August 14, 2011
Looking back at the
beginning of this course, I did not connect the pieces of learning with
theories and styles. I assumed that learning only had a particular way of
reaching the learners and that some old guys formulated these styles. During my
first posting, I automatically knew my style because this area was not
unfamiliar to me. I have often researched the topic of style, but never the
theory behind it. This course gave me that opportunity.
Now, I have a better understanding of the different theories and styles, my view has somewhat changed. I began to see a connection that allows for learning theories to be intertwine with learning styles. As previously noted, I am mostly a visual learner. I also know that all learning styles are helpful in the learning process, and therefore has their place.
This is how all learning theories are being used. Behaviorism is observable which is produce by a stimuli and response. Within this class, the instructor gives the class a stimulus (discussion) and I provide a response. Cognitivism allows for me to take my prior knowledge of the material I learn from the past week and apply it to the upcoming weeks learning. This enables a lot of retrieval, retaining, and encoding information to memory. Constructivism is somewhat a mixture of both behavioral and cognition. Under constructivism, I begin to make sense of everything I have learned thus far in the course. Social learning-theory provides the basis for interaction among learners. This is done through feedback that is provided my peers and instructor on the discussion board. The social interaction is helpful in allowing the learner to open to other ideas and thoughts of learning. Connectivism has been by far the best learning theory introduced to me. Since technology is engulfed in every aspect of learning, this theory has provided that opportunity. “Connectivism is presented as a learning theory that integrates technology, social networks, and information” (Laureate Inc., 2011) Through the course, blogging was introduced. It gave me the opportunity to post relevant information as well as comment on how others within the instructional design field.
Understanding learning style differences is thus an important step in designing balanced instruction that is effective for all students” (Gilbert & Swanier, 2008). Technology helps balance that learning. Today, learners are equipped with other resources and tool other than a textbook or paper and pencil. You can now surf the web through the use of computers, laptops, mobile devices, and more. Being involved in the digital world can allow learners to gain more knowledge right at their fingertips. With the help of technology, adult learners are able to learn from the comfort of their homes.
Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. 1]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/
Now, I have a better understanding of the different theories and styles, my view has somewhat changed. I began to see a connection that allows for learning theories to be intertwine with learning styles. As previously noted, I am mostly a visual learner. I also know that all learning styles are helpful in the learning process, and therefore has their place.
This is how all learning theories are being used. Behaviorism is observable which is produce by a stimuli and response. Within this class, the instructor gives the class a stimulus (discussion) and I provide a response. Cognitivism allows for me to take my prior knowledge of the material I learn from the past week and apply it to the upcoming weeks learning. This enables a lot of retrieval, retaining, and encoding information to memory. Constructivism is somewhat a mixture of both behavioral and cognition. Under constructivism, I begin to make sense of everything I have learned thus far in the course. Social learning-theory provides the basis for interaction among learners. This is done through feedback that is provided my peers and instructor on the discussion board. The social interaction is helpful in allowing the learner to open to other ideas and thoughts of learning. Connectivism has been by far the best learning theory introduced to me. Since technology is engulfed in every aspect of learning, this theory has provided that opportunity. “Connectivism is presented as a learning theory that integrates technology, social networks, and information” (Laureate Inc., 2011) Through the course, blogging was introduced. It gave me the opportunity to post relevant information as well as comment on how others within the instructional design field.
Understanding learning style differences is thus an important step in designing balanced instruction that is effective for all students” (Gilbert & Swanier, 2008). Technology helps balance that learning. Today, learners are equipped with other resources and tool other than a textbook or paper and pencil. You can now surf the web through the use of computers, laptops, mobile devices, and more. Being involved in the digital world can allow learners to gain more knowledge right at their fingertips. With the help of technology, adult learners are able to learn from the comfort of their homes.
Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. 1]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/
July 26, 2011
Connectivism: My Reflection
Technology
is continuously growing and, therefore, I am able to fill my mind with newer outlets
to learning. I have always sat in a class, passively, listening to others and
the instructors. With all of the networking outlets available, I no longer have
to be a passive learner, I can now be an active learner.
