I have posted responses to the following Module-6 Blogs:

Amanda Darlington at http://darlingtonsblog.blogspot.com/

and Jennifer Robinson at http://jenniferbethrobinson.blogspot.com/2011_11_01_archive.html

Andres Anzaldua

Module 6

Learning in a Digital World

Reflecting on my learning and teaching experiences, I believe that teachers need to use the behavioral approach at the early years and low cognitive levels.  This will build the knowledge foundation to incorporate the cognitive and constructivist approaches in later years and high cognitive levels.  Teachers need to adapt the best of each approach and implement them according to the students’ needs (Kapp, 2007).  Teachers need to model the final product and make connections to real-life situations.  Moreover, teachers need to know and understand their students to create meaningful and relevant learning activities according to the students’ cognitive levels.  At the same time, teachers need to create an inviting learning environment where students actively participate without any fear.

            Teachers need to prepare students for their future.  They need to incorporate the available technologies into their curricula to engage students in the learning experiences.  In this way, teachers are becoming lifelong learners in order to keep up with technology, so they can transfer the current technological skills to their students.  Teachers need to understand technology and how they are going to integrate to capitalize students’ achievement (Siemens, 2006, p. 41).  Moreover, teachers need to prepare students to manage their time, become responsible of their own learning, and work collaboratively with other for their own wellbeing and society.

References:

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Siemens, G. (2006). Knowing Knowledge. Retrieved from http://sylvan.live.ecollege.com/ec/courses/72030/CRS-WUEDUC8812-5701377/siemensknowingknowledge.pdf

I have posted responses to the following Module-5 Blogs:

Rachel Bell at http://rachelbell33.blogspot.com/

and Jennifer Robinson at http://jenniferbethrobinson.blogspot.com/2011_11_01_archive.html

Module 5

New Technologies

            As an educator, I have coworkers who are not incorporating technology into their curricula.  They are afraid to lose control of their classes if technology does not work as the way they planned.  Some of these coworkers are still using overhead projectors and transparencies to deliver instruction.  I have offered them my help, and we had created lessons using technology.  The teachers were pleased to see students’ interaction and learning outcomes. Students worked cooperatively throughout the learning process.

            The following is an analysis of the above situation using the Keller’s ARCS model (Driscoll, 2005, pp. 352-343).

Attention

It is low.  These educators are successful with their own methods.  They fell uncomfortable around technology.  If they there are problems with technology, they would be afraid to lose control of their classes because they could not fix the problems.

Relevance

It is low.  They see technology as a burden because their methods help students succeed in the past.  They use technology sporadically to satisfy they school and district requirements.

Confidence

It is variable.  Most teachers use technology for their own benefit but not for instruction.  They feel embarrassed when technology does not work as expected.   Some times, they feel uncomfortable because students know more than they do.

Satisfaction Potential

It is moderate to high.  If the integration of technology works as planned and students are successful, teachers feel that technology works well.

            I would recommend meeting, with these teachers, to discuss what they want to teach.  Once they know what to teach, it is necessary to brainstorm on what technology to use and how it will help engage students in the learning process.  I would also remind teachers that we, as educators, need to teach students technological skills for their present and future benefit.  At the same time, this is also beneficial to them (teachers) because they are learning the technological skills to be functional in today’s world.

Reference

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson

Education, Inc.

I have posted responses to the following Module-4 Blogs:

Amanda Darlington at http://darlingtonsblog.blogspot.com/2011_10_01_archive.html

and Vaughn Bradley at http://vaughnswalden.blogspot.com/2011_10_01_archive.html

Module 4



Connectivism Mindmap



Please click here to see the mindmap



How has you network changed the way you learn?

            I used to listen to my parents, adults, and teachers to gain knowledge in the past.  I also studied my textbooks and school notes.  Now, networking and technology have open up doors that keep me learning and advancing professionally.  For instance, my dream is to become a doctor in education, but I do not have the time to go to the university.  Through my work, I found out about distance learning education.  I was able to enroll and complete a master program in technology.  Now, I am working on a doctorate program in educational technology.

