Before becoming enlightened in-depth of various learning theories, I never really analyzed learning on this level. The past several weeks have expanded my knowledge of how we learn. Looking back over all the theories, it is my opinion “today” that cognitivism and behaviorism are at the root of the other learning theories, yet these theories are on each side of the learning spectrum. Becoming grounded on the different ways learning occurs will improve my overall instruction methods and techniques.
Metacognition “thinking about thinking” has deepened my understanding of how I learn. What is my strategy or plan for learning a skill or acquiring knowledge? Metacognitive activities provide a means for keeping in-check of own learning process. The reflection process is great for employing this strategy or technique. As designers of instruction can we incorporate these activities effectively and encourage our learners to partake in these metacognitive tasks? If learners are aware of their own learning and incorporate a self-evaluative activity; learning can be more effective.
Connectivism has been the most intriguing theory for me. It seems to have developed almost as a reaction to technology. Information is so abundant and simply at our finger tips. There appears to be a shift from learning facts and remembering them for later applications to a mode of digital retrieval of updated information and facts. Skills in staying current amongst new discoveries, events, and information will need to be incorporated in early education. How do we locate or research information as opposed to memorizing facts?
Technology has provided the opportunity to immerse learners in the experience through simulations. When allowing the learner to create their meaning while guiding the experience, learners can witness the applications of skills or knowledge in practice. Traditional learning settings are incorporating many of these technologies and the strategies can use for all levels of learning.
I am so excited to be a part of instructional design; I feel the proper use of technology will enhance learning for ages. Although technology is exciting, it is important for the designer to understand learning theories and learning styles and not get lost in the flashy “whistles and bells.” The last few weeks exploring how the new ways technology will and can be integrated into learning curriculum is amazing. Society as a whole is entering the digital age and we are all sort of learning on the way, therefore I believe it is imperative to begin teaching digital strategies to our youngest learners.
Formal instruction is new to me, as I have been teaching in a classroom setting for less than a year now, although I try to teach my children daily and provide patient education to clients in my profession. When I think about the design of instruction, I realize the importance of having a plan or framework to deliver the material. Stating clear objectives, I feel is a vital part in the design; because they set the tone and keep the designer on track. Did I clearly cover the objectives in the design? Presentation of material from various angles can be incorporated to appeal to the various learning styles individuals have.
In an online environment it is important to encourage connections within the environment. Often people think that online in so impersonal, however interactive discussion can often be livelier through the computer than in a face to face setting. I see an advantage of embedding hyperlinks from authoritative sources to keep current. Often text books have dated information especially in the field of medicine; for example hyperlinks to the CDC can keep the instruction current on the latest strategies for managing infectious disease.
I am looking forward to the next step of my instructional design education and playing with new software programs in order to create “good looking” design. The learning theory knowledge should keep me on track and improve my instruction overall.
Monday, April 26, 2010
Monday, April 19, 2010
Fitting the Pieces Together
Looking back on my journey of Exploration of Instructional Design, I must say “what an enlightening trip it has been”. I have had the opportunity to discover and experience of some good ole familiar learning theories and newly emerging unfamiliar learning theories.
The first week of instruction I was to reflect on my personal learning preferences. I stated that I learn out of curiosity, that inherent “need to know,” however there is usually ulterior motive for this desire of information. During that first week I related my learning preferences to Malcolm Knowles theory of Adult learning, due to the innate motivation adults possess knowledge and the benefits that come with more knowledge. “Knowledge is Power”
Today seven weeks later and approximately six thoroughly explored theories, I find that I can relate to each of the theories. More importantly I realize the importance each has on Instructional Design, and one does not necessarily need to rely on just one.
Constructivist, connectivism, and social learning theory all incorporate learning through a meaning of interacting with multiple variables. During the course I can reflect on my personal journey of trying to gather all the pieces and information needed get a house built. Building a house is way out of my "Zone of Proximal Development", however I am immensely motivated. I have relied on my network of connections to gather some information, performed several searches on the internet, discussed with those who have built a house, and labored over tons of design plans. As this is a work in progress you will have to tune in later for the final results.
I think the concept of Connectivism has created the greatest impact on how I understand and come to learn. Connectivism theory has sort of put a name on the current trend of information and impact technology has guided or expanded the theory. During my exploration of various theories I often found myself in state of cognitive overload, due to the vast amount of information. I realize I need better filter skills or have technology filter or possibly I need to strengthen my research skills.