According
to Downes (2007), “connectivism is the thesis that knowledge is distributed
across a network of connections and, therefore, that learning consists of the
ability to construct and traverse those networks. Connectivism
allows for the learner to take information and transfer that information to
other networking outlets. This ensures that knowledge is accessible by
exploring more information connected to other networking outlets. I have
explored various networks and try to stay on top of the next trendy thing.
Being engulfed in these different outlets allows for me to learn and get
insight to events or information that I may have or not thought of. Networking
keeps me informed. Each outlet ultimately can be used for many of the same
reasons, but it also depends on how much information is being presented in each
outlet that overall allows me to stay connected.
All
digital tools can ultimately facilitate learning. Some of the outlets I use to
facilitate my learning are word processing, PowerPoint, blogs, online
communities, multimedia, and social networking. I use these tools and more to
help me throughout my learning, especially since I am in school and question do
come up. I use my online communities to ask other learners and instructor my
question and concerns as well as different search engines and other
professionals in their fields. Technology will continue to change and advance.
As the outlets advance, so will the information presented. As Davis (2008)
stated, “New information is continually being acquired, and the ability to draw
distinctions between important and unimportant information is vital”.
Davis,
C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism
- Emerging Perspectives on Learning, Teaching ... (n.d.).
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Downes, S. (2007). What Connectivism Is ~
Stephen's Web. (n.d.). Retrieved from http://www.downes.ca/post/38653
July 10, 2011
As the world around us continues to change with advancement of technology
and discoveries, it becomes harder and harder to appeal to our learning
audience. They have a wealth of information already at their finger tips. There
is a lot of information that learners can learn from the world wide web, but
how can we make sure what we are learning or teaching sticks. One way of doing
this is examining how the mind works, respectfully the brain. If we are able to
understand the functions and how information process, then we can ensure that
the important areas of learning is never forgotten.
If we look into the human brain, we will notice that this is a huge puzzle piece that still has not been broken down to its entirety. “Scientists and researchers are continually unfolding the mysteries of the human brain and discovering how we learn best” (Bonnema, 2009). Since the brain still holds many mysteries, we have to use the information we have available to get a better understanding. Looking at the brain as a whole can be very challenging, just determining where to start can pose a problem.
The brain can be broken down in three parts, the hindbrain (back), midbrain (middle), and forebrain (front). Each part plays a role of how the brain works. The hindbrain helps keep us alive. It is connected to the spinal. The midbrain helps us to see and hear. It controls our eye movement. Finally, the forebrain is where our mental actions occur. It accounts for a lot of activities. These activities are attention, language, problem solving, and much more. The forebrain is divided into two hemispheres, the left brain and the right brain. The left brain accounts for language, reading, and the calculation of mathematics, to name a few. So, you can look at the left brain as being more detail oriented. The right brain accounts for visual and spatial thinking. Well, how does knowing this information help with how learning is taking place? According to Ormrod, Schunk, & Gredler (2009), the two hemispheres are joined by a collection of neurons that enable constant communication back and forth, and so the hemispheres typically collaborate in day-to-day task (p.35).
I was reading an article by Ted Bonnema that discuss brain-based learning, or BBL. In the article, Bonnema believes that learning can take place if we know how the brain works. This will allow us to “specifically tailor instructions to reflect our current knowledge of how the brain process information and uses knowledge” (Bonnema, 2009). If we can see the connection of the communication processes the brain encounters and identify the process in which information is stored, then we can ultimately teach in a way that allows learning to occur. Understanding the information processing helps in the process of learning. According to Wolfe (2001), found in Ted Bonnema article, “real-life problem solving, projects, and simulations are excellent types of authentic learning activities to help develop knowledge application skills”. These activities can help in the retention of the learning.
If we look into the human brain, we will notice that this is a huge puzzle piece that still has not been broken down to its entirety. “Scientists and researchers are continually unfolding the mysteries of the human brain and discovering how we learn best” (Bonnema, 2009). Since the brain still holds many mysteries, we have to use the information we have available to get a better understanding. Looking at the brain as a whole can be very challenging, just determining where to start can pose a problem.
The brain can be broken down in three parts, the hindbrain (back), midbrain (middle), and forebrain (front). Each part plays a role of how the brain works. The hindbrain helps keep us alive. It is connected to the spinal. The midbrain helps us to see and hear. It controls our eye movement. Finally, the forebrain is where our mental actions occur. It accounts for a lot of activities. These activities are attention, language, problem solving, and much more. The forebrain is divided into two hemispheres, the left brain and the right brain. The left brain accounts for language, reading, and the calculation of mathematics, to name a few. So, you can look at the left brain as being more detail oriented. The right brain accounts for visual and spatial thinking. Well, how does knowing this information help with how learning is taking place? According to Ormrod, Schunk, & Gredler (2009), the two hemispheres are joined by a collection of neurons that enable constant communication back and forth, and so the hemispheres typically collaborate in day-to-day task (p.35).
I was reading an article by Ted Bonnema that discuss brain-based learning, or BBL. In the article, Bonnema believes that learning can take place if we know how the brain works. This will allow us to “specifically tailor instructions to reflect our current knowledge of how the brain process information and uses knowledge” (Bonnema, 2009). If we can see the connection of the communication processes the brain encounters and identify the process in which information is stored, then we can ultimately teach in a way that allows learning to occur. Understanding the information processing helps in the process of learning. According to Wolfe (2001), found in Ted Bonnema article, “real-life problem solving, projects, and simulations are excellent types of authentic learning activities to help develop knowledge application skills”. These activities can help in the retention of the learning.
Let's look at the information processing system, or IP, so we can begin to break down how information is first present to the brain. To help with our understanding, we will look at the information presented by W. Huitt called The Information Processing Approach to Cognition. Within this article, there are several parts within the IP. They are sensory memory, short-term memory (STM), and long-term memory (LTM). Before information can be introduced to the sensory memory, there has to be some a stimulus that grabs the attention to be process in sensory memory. This stimuli can be a variety of sources, such as heat, light, sound, smell. These sensory components only last between “½ second to 3 seconds” (Huitt, 2003). If the information is attended to, then it moves to the next stage, which is STM.
Although Huitt considers short-term memory and working memory the same entity, Mahoney & Knowles, consider the two terms different. “Short-term memory refers to the ability to remember information over a brief period – less than 24 hours” (NewsNet, 2007). While “working memory refers to the ability to hold on to and manipulate information immediately after visual or auditory presentation” (NewsNet, 2007). The problem wrong with short-term memory is that it has limit access to the information. Information in short-term memory only last for about 15-20 seconds. Also, information can only be introduced in small portions during this stage. In order to keep information in short-term memory, you will have to use repetition or organization. If repetition is your choice of remembering information, then learning will not occur. Organization has four categories: component, sequential, relevance, and transitional.
The last stage is long-term memory. “Long-term memory is the ability to remember and recall information over a longer period – more than 24 hours” (NewsNet, 2007). Once information reaches the long-term memory, the information can be stored and available for retrieval. In order for information to reach long-term memory, two processes have to occur, elaboration and distributed practice. “Preconscious means that the information is relatively easily recalled (although it may take several minutes or even hours) while unconscious refers to data that are not available during normal consciousness” (Huitt, 2003).
In an article by Mahoney & Knowles, they posed a question that doesn’t have a right or wrong answer, but it does make you think about the implications that technology and learning has imposed on learners. Since we have looked at the brain and how information is stored, I felt as this article was knocking on my front door. The article uses the example of a calculator. Looking at calculator, learners have information at their fingertips. The problem with using this tool is that it “has created a generation that lacks the ability to estimate the reasonableness of their answers” (Mahoney & Knowles, 2010). I have seen this more so than any other tool. Students, who have been exposed to using a calculator instead of using their brain to figure out the calculation, are missing necessary brain activities that help in the storage of information. If learners are able to discovery the answers to a problem, then they have used multiple outlets to determine the end product. Through their discovery, they were able to tape into the two hemispheres of the brain and ultimately tape into the retrieval of knowledge or prior knowledge. Memorization doesn’t prove to be the best resource for making information stick, but “memorization will occur because they will be thinking about information rather than storing data” (Mahoney & Knowles, 2010).
