best facilitate learning for me are still the Internet, blogs and wikis of those whom I can access in real time and any time. I like on-line demonstrations, and those podcasts that talk you through a process while giving you visuals. Those sandbox tools which allow me to practice before going "live" let me learn a procedure or process at my own pace without everyone seeing and commenting on my errors are the ones that I prefer.

When I have questions, I ask those who, in my opinion, are likely to know. These may be my students, colleagues; former(retired) colleagues, other friends or even my daughter. I may look up information on the Internet or get a "how to" book. I will inquire of my personal classmates both former and current or I may ask the class instructor for clarification if it is a formal class. I keep inquiring until I am satisfied that I am in the know about this elusive topic.

Resources:

Siemens,G. (2006) Knowing Knowledge. Retrieved April 25, 2010 from http://lulu.com/

Stephen's Web, a connectivism blog. Retrieved April 25, 2010 from http://www.downes.ca/cgi-bin/page.cgi?journal=Connectivism%20Blog

Siemens,G.(2010) Connectivism;networked and social learning. Retrieved April 25,2010 from http://www.connectivism.ca/

Collaboration

Module 3 Blog Posting:



From families to communities, from the school playground to the adult corporation, we humans do have a basic instinct to “interact and work as a group” as Rheingold suggests. Working together seems to help us do more than we could alone, be more than we could be alone and have more than we could have alone. The idea of collaborating to achieve a common goal is as old as man and will probably go on into the unforeseeable future. Humans like to have other humans agree with them, disagree with them, but not ignore them. The interaction is what is important. The interaction is what makes one’s idea grow and go in new directions developing as it grows into something that is sometimes bigger, better and more useful than the original idea from a single person. How often have we asked our learning community members to give us feedback about our ideas? How often have we asked colleagues their opinions about our ideas on projects? Even the question, “What do you think about…?” has made the questioner think more deeply about the idea, change a perspective about the idea, and allowed the questioner to see a new point of view that enriches his thinking.
We all have probably had the experience of trying something we were unfamiliar with doing, only to ask a friend about it and to have them show us a better, faster, newer way of getting better results. How does technology facilitate collaboration among learners based on constructivist principles? I often think of the story Stone Soup where collaboration and cooperation brought about changes in attitudes as well as hunger status. Technology which allows such collaboration and cooperation can only enhance the human condition making it better for all involved. The very constructivist act of making the soup based on perceived need, lends itself to a sharing of ideas and resources. Technology tools like wikis and blogs and online document editing are just a few of the ways this collaboration takes place now. Who knows where it will lead in the future?

Resources:
Howard Rheingold on Collaboration
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
Stone Soup, Retrieved April 14, 2010 from http://www.extremelinux.info/stonesoup/stonesoup.html

Image from http://www.stonesoupky.org/StoneSoup-book,jpg

Module Two EDUC 7105

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

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

Final Project-Virtual Worlds

Finally! I have uploaded my video to youtube. Please give me some feedback.

Almost Final Project

This has not been my finest hour. However, you can see my work at http://www.slideshare.net/LCMartin. I am continuing to find a way to complete my video.

Module 5 Post

Module 5 Blog Posting: Where Am I on the Static-dynamic Continuum?
Personally, I think I am still very static with some dynamic spikes. While I use wikis and blogs for class, they are not a part of my daily life neither do I seek to use them in my profession life. My experience with video-conferencing is limited to observation not participation. I will use Skype to communicate with friends and family because of its economic benefits and instant messaging is used as a matter of course because friends and colleagues are often online simultaneously. In my research for my project, I have become more aware of virtual sites and forums, but I would like to become more aware of Webs 2.0 and3.0 as I have heard some wonderful things about them. Using dynamic resources for collaboration, communication and content is a goal I have yet to achieve but hopefully am moving toward becoming more comfortable with using in my daily life and not just for these wonderful distance learning classes.
On my mind map I have listed some static examples for communication, collaboration and content many of which I have used more consistently than those listed on the dynamic side. These seem to be the more classic items that are used more by those who are more comfortable with working alone in isolation and at their own pace perhaps at odd hours. For my personal technical development, I would like to move more toward the dynamic elements to broaden my horizons and develop a more adventurous spirit. It’s a big world out there and I want to experience it.
While Distance Education must use media to educate its students, that media must be secondary to content and good instruction. (Fahey, 2008) Meeting the needs of students is good teaching whether it is online or in the face to face environment. Students who take online classes are bound to be anywhere on the static-dynamic continuum. A good measure of success is when they are further along at the end of the instruction than they were at the beginning. At this point we can say that there is evidence of learning.
I can imagine that on the dynamic side will be CyberJohn07’s review of Augmented Reality: The Next Big Thing? Here he describes another use of the cell phone featuring some virtual reality applications. Along with 3-D graphics one will be able to scan buildings and get information about their interiors. CNN even has a video that explains the technology in more detail. I guess the future is here.

Fahy, P. J. (2008). Characteristics on interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (pp. 167-199). Edmonton, AB: AU Press
CyberJohn07. (2009). Augmented Reality: The Next Big Thing? Retrieved November 7,2009 from http://teacherlingo.com/blogs/default.aspx?GroupID=30.