Connectivism provides tools for us to externally store information for later retrieval and form a more in-depth understanding of how we interact with our peers and environment. The power of a networking system is immense. I never realized how large one’s networks can become. Technology has changed the way we interact and learn with others and through others. Acquiring or improving retrieval skills will be of essence in the future of education and learning.
The first week of instruction I was to reflect on my personal learning preferences. I stated that I learn out of curiosity, that inherent “need to know,” however there is usually ulterior motive for this desire of information. During that first week I related my learning preferences to Malcolm Knowles theory of Adult learning, due to the innate motivation adults possess knowledge and the benefits that come with more knowledge. “Knowledge is Power”
Today seven weeks later and approximately six thoroughly explored theories, I find that I can relate to each of the theories. More importantly I realize the importance each has on Instructional Design, and one does not necessarily need to rely on just one.
Constructivist, connectivism, and social learning theory all incorporate learning through a meaning of interacting with multiple variables. During the course I can reflect on my personal journey of trying to gather all the pieces and information needed get a house built. Building a house is way out of my "Zone of Proximal Development", however I am immensely motivated. I have relied on my network of connections to gather some information, performed several searches on the internet, discussed with those who have built a house, and labored over tons of design plans. As this is a work in progress you will have to tune in later for the final results.
I think the concept of Connectivism has created the greatest impact on how I understand and come to learn. Connectivism theory has sort of put a name on the current trend of information and impact technology has guided or expanded the theory. During my exploration of various theories I often found myself in state of cognitive overload, due to the vast amount of information. I realize I need better filter skills or have technology filter or possibly I need to strengthen my research skills.
Connectivism provides tools for us to externally store information for later retrieval and form a more in-depth understanding of how we interact with our peers and environment. The power of a networking system is immense. I never realized how large one’s networks can become. Technology has changed the way we interact and learn with others and through others. Acquiring or improving retrieval skills will be of essence in the future of education and learning.
Monday, April 5, 2010
Connection Reflection
This week I have been thinking about connectivism and the mind map I created of my various networks. The more I visualize those little boxes and circles connecting to this and that, I get an understanding of how big my networking system is. I am ultimately a little dot. The more I think about it I realize the more little boxes and circles that need to be added to really map out my connections until eventually the screen will become a haze of color blending with one another and without any real separation. Is this were our society is going? Information is so free flowing; it is taking on the consistency of an unlimited supply of liquid seeping here and there, taking and dropping information along the way without boundaries.
Taking online courses, teaching courses, staying connected with family, keeping appointments, and just the daily navigation of my adult life, I have become a technological slave. Is that a good thing or bad? I am not sure. Just the other day I thought I lost my iphone; panic seeped into my being…It has my contacts, documents, my schedule, even my logged miles of running for the week. I vaguely remember when I was about 11 or 12, I heard the term “The information Super highway” I thought that sounds cool and quickly dismissed it. Fast forward about 20 years, now I am dabbling into the potential, but a little apprehensive, because of frustrating operating systems, losing data. Fast forward 10 more years; the information highway is my usual commute, so many aspects of my life have come to depend on it. Enter Facebook, MySpace, and Twitter; the social connections have exploded and yes we learn from these contacts every day.
I must admit I do like the information at my fingertips. When I write for a class or prepare for a lecture I have that little device right there to define an unfamiliar word or even provide me with the correct pronunciations and even help clarify a thought and back it up with a reference and seek additional information. We have so many sources were we get information and learn new ways to retrieve: it is simply mind boggling.
Connections are at every turn and they introduce new concepts, reinforce learning and even dispute or help us alter previous knowledge. For instance, you go to the doctor and learn something about a condition or the lasted research to prevent a health issue. Then out with your friends you bring up the information and boom they have heard it also, but their take may be a little different. Conversation continues and negotiations occur, thus allowing us to learn things without consciously being aware. Social networking are powerful mediums and can be effective both in a physical and virtual situation.
Taking online courses, teaching courses, staying connected with family, keeping appointments, and just the daily navigation of my adult life, I have become a technological slave. Is that a good thing or bad? I am not sure. Just the other day I thought I lost my iphone; panic seeped into my being…It has my contacts, documents, my schedule, even my logged miles of running for the week. I vaguely remember when I was about 11 or 12, I heard the term “The information Super highway” I thought that sounds cool and quickly dismissed it. Fast forward about 20 years, now I am dabbling into the potential, but a little apprehensive, because of frustrating operating systems, losing data. Fast forward 10 more years; the information highway is my usual commute, so many aspects of my life have come to depend on it. Enter Facebook, MySpace, and Twitter; the social connections have exploded and yes we learn from these contacts every day.
I must admit I do like the information at my fingertips. When I write for a class or prepare for a lecture I have that little device right there to define an unfamiliar word or even provide me with the correct pronunciations and even help clarify a thought and back it up with a reference and seek additional information. We have so many sources were we get information and learn new ways to retrieve: it is simply mind boggling.
Connections are at every turn and they introduce new concepts, reinforce learning and even dispute or help us alter previous knowledge. For instance, you go to the doctor and learn something about a condition or the lasted research to prevent a health issue. Then out with your friends you bring up the information and boom they have heard it also, but their take may be a little different. Conversation continues and negotiations occur, thus allowing us to learn things without consciously being aware. Social networking are powerful mediums and can be effective both in a physical and virtual situation.
Thursday, April 1, 2010
Sunday, March 14, 2010
Collaboration and problem-solving
The topic of problem-solving methods had me exploring several blogs, literature and general websites on the matter. Problem solving and critical thinking are of interest and I wanted to explore how these concepts can be incorporated into instructional design. I found the work of E., Xun G., & Land, S. M. (2004) A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. This article explores how question prompts and peer interaction can direct or guide problem solving. Ill-structured problems have many possibilities and therefore it is up to the problem solver to explore solutions, identify alternatives, and indentify constraints associated with the problem while recalling acquired knowledge and recognizing need to build on missing knowledge.
Engaging in question prompts of procedure, elaboration, and reflection guides the learner to complete tasks, articulate thoughts and explanations, and finally monitor own problem- solving. Questions can be organized to build on the knowledge. The other technique is peer interaction and collaborative learning. Collaborative seems to be a hot topic or technique for many instructional designers. Collaborative learning allows the learners to work collectively and formulate questions, debate and justify one’s position. These activities reinforce learning. Finally using or asking reflective questions aids in grooming metacognitive thinking. How is the resulting solution evaluated? What justification measures reveal that the solution is the best considering apparent constraints? Where all the stakeholders considered? If you had to do it over what would you change in the solution or process?
E., Xun G., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52, (2), 5-22
Collaborative learning allows the group to discuss, brainstorm solutions and create meaning in known and familiar context. Shelley Gable discusses that this type of learning can easily be integrated in learning communities in various discussion boards such as Microsoft SharePoint. http://blog.integratedlearningservices.com/search/label/Collaborative%20Learning
Engaging in question prompts of procedure, elaboration, and reflection guides the learner to complete tasks, articulate thoughts and explanations, and finally monitor own problem- solving. Questions can be organized to build on the knowledge. The other technique is peer interaction and collaborative learning. Collaborative seems to be a hot topic or technique for many instructional designers. Collaborative learning allows the learners to work collectively and formulate questions, debate and justify one’s position. These activities reinforce learning. Finally using or asking reflective questions aids in grooming metacognitive thinking. How is the resulting solution evaluated? What justification measures reveal that the solution is the best considering apparent constraints? Where all the stakeholders considered? If you had to do it over what would you change in the solution or process?
E., Xun G., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52, (2), 5-22
Collaborative learning allows the group to discuss, brainstorm solutions and create meaning in known and familiar context. Shelley Gable discusses that this type of learning can easily be integrated in learning communities in various discussion boards such as Microsoft SharePoint. http://blog.integratedlearningservices.com/search/label/Collaborative%20Learning
Monday, March 8, 2010
http://ideas.blogs.com
This blog by writer Ferdinand Krauss offers many sources and topics while discussing current literature of instructional design. I am particularly interested in how teachers transition from a traditional face to face format to an online approach. Delivery of content is altered and learning becomes more collaborative. In my own journey of instructional design through online learning, I see the importance of using application to enhance learning. Open disscussion boards between classmates and instructors facilitate learning outcomes. This blog offers a wide selection of topics related to instructional design advantages and limitations.
http://blog.integratedlearningservices.com
This blog focuses on many aspects of instructional design such as various design software, learning strategies to address styles of learning, and theory. Integrated Learning Services is an elearning consulting business and offers custom instructional design development. Contributors are partners or associates of the company. http://shelleygable.webs.com/blogonwordpress.htm Shelley Gable is one of the contributors. She has a strong background in theory and learning strategies, thus exploring strategies of engaging the learning. I find her writings intrigging, especially designing instruction for various learning styles audio learner verses the visual. Incorporating story into quiz writing is another topic. When content is applied to real situations the learner can put things into context. Many NCLEX style questions are constructed with scenarios, which forces the learner to problem solve and think critically.
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