Bonnema, T. (2009). Enhancing student learning with brain-based research.
Online Submission, Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED510039
Huitt, W. (2003). The information processing approach to cognition. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
July 7, 2011 from,http://www.edpsycinteractive.org/topics/cogsys/infoproc.html
Mahoney, R., & Knowles, C. (2010). Do students need to memorize facts
in the digital age?. Learning & Leading with Technology, 37(5),
Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume37200923010/FebruaryNo5/L_L_February_2010.htm
NetNews. (2007). Introduction to working memory. LDA of Minnesota, 7(4),
Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED498946
Ormrod, J,
Schunk, D, & Gredler, M. (2009). Learning theories and instruction
(laureate custom edition). New York: Pearson.
July 2, 2011
Exploring More Into Instructional
Design: Three Helpful Sites
Below I have briefly explored
different blog postings that pertain to instructional design. Within the three
resources, I have include tips and techniques that would provide any
instructional designer a stepping stone within this field. I recommend anyone
to take a brief moment to take in these strategies from other instructional
designers.
1. http://www.articulate.com/rapid-elearning/how-do-you-communicate-with-your-e-learners/
The Rapid E-Learning Blog was written by Tom Kuhlmann. He has 15 years of experience in the field of instructional design. This blog provides important tips that would allow instructional designer to create success in their course. The blog is built on strategies to designing a course that will foster key components that will address the learners needs. As I explore this blog, there were several topics that sparked an interest to me. One topic of this blog was “How Do You Communicate with Your E-Learners”. In this section Kuhlmann, identify the basic communication process. This is very important because every learner perceive information from a different standpoint. Since the learners look at things differently, understanding the basic communication process will allow you to get a better understanding of what each learner perceives of any given topic. To help the readers grasp this concept, Tom made a comparison about how traditional classroom and an e-learning course communicate differently. Making the comparison allows the reader to understand the importance of communication. This blog would be an excellent start for future instructional designers trying to get a feel on how to get started and what is important.
The link above goes directly with the topic on communication, but the link provided here is the main linkage for this blog, http://www.articulate.com/rapid-elearning/instructional-design/
2. http://www.langevin.com/blog/category/instructional-techniques-for-new-instructors/
The second blog I will inform you of is called Langevin Blog. Under the section entitled Instructional techniques for new instructor, she provides use with one hurtle all instructional designers may face. This problem she faced was the lack of participation. This may be a concern for most designer, since learning should be active and not passive. This blog entry isn't like most post. In this blog the writer, Melissa, is providing readers with a story of her event with a participant who just would not cooperate. As I read the title, “I Survived A Difficult Participant...and SO CAN YOU, I begin, visually, thinking of how the student was not participating. We all, at some moment in our life, had used less of our energy during a class before, so it did not take long for me to think of some possible resistance. As I continued reading, I realized that my assumption of the topic was headed in the wrong direction. Once I read more details of this story, I began to feel the frustration from both the instructor and the student. Within the story, some very helpful tips were given. I would encourage readers to read this short story because we all will have a student that will lack participation skill for whatever reason. Who know, we may have already been that student.
The link above goes directly to the topic on I Survived, but the link provided here is the main linkage for this blog, http://www.langevin.com/blog/ .
3. Trends and Issues in Instructional Design and Technology
The book above was found on Terry Anderson's blog called Virtual Canuck. He has written a small portion of this book with several other notable instructional designers that deal with trends and issues in instructional design and technology. Within this book, they have defined what exactly an instructional design (ID) is and does, their practices, ethics and morale, and different approaches to ID. Although he is commenting on a book and not an actual posting on a blog, this book seems to be a useful resource to getting a better understanding of ID. This book is recommended for students who are pursuing a career as an Instructional Designer.