Which digital tools best facilitate learning for you?

            The best digital tool for me is the Internet because it allows me to advance academically.  It also provides communication means such as the email, messengers, and blogs.  The Internet offers a lot of information and how to do things, but it is essential to identify reliable sites.

How do you learn new knowledge when you have questions?

            If I have questions, I search the Internet for answers.  I can find almost everything, but I need to know how to look for it.  I also ask my friends, and this helps me brainstorm.  Later, I reflect on what I need, so I pick and choose what I think is the best answers for my questions.  In this stage, I am acquiring and creating my own knowledge as stating by Siemens (2006).

Reference

Siemens, G. (2006). Knowing Knowledge. Retrieved from http://sylvan.live.ecollege.com/ec/courses/72030/CRS-WUEDUC8812-5701377/siemensknowingknowledge.pdf

I have posted responses to the following Module-3 blogs:

Toni Duke at http://momtech-eeducatorblogger.blogspot.com/2011_10_01_archive.html

and Elizabeth Scroggs at http://escroggs.blogspot.com/      

Module 3

Collaboration

·        Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold (2008) proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

      I believe that human beings have a basic instinct to interact and work as a group as suggested by Rheingold (2008).  Human beings are born in families.  Families are a group of people that work together to survive and protect each other.  These families are part of groups and communities.  Human beings have to learn and follow the rules of the community for the well-being of everybody.

·        How can technology facilitate collaboration among learners based on constructivist principles?

      Technologies, such as the Internet, can create learning communities that promote cooperative learning.  Community members can help each other solve problems.  In this interaction, members learn from each other in authentic, relevant, and meaningful activities.  These communities need to create “a positive work environment,” so members become successful (Tinoca, Oliveira, & Pereira, 2011, p. 437).

·        Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning.  Include the link and reference for this study in your blog.

      Tinoca, Oliveira, and Pereira (2011) investigated online groups and their collaboration.  They found that successful groups need to have a social identity and develop security and trust among group members (p. 437). The following is a link to this study.

http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Tinoca.pdf

Reference

Oliveira, I., Tinoca, L., & Pereira, A. (2011). Online group work patterns: How to promote a successful collaboration. Computers & Education, 57(1), 1348-1357. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Tinoca.pdf

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2

Learning Theory: Cognitivism

            Kerr (2007) portrays the realities of learning theories in the present educational system.  I agree that the educational system needs a change, and this change needs to be based I theories and research.  Behaviorism, cognitivism, and constructivism do not explain how learning takes place in all situations, so I believe that a pragmatic approach would be best to address the needs of the students as suggested by Kerr (2007) and Kapp (2007).

            As an educator, I need to know and understand my students and their needs.  With this information, I need to design meaningful activities and lessons to meet their needs.  I would also choose the best theory or approach to make my students successful.

References

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _ism as filler, not blinker [Web log post]. Retrieved from   http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Critique Siemens’s “metaphors of educator.”  Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?  Is there a better metaphor to reflect your view of the role of instructors?

            Siemens’ (2008) metaphors of educator portray the actual reality of today’s educators (pp. 15-17). “Educator as master artist” shows that the teacher need to create learning environments where students can interact, learn from each other, and work together during the learning process. “Educator as network administrator” suggests that teachers need to assign duties to the students, establish goals, and create networks for learning.  In this way, students are responsible for their learning, and the teacher is a supervisor.  “Educator as concierge” describes a teacher who guides students in different options, so students will be able to choose the best route for learning.  Teachers need to create learning environments where students are active participants in the learning process.  “Educator as curator” shows a teacher who has to establish rules and goals as a manger, so students can work in collaboration and be responsible of their own learning.  Teachers need to supervise students during the learning process and guide them in the right direction.

            All these metaphors seem to fall under the usual metaphor: educator as a facilitator.  Teachers need to create learning activities and stimulate students to take an active role in the learning process.  Teachers need to guide and supervise students during the whole learning process.

Reference:

Siemens, G. (2008, January 27). Learning and knowing in network: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf