I believe the perceptions for distance learning in the next 5-10 years will be that people will be more open to learning in an online environment, due to the increase in online communication, practical experience with new tools, growing since of comfort online, and the ability to communicate with diverse global groups (Siemens, 2010). It will definitely become a norm in which more and more institutions will conduct classes online to accommodate lifelong learners. Many types of learners will benefit from the distance education arena, such as K-12 students, undergraduate and graduate students, working professionals, home makers, and individuals wanting to continue their education for personal advancement. This testament proves that opportunities for learning and higher studies will be available to a far wider community of people than ever before.
In order to be proponent for improving societal perceptions of distance learning, I would have to keep learners informed about the many opportunities for learning in this type of environment. I would also have to introduce and share with learners the many resources available for the successful delivery of synchronous and asynchronous distance learning activities.
I can simply be an example of a successful online learner and share my positive learning experiences with others interested in the distance learning environment. I can inform them of the distinct benefits of distance learning such as its accessibility, convenience, and flexibility. The distance learning environment is definitely geared toward the busy life and vast experience of various types of learners. I can also continue to learn in this environment because there is always a need to constantly improve in skills needed for the advancement in my career and education. Education is definitely a lifelong learning experience and distance learning promotes improvement in every way.
My thoughts on this learning environment were quite different before I was enrolled as a student at Walden and enrolled as a student in this class. This course has opened my eyes to what distance education really is. It is definitely evident that we are heading to major advancements in the future of distance education. It is a societal norm that we learn from a distance in many educational settings. I also believe that learning from a distance can only grow and improve due to technology and innovation, and reach many types of learners in different environments in the near future.
References:
Siemens, G (2010). The Future of Distance Education. Retrieved December 24, 2010 from Walden University, Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6446129&ClientNodeID
Sunday, December 26, 2010
Tuesday, December 21, 2010
Converting to a Distance Learning Format
Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.
With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:
1. What are some of the pre-planning strategies the trainer needs to consider before converting his program?
The trainer will have to decide which parts of the course will be conducted online, and which parts will be offline. They also need gain knowledge about the learner’s technological abilities, the logistics and location of the audience, and the resources available for the course.
2. What aspects of his original training program could be enhanced in the distance learning format?
The trainer can make the training modules all text based and place it online so that the trainees have access to it throughout the training sessions. Online learning activities may include taking and submitting assessments taken by the trainee at the end of each training module. Other activities may be used such as posting comments and participating in discussion forums in online chat sessions among trainees and trainers. In this particular case, the trainees will interact with their instructor and colleagues both in person and online, via web discussion forums, email, and chat sessions.
3. How will his role, as trainer, change in a distance learning environment?
He will first serve as the developer and then facilitator to the trainers teaching the course. His role as the instructor is critical because it requires a transformation process to that of learning facilitator.
4. What steps should the trainer take to encourage the trainees to communicate online?
The trainer must keep in constant contact with the trainees in this blended learning environment and must participate and monitor in asynchronous discussions for online participation. They can also encourage the trainees to communicate online by using activities that keeps the trainees engaged participants.
Based on what you have learned thus far in this course, formulate a best practices guide for this trainer to follow when converting his program to a distance learning format. Include ideas and tips that could assist the trainer in facilitating communication and learning among his students. Be sure to support your ideas with documentation from your Learning Resources.
Distance Learning Best Practice Guide
1. Planning and development- Allow enough time to develop the course.
Creating a blended course is not as simple as placing presentation slides or notes online. (Ragan, 2010).
Have a good lesson plan which includes activities, polls, small group discussion (Piskurich, 2010).
2. Technology - Know and master the technology/software in order to administer the course. Posting content to the course web site, creating discussion forums, and managing student grade books are examples of skills that might be useful to practice (Ragan, 2010).
3. Focus on your learners - Understand the learner and keep in constant contact with them. Hold an initial face-to-face kick-off meeting. This first meeting can serve many roles, including a general orientation to the format of the course, a review of technology requirements, and an opportunity for the students to socialize and get to know their peers and their instructor (Ragan, 2010.
4. Communication- Participate in synchronous and asynchronous discussions (Piskurich, 2010).Monitor discussion board, send emails, and communicate. Make students aware of what a blended course entails.
References:
Piskurich, G (2010). Facilitating Online Learning. Retrieved December 17, 2010 from Walden University, Web site:
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6446129&ClientNodeID
Ragan, L. (2010). Best Practices in Online Teaching - Pulling It All Together - Teaching Blended Learning Courses. Retrieved December 17, 2010 from Penn State University , Web site: http://cnx.org/content/m15048/latest/
With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:
1. What are some of the pre-planning strategies the trainer needs to consider before converting his program?
The trainer will have to decide which parts of the course will be conducted online, and which parts will be offline. They also need gain knowledge about the learner’s technological abilities, the logistics and location of the audience, and the resources available for the course.
2. What aspects of his original training program could be enhanced in the distance learning format?
The trainer can make the training modules all text based and place it online so that the trainees have access to it throughout the training sessions. Online learning activities may include taking and submitting assessments taken by the trainee at the end of each training module. Other activities may be used such as posting comments and participating in discussion forums in online chat sessions among trainees and trainers. In this particular case, the trainees will interact with their instructor and colleagues both in person and online, via web discussion forums, email, and chat sessions.
3. How will his role, as trainer, change in a distance learning environment?
He will first serve as the developer and then facilitator to the trainers teaching the course. His role as the instructor is critical because it requires a transformation process to that of learning facilitator.
4. What steps should the trainer take to encourage the trainees to communicate online?
The trainer must keep in constant contact with the trainees in this blended learning environment and must participate and monitor in asynchronous discussions for online participation. They can also encourage the trainees to communicate online by using activities that keeps the trainees engaged participants.
Based on what you have learned thus far in this course, formulate a best practices guide for this trainer to follow when converting his program to a distance learning format. Include ideas and tips that could assist the trainer in facilitating communication and learning among his students. Be sure to support your ideas with documentation from your Learning Resources.
Distance Learning Best Practice Guide
1. Planning and development- Allow enough time to develop the course.
Creating a blended course is not as simple as placing presentation slides or notes online. (Ragan, 2010).
Have a good lesson plan which includes activities, polls, small group discussion (Piskurich, 2010).
2. Technology - Know and master the technology/software in order to administer the course. Posting content to the course web site, creating discussion forums, and managing student grade books are examples of skills that might be useful to practice (Ragan, 2010).
3. Focus on your learners - Understand the learner and keep in constant contact with them. Hold an initial face-to-face kick-off meeting. This first meeting can serve many roles, including a general orientation to the format of the course, a review of technology requirements, and an opportunity for the students to socialize and get to know their peers and their instructor (Ragan, 2010.
4. Communication- Participate in synchronous and asynchronous discussions (Piskurich, 2010).Monitor discussion board, send emails, and communicate. Make students aware of what a blended course entails.
References:
Piskurich, G (2010). Facilitating Online Learning. Retrieved December 17, 2010 from Walden University, Web site:
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6446129&ClientNodeID
Ragan, L. (2010). Best Practices in Online Teaching - Pulling It All Together - Teaching Blended Learning Courses. Retrieved December 17, 2010 from Penn State University , Web site: http://cnx.org/content/m15048/latest/
Saturday, December 4, 2010
The Impact of Open Source
I decided to use and expand on the Open Culture website, which was one of the examples in our resources as an Open Course website. I learned that Open Culture attempts to bring together high-quality cultural & educational media for the worldwide lifelong learning community. Open Culture’s whole mission is to centralize audio and video content, and give users access to this high quality content anytime they want it. It offers free audio books, free online courses, free movies, free language lessons, free ebooks and other enriching content, which in other Web 2.0 tools, were scattered across the web, and not easy to find. (Open Culture, 2010). With in the site I decided to expand on an introductory course in Greek history, which traced the development of Greek civilization as manifested in political, intellectual, and creative achievements from the Bronze Age to the end of the classical period. This Yale College course was taught on campus twice per week for 75minutes and was recorded for Open Yale Courses in the fall 2007. Here is a link to the course, http://oyc.yale.edu/classics/introduction-to-ancient-greek-history.
Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
Yes, the course contents included an introduction about the Ancient Greek History course, the Professor Donald Kagan, and the structure of the course. It also included an online syllabus stating course objectives, policies, and requirements; class sessions with access to audio, video, and course materials; course downloads which included downloaded course pages and course media; and a survey that allows students to share their thoughts about the course.
Does the course follow the recommendations for online instruction as listed in your course textbook? As stated in our textbook, we must remember that open source software is intended to be freely shared and can be improved upon and redistributed to others. The code in which the software is written is free and available to anyone to do just about anything with it. Keeping that in mind, this online course definitely follows the idea of what Open Course Software really is.
Did the course designer implement course activities that maximize active learning for the students?
This particular course did not implement a lot of the course activities that usually maximizes active learning for distance learners, because it mainly focused on class lecture and self directed learning. In order to maximize active learning online other factors must exists such as class discussion and open forums, mentorship, projects, and collaborative learning.
References:
Open Culture (2010). Retrieved December 4, 2010 from, Website: http://www.openculture.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
Yes, the course contents included an introduction about the Ancient Greek History course, the Professor Donald Kagan, and the structure of the course. It also included an online syllabus stating course objectives, policies, and requirements; class sessions with access to audio, video, and course materials; course downloads which included downloaded course pages and course media; and a survey that allows students to share their thoughts about the course.
Does the course follow the recommendations for online instruction as listed in your course textbook? As stated in our textbook, we must remember that open source software is intended to be freely shared and can be improved upon and redistributed to others. The code in which the software is written is free and available to anyone to do just about anything with it. Keeping that in mind, this online course definitely follows the idea of what Open Course Software really is.
Did the course designer implement course activities that maximize active learning for the students?
This particular course did not implement a lot of the course activities that usually maximizes active learning for distance learners, because it mainly focused on class lecture and self directed learning. In order to maximize active learning online other factors must exists such as class discussion and open forums, mentorship, projects, and collaborative learning.
References:
Open Culture (2010). Retrieved December 4, 2010 from, Website: http://www.openculture.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Saturday, November 20, 2010
Selecting Distance Learning Technologies
Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
“Today’s workplace requires that individuals create and collaborate within the constraints of time and place. These needs have given way to technological advancements that allow for real-time communication among peers and co-workers who stay connected over the Internet. It is no coincidence that these same advancements bring a fresh promise to distance education. New tools promise to create a stronger learning community where members can build expertise and develop problem-solving skills”. (Beldarrain, 2006) With that being said in this asynchronous training scenario, I would have to use a multimedia format, such as streaming media training videos and materials on the Web, in order to implement the elements needed for employees to be trained on safety in the plant. This option provides a reliable video source, one which can be accessed through Internet connectivity. Simply put, placing the course training module on the Web affords employees 24-hour access and at their own convenience to training materials from any location with an Internet connection.
The online videos will provide an in-depth look at training modules and include exercises to assist employees with learning the course materials. It will be arranged by several modules or sections that will help the plant improve its poor safety record, and to comply with more stringent regulations that are aimed to protect people and the environment. Upon completion of each module the employees will be evaluated with an online assessment. After completion of the online training module and assessment, the shift supervisors will then evaluate each employee on safety as they work in the plant. This will help ensure that the employees were engaged and were able demonstrate that they have learned from the safety training module.
I found two external resources that is very similar to the solution in which I’ve just described. They showcase how these technologies have been successfully used in distance learning.
http://www.trainosha.com/
http://wisha-training.lni.wa.gov/Training/articulate/HazcomOnlineMod1/default.htm
References:
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.
Safety Training, OSHA Training & Compliance Courses. Retrieved November 19, 2010 from Web site:
http://www.trainosha.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Washington State Department of Labor and Industries (2009). Hazard Communication. Retrieved November 19, 2010 from Web site:
http://wisha-training.lni.wa.gov/Training/articulate/HazcomOnlineMod1/default.htm
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
“Today’s workplace requires that individuals create and collaborate within the constraints of time and place. These needs have given way to technological advancements that allow for real-time communication among peers and co-workers who stay connected over the Internet. It is no coincidence that these same advancements bring a fresh promise to distance education. New tools promise to create a stronger learning community where members can build expertise and develop problem-solving skills”. (Beldarrain, 2006) With that being said in this asynchronous training scenario, I would have to use a multimedia format, such as streaming media training videos and materials on the Web, in order to implement the elements needed for employees to be trained on safety in the plant. This option provides a reliable video source, one which can be accessed through Internet connectivity. Simply put, placing the course training module on the Web affords employees 24-hour access and at their own convenience to training materials from any location with an Internet connection.
The online videos will provide an in-depth look at training modules and include exercises to assist employees with learning the course materials. It will be arranged by several modules or sections that will help the plant improve its poor safety record, and to comply with more stringent regulations that are aimed to protect people and the environment. Upon completion of each module the employees will be evaluated with an online assessment. After completion of the online training module and assessment, the shift supervisors will then evaluate each employee on safety as they work in the plant. This will help ensure that the employees were engaged and were able demonstrate that they have learned from the safety training module.
I found two external resources that is very similar to the solution in which I’ve just described. They showcase how these technologies have been successfully used in distance learning.
http://www.trainosha.com/
http://wisha-training.lni.wa.gov/Training/articulate/HazcomOnlineMod1/default.htm
References:
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.
Safety Training, OSHA Training & Compliance Courses. Retrieved November 19, 2010 from Web site:
http://www.trainosha.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Washington State Department of Labor and Industries (2009). Hazard Communication. Retrieved November 19, 2010 from Web site:
http://wisha-training.lni.wa.gov/Training/articulate/HazcomOnlineMod1/default.htm
Saturday, November 6, 2010
Distance Learning Mind Map
Please click on the link below to view my Mind Map:
http://www.mywebspiration.com/publish.php?i=631141a841a
http://www.mywebspiration.com/publish.php?i=631141a841a
Defining Distance Learning
My personal definition of distance learning was simply learning online from a distance. Now after the first week of class, I’ve discovered that distance learning is a formal education in which the learning group of teachers, students and resources are separated by geography and/ or by time. Today distance education is widely adopted and is approaching a critical mass in our society by using technology based instruction. My definition falls closely to what is believed from this week resources, and that is it is self study at a distance using technology as a tool for instruction, collaboration, and communication.
My thoughts on distance learning have changed from the time I took my first BlackBoard online course in 1999 to the present online experience at Walden University. My experience was not positive, mainly because I didn’t succeed back then. I believe when I took my first online course I didn’t set my own pace and schedule for the course, I was not focused, I didn’t spend enough time in my class, I did not have as much accessibility as I have now with internet and computer access, and I was not as tech savvy as I am today. My experience at Walden University has been more positive because the instructors and courses are personable and inviting, there is more social interaction, I’m and adult learner and more focused, I have acquired more technical skills, and I can manage my time better.
Before I began this course, I didn’t realize that distance learning was around for a long time. I’ve learned from Dr. Simonson’s video resource and the interactive timeline, that the history of distance education could be tracked back to the early 1700’s and 1800’s in the form of correspondence education.
Dr. Simonson mentioned the Chautauqua movement, which sparked my curiosity. Through further research I found that during the 1870's, the Methodist Episcopal Church held summer training sessions for its Sunday school teachers and other church workers. At the annual assembly of 1874, held at Lake Chautauqua in western New York State, it was decided to broaden the curriculum's frankly religious nature to include the arts, humanities and sciences. Eight-week sessions were staged each summer and were later opened to the general public. In 1878, William Rainey Harper, a prominent educator of the day, developed a home study program for those who could not attend the summer sessions. Local reading groups formed in communities throughout the nation to discuss the leading issues of the day. Later, a formal correspondence school was established, which provided certification for those who completed the rigorous studies and passed examinations (Foster, 2004).
Distance learning will definitely continue to grow in terms of introducing new forms of technology into the online environment. I don’t see it every replacing the traditional classroom setting, but I believe that it will be incorporated into more educational settings in the near future. A prime example is how Historically Black Universities are now beginning to make that transition to online learning. An online education service has been created in conjunction with their distance learning program, which was also inspired and founded by radio personality, Tom Joyner. The program, HBCU’s Online, partners with select Historically Black Colleges and Universities to provide access to accredited online degree programs, educational resources, student support and empowerment tools to help student succeed. This scenario definitely shows us how institutions of higher education have increasingly embraced online education, and the number of students enrolled in distance programs is rapidly rising in colleges and universities throughout the United States.
References:
Chautauqua Movement. Retrieved November 5, 2010 from Web
site: http://www.u-s-history.com/pages/h1202.html
Foster, A. (July 18, 2004). The Prescott Chautauqua Reading Circle:
Days Past. Retrieved November 5, 2010 from, Sharlot Hall Museum
Web site:
http://sharlot.org/archives/history/dayspast/text/2004_07_18.shtml
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Simonson, M. Video Program: “Distance Education: The Next Generation". Retrieved from Walden University.
My thoughts on distance learning have changed from the time I took my first BlackBoard online course in 1999 to the present online experience at Walden University. My experience was not positive, mainly because I didn’t succeed back then. I believe when I took my first online course I didn’t set my own pace and schedule for the course, I was not focused, I didn’t spend enough time in my class, I did not have as much accessibility as I have now with internet and computer access, and I was not as tech savvy as I am today. My experience at Walden University has been more positive because the instructors and courses are personable and inviting, there is more social interaction, I’m and adult learner and more focused, I have acquired more technical skills, and I can manage my time better.
Before I began this course, I didn’t realize that distance learning was around for a long time. I’ve learned from Dr. Simonson’s video resource and the interactive timeline, that the history of distance education could be tracked back to the early 1700’s and 1800’s in the form of correspondence education.
Dr. Simonson mentioned the Chautauqua movement, which sparked my curiosity. Through further research I found that during the 1870's, the Methodist Episcopal Church held summer training sessions for its Sunday school teachers and other church workers. At the annual assembly of 1874, held at Lake Chautauqua in western New York State, it was decided to broaden the curriculum's frankly religious nature to include the arts, humanities and sciences. Eight-week sessions were staged each summer and were later opened to the general public. In 1878, William Rainey Harper, a prominent educator of the day, developed a home study program for those who could not attend the summer sessions. Local reading groups formed in communities throughout the nation to discuss the leading issues of the day. Later, a formal correspondence school was established, which provided certification for those who completed the rigorous studies and passed examinations (Foster, 2004).
Distance learning will definitely continue to grow in terms of introducing new forms of technology into the online environment. I don’t see it every replacing the traditional classroom setting, but I believe that it will be incorporated into more educational settings in the near future. A prime example is how Historically Black Universities are now beginning to make that transition to online learning. An online education service has been created in conjunction with their distance learning program, which was also inspired and founded by radio personality, Tom Joyner. The program, HBCU’s Online, partners with select Historically Black Colleges and Universities to provide access to accredited online degree programs, educational resources, student support and empowerment tools to help student succeed. This scenario definitely shows us how institutions of higher education have increasingly embraced online education, and the number of students enrolled in distance programs is rapidly rising in colleges and universities throughout the United States.
References:
Chautauqua Movement. Retrieved November 5, 2010 from Web
site: http://www.u-s-history.com/pages/h1202.html
Foster, A. (July 18, 2004). The Prescott Chautauqua Reading Circle:
Days Past. Retrieved November 5, 2010 from, Sharlot Hall Museum
Web site:
http://sharlot.org/archives/history/dayspast/text/2004_07_18.shtml
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Simonson, M. Video Program: “Distance Education: The Next Generation". Retrieved from Walden University.
Wednesday, November 3, 2010
Learning Network Reflection
How has your network changed the way you learn? My network has made me change the way I learn because of my ever evolving experiences from childhood to adulthood. I learn more by doing and exploring the things that I want to expand on and want to know more about for instantaneous use. I can access much more information by utilizing current technology, educational resources and personal references. Through my current learning network, I use internet and digital tools such as Blogs, computer programs and learning software. As a student I utilize digital libraries, text books and other helpful resources. I also utilize my occupational resources such as training on the job and using knowledge and information from past and present jobs.
Which digital tools best facilitate learning for you? Recently, I have been using a lot of digital tools offered through Walden University, such as their digital library. I’ve also been introduced to technology resources, such as Mind Mapping Resources, (webspiration), Blog Sites (wordpress.com) and RSS Aggregators (reader.google.com). At my job we use Google docs. and smartboards to help facilitate student and teacher learning.
How do you gain new knowledge when you have questions? I gain new knowledge through others, experience, books, internet and television when have a question. When you think about it, as children we learn from adults, such as or parents and teachers. We learn by experiencing new things through out our lives. We read to further or thought process. We utilize the internet to get find the information we need at the time. We definitely watch television to find out what’s going on in the world. That is what I am surrounded by on a daily basis and that is what I use to gain additional knowledge.
In what ways does your personal learning network support or refute the central tenets of connectivism? My learning network definitely supports the central tenets of connectivism, because it directly correlates with the idea of learning that takes place through the technology and the digital age. My learning is geared by using existing knowledge, thinking, doing, working in a social network, seeking more information, and being open to the fact that learning happens in many different ways. The concept of connectivism closely relates to how I learn, because I am evolving, adjusting and changing everyday to keep up with the information that is given me on a daily basis.
Which digital tools best facilitate learning for you? Recently, I have been using a lot of digital tools offered through Walden University, such as their digital library. I’ve also been introduced to technology resources, such as Mind Mapping Resources, (webspiration), Blog Sites (wordpress.com) and RSS Aggregators (reader.google.com). At my job we use Google docs. and smartboards to help facilitate student and teacher learning.
How do you gain new knowledge when you have questions? I gain new knowledge through others, experience, books, internet and television when have a question. When you think about it, as children we learn from adults, such as or parents and teachers. We learn by experiencing new things through out our lives. We read to further or thought process. We utilize the internet to get find the information we need at the time. We definitely watch television to find out what’s going on in the world. That is what I am surrounded by on a daily basis and that is what I use to gain additional knowledge.
In what ways does your personal learning network support or refute the central tenets of connectivism? My learning network definitely supports the central tenets of connectivism, because it directly correlates with the idea of learning that takes place through the technology and the digital age. My learning is geared by using existing knowledge, thinking, doing, working in a social network, seeking more information, and being open to the fact that learning happens in many different ways. The concept of connectivism closely relates to how I learn, because I am evolving, adjusting and changing everyday to keep up with the information that is given me on a daily basis.
Sunday, February 21, 2010
Fitting the Pieces Together
Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?
Before this course I never really thought much about how I learned or how important it was for me to learn about the different learning theories and styles. Now that I have a deeper understanding of these concepts of learning, I found myself implementing new ideas in my classroom and lesson plans. I think many teachers would agree that students learn in many different ways. I have found it’s a great idea to chart lesson plans to make sure that I’m covering many, if not all of these ways of learning. This way multiple types of learners comprehend the lesson at one time and in different ways.
What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?
Once I discovered my own natural learning preference, I began to work on expanding the way I learned, so that I could learn in other ways, not just in my preferred style of learning. And, by understanding learning styles, I began to learn to create an environment in which everyone could learn from me, not just those who used my preferred style.
What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?
As a computer teacher and online student, technology plays a very important role in my learning. I use it to teach my students how become proficient users of the word processor, while still gaining new knowledge of present technology to teach my students. At any point in time a classroom needs to be set up with the advantages of technology, which assists in solving real world problems. Also, from personal experience as an online student, I have greatly expanded my use of technology by reading and writing Blogs, utilizing digital libraries and interacting in the online environment. Learning new technology facilitates my personal learning and professional development in ways that were not previously possible.
Before this course I never really thought much about how I learned or how important it was for me to learn about the different learning theories and styles. Now that I have a deeper understanding of these concepts of learning, I found myself implementing new ideas in my classroom and lesson plans. I think many teachers would agree that students learn in many different ways. I have found it’s a great idea to chart lesson plans to make sure that I’m covering many, if not all of these ways of learning. This way multiple types of learners comprehend the lesson at one time and in different ways.
What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?
Once I discovered my own natural learning preference, I began to work on expanding the way I learned, so that I could learn in other ways, not just in my preferred style of learning. And, by understanding learning styles, I began to learn to create an environment in which everyone could learn from me, not just those who used my preferred style.
What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?
As a computer teacher and online student, technology plays a very important role in my learning. I use it to teach my students how become proficient users of the word processor, while still gaining new knowledge of present technology to teach my students. At any point in time a classroom needs to be set up with the advantages of technology, which assists in solving real world problems. Also, from personal experience as an online student, I have greatly expanded my use of technology by reading and writing Blogs, utilizing digital libraries and interacting in the online environment. Learning new technology facilitates my personal learning and professional development in ways that were not previously possible.
Wednesday, February 3, 2010
Sunday, January 17, 2010
Online Resources
On The Cognitive Process of Human Problem Solving
This paper presents both a cognitive model and a mathematical model of the problem solving process. The cognitive structures of the brain and the mechanisms of internal knowledge representation behind the cognitive process of problem solving are explained.
I think that this paper is an important source to the Instructional Designer because the field it self has adjusted to the cognitive ways of viewing the learning process. In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and remembering newly incoming information.
Pre-service and in-service teachers’ metacognitive knowledge about problem-solving strategies
This study is based on metacognitive knowledge and problem-solving methods. It aims to examine primary school teachers’ metacognitive knowledge about problem-solving strategies. A sample of in-service and pre-service teachers participated in the study. They were asked to give estimates for the application of five problem-solving strategies, in three kinds of problems; interpersonal, practical, and study problems. They also, stressed the possible role of age along with work experience in the formation of beliefs about strategic behavior.
How does is this study relevant to instructional design? Research in the field of cognitive psychology has led to evidence that proficient learners or performers have an awareness of their own cognition that manifests itself in strategic control of behavior. These findings are of particular significance to instructional designers because of their promising impact on instructional theories and models. Instruction can be enhanced through the incorporation of metacognitive aspects in the instruction and the resulting effects on the learner should be positive in terms of motivation and overall performance.
This paper presents both a cognitive model and a mathematical model of the problem solving process. The cognitive structures of the brain and the mechanisms of internal knowledge representation behind the cognitive process of problem solving are explained.
I think that this paper is an important source to the Instructional Designer because the field it self has adjusted to the cognitive ways of viewing the learning process. In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and remembering newly incoming information.
Pre-service and in-service teachers’ metacognitive knowledge about problem-solving strategies
This study is based on metacognitive knowledge and problem-solving methods. It aims to examine primary school teachers’ metacognitive knowledge about problem-solving strategies. A sample of in-service and pre-service teachers participated in the study. They were asked to give estimates for the application of five problem-solving strategies, in three kinds of problems; interpersonal, practical, and study problems. They also, stressed the possible role of age along with work experience in the formation of beliefs about strategic behavior.
How does is this study relevant to instructional design? Research in the field of cognitive psychology has led to evidence that proficient learners or performers have an awareness of their own cognition that manifests itself in strategic control of behavior. These findings are of particular significance to instructional designers because of their promising impact on instructional theories and models. Instruction can be enhanced through the incorporation of metacognitive aspects in the instruction and the resulting effects on the learner should be positive in terms of motivation and overall performance.
Friday, January 15, 2010
Instructional Design Blogs
1. IDEAS: Instructional Design for Elearning ApproacheS
This blog includes reflections and insights on elearning strategies and instructional technology design by Ferdinand Krauss. It includes plenty of resources, comments and articles, which would be an asset to anyone in the field of education, e-learning and instructional design. This blog seems to be well established and its current with today's educational issues. It is user and search friendly, has informative links, categories and blogs. I subscribed to this blog's feed, because I believe that it will provide me with the resources I need, as I study in the field of Instructional Design at Walden University. I will definitely use this blog as a model in the developmental stages of my blog.
2. Instructional Design & Development Blog
The IDD Department at DePaul University provides this service or blog to their students and anyone interested or searching for an Instructional Design Learning Community. There were several blogs from this site that was very insightful, which focused on how instructional design relates to learning and education. This university found an outlet that ID students could use to share ideas and thoughts in their field of study. This blog also links us to its contributors, the IDD program at Depaul link, DePaul Universities main page and archived blog dated as far back as 2007. There were several types of people sharing blogs and writing comments on this site such as professionals and students. This blog was informative and definitely an asset to anyone in the field of instructional design.
3. The Rapid E-Learning Blog (What Everybody Ought to Know About Instructional Design)
"Rapid elearning is about getting the right information to people at the right time. It’s more than the tools. It’s about empowering people with the knowledge that they need to operate at the speed of business. This 7-part series brings you up-to-speed with some basic ideas about rapid elearning and how to get your project off the ground." (Rapid E-Learning Blog, 2010)
The blog "What Everybody Ought to Know About Instructional Design" piggy-backed on an earlier post, called "How to Build Better Courses by Trimming Out Some of the Content". Many of the follow-up comments and questions speak about the role of an instructional designer. This blog will serve as an important tool instructional designers because it shares information and related issues that can serve as on going resource. It also includes a great video excercise that will make you think about how we learn, so check it out.
This blog includes reflections and insights on elearning strategies and instructional technology design by Ferdinand Krauss. It includes plenty of resources, comments and articles, which would be an asset to anyone in the field of education, e-learning and instructional design. This blog seems to be well established and its current with today's educational issues. It is user and search friendly, has informative links, categories and blogs. I subscribed to this blog's feed, because I believe that it will provide me with the resources I need, as I study in the field of Instructional Design at Walden University. I will definitely use this blog as a model in the developmental stages of my blog.
2. Instructional Design & Development Blog
The IDD Department at DePaul University provides this service or blog to their students and anyone interested or searching for an Instructional Design Learning Community. There were several blogs from this site that was very insightful, which focused on how instructional design relates to learning and education. This university found an outlet that ID students could use to share ideas and thoughts in their field of study. This blog also links us to its contributors, the IDD program at Depaul link, DePaul Universities main page and archived blog dated as far back as 2007. There were several types of people sharing blogs and writing comments on this site such as professionals and students. This blog was informative and definitely an asset to anyone in the field of instructional design.
3. The Rapid E-Learning Blog (What Everybody Ought to Know About Instructional Design)
"Rapid elearning is about getting the right information to people at the right time. It’s more than the tools. It’s about empowering people with the knowledge that they need to operate at the speed of business. This 7-part series brings you up-to-speed with some basic ideas about rapid elearning and how to get your project off the ground." (Rapid E-Learning Blog, 2010)
The blog "What Everybody Ought to Know About Instructional Design" piggy-backed on an earlier post, called "How to Build Better Courses by Trimming Out Some of the Content". Many of the follow-up comments and questions speak about the role of an instructional designer. This blog will serve as an important tool instructional designers because it shares information and related issues that can serve as on going resource. It also includes a great video excercise that will make you think about how we learn, so check it out.
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