Even though this book cost, if you look at amazon.com, it will give you a closer look at topics being discussed in this book. They have covered everything from the history of ID to theory and model to evaluating and management and much more. There are nine sections and a total of 38 chapters. Terry Anderson noted on his blog that the book does include new areas of topics such as gaming and social media. The book encompasses a lot of useful information. If it has sparked an interest in your mind, then maybe you should check this out.
1. http://www.articulate.com/rapid-elearning/how-do-you-communicate-with-your-e-learners/
The Rapid E-Learning Blog was written by Tom Kuhlmann. He has 15 years of experience in the field of instructional design. This blog provides important tips that would allow instructional designer to create success in their course. The blog is built on strategies to designing a course that will foster key components that will address the learners needs. As I explore this blog, there were several topics that sparked an interest to me. One topic of this blog was “How Do You Communicate with Your E-Learners”. In this section Kuhlmann, identify the basic communication process. This is very important because every learner perceive information from a different standpoint. Since the learners look at things differently, understanding the basic communication process will allow you to get a better understanding of what each learner perceives of any given topic. To help the readers grasp this concept, Tom made a comparison about how traditional classroom and an e-learning course communicate differently. Making the comparison allows the reader to understand the importance of communication. This blog would be an excellent start for future instructional designers trying to get a feel on how to get started and what is important.
The link above goes directly with the topic on communication, but the link provided here is the main linkage for this blog, http://www.articulate.com/rapid-elearning/instructional-design/
2. http://www.langevin.com/blog/category/instructional-techniques-for-new-instructors/
The second blog I will inform you of is called Langevin Blog. Under the section entitled Instructional techniques for new instructor, she provides use with one hurtle all instructional designers may face. This problem she faced was the lack of participation. This may be a concern for most designer, since learning should be active and not passive. This blog entry isn't like most post. In this blog the writer, Melissa, is providing readers with a story of her event with a participant who just would not cooperate. As I read the title, “I Survived A Difficult Participant...and SO CAN YOU, I begin, visually, thinking of how the student was not participating. We all, at some moment in our life, had used less of our energy during a class before, so it did not take long for me to think of some possible resistance. As I continued reading, I realized that my assumption of the topic was headed in the wrong direction. Once I read more details of this story, I began to feel the frustration from both the instructor and the student. Within the story, some very helpful tips were given. I would encourage readers to read this short story because we all will have a student that will lack participation skill for whatever reason. Who know, we may have already been that student.
The link above goes directly to the topic on I Survived, but the link provided here is the main linkage for this blog, http://www.langevin.com/blog/ .
3. Trends and Issues in Instructional Design and Technology
The book above was found on Terry Anderson's blog called Virtual Canuck. He has written a small portion of this book with several other notable instructional designers that deal with trends and issues in instructional design and technology. Within this book, they have defined what exactly an instructional design (ID) is and does, their practices, ethics and morale, and different approaches to ID. Although he is commenting on a book and not an actual posting on a blog, this book seems to be a useful resource to getting a better understanding of ID. This book is recommended for students who are pursuing a career as an Instructional Designer.
Even though this book cost, if you look at amazon.com, it will give you a closer look at topics being discussed in this book. They have covered everything from the history of ID to theory and model to evaluating and management and much more. There are nine sections and a total of 38 chapters. Terry Anderson noted on his blog that the book does include new areas of topics such as gaming and social media. The book encompasses a lot of useful information. If it has sparked an interest in your mind, then maybe you should check this out.
June 29, 2011
My name is April Hughes. I am new to
blogging, and a little apprehensive to the whole concept. I am, however,
willing to try new things, so blogging will have to be my new adventure. I am
creating this blog as a fulfillment for one of my graduate courses. As I embark
on this journey through the land of blogging, I will like to provide my readers
and followers information on instructional design, or ID. Most of the
information here will discuss instructional design in several different way.
For instance, although I am only in my second course, a lot of my family and
friends have asked me what exactly an instructional designer is. So, this blog
site will try to inform you all about the basic of instructional design as well
as other components that enables people to be an ID. I hope this blog site will
be useful to you. Again, I an new to this so let's enjoy the ride together.
No comments:
Post a Comment