M6, Learning in a Digital WorldParksJ

What impact do you believe technology has on the way you learn?

Technology impact the way we learn research, interact, receive and disseminate information. Technology is a prevalent source of information. Learning to use the resources available for learning is truly challenging, yet rewarding.

In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment?

The online learning environments present significant challenges, rewards, and expectations to learning. Online learning versus face-to-face can be viewed in reference to flexibility of time, presentation, research, wealth of information available, and the globalization of the resources. It is an interesting and rewarding concept, but the lack of constant non-verbal facial interaction still presents a challenge.

What do you believe is critical and non-negotiable in teaching and learning?

What is critical and non-negotiable in teaching and learning is the methods used to reach all learners and to assure that success can be gained by every participant in the learning environment. The material and information gathered from the online environment must line up with the standard course of study, feedback and assessment must be measurement, and educators must keep abreast of new and emerging technology and how it relates to preparing 21st century learners. I believe Educational technology is a pedagogical tool used to create greater engagement, enhanced critical thinking, equalizer of individuals differences while enhancing their strengths, and it is the best resource for teachers and students to adapt to ever changing standards of excellence.

Reference:

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

M5, A1 New TechnologiesParksJ

Recently our district announced that all teachers will use an electronic grade book. This announcement sent shock waves throughout the building, including seasoned staff members. The plan required teachers to set up their grade book. The setup procedure utilized built in formulas to calculate grades, post daily attendance, assignment due dates, descriptions of assignments and tests, and allow online access to both parents and students to track student progress. When we asked teachers about their apprehensions, several reasons were given:

• Fear of making mistakes that could be irreversible

            • Limited knowledge of computer software and operations
            • Lack of control of grading method and scale
            • Back up of data
            • Knowledge that their grading procedures and records are accessible to others
            • Turnaround time for acceptance and mastery

• Program too complicated

 We developed a plan to rollout the initiative in phases. We acknowledge people concerns and began having discussions about their concerns and ensure them that we would provide the needed support and training to eliminate these concerns. We ask teachers to take a brief self- assessment to rate themselves with their comfort level and skills working with similar programs and willingness to learn a new program. We then develop a training schedule that partnered our computer savvy teachers with ones who were not. We asked that these pairs sit together while we were doing guided practice. The expert in the group was asked to make themselves available if needed by their partner. Faculty was given access to online self-paced tutorials with user friendly step by step procedures. Perhaps our biggest selling point is when we had peers lead discussions on the time saving benefits the use of the program will provide. Finally, we checked the progress of each teacher and double check their grade book setup. If there were errors, we visited the teacher during their planning block to provide assistance and support.

I am happy to say that the plan work and have been fully implemented in our school district.  The success of the program was based on the amount of peer support.  Keller ARC Design Process is a great method utilized by many school districts when introducing new content and technology.  When motivation is high and stakeholders buy in is visible and viable, the success of a project imminent.  Integrating ARC into lessons plans, ideas, and concept can enhance learning outcome.

References:
O'Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman.  Educational Leadership, 54(1), 6−11.  Retrieved from the Walden Library using the Teacher Reference Center database.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Module 4: ConnectivismParksJ

Connectivism



MindMap

How has your network changed the way you learn?

• Learning through the resources listed on my mind map has increased my attention to details, concepts, and presentation.  Each resource listed has bridged the gap between various learners and learning style.  As teachers and educators, each of these tools have given new meaning to creating a learning environment that encourages students actively and creatively become more involved in learning through out of the box interaction.  Each of these tools promotes teaching, learning, and effective presentation. It is no longer about the educator/teacher feeding; but, it is about us all feeding, gathering, creating, and disseminating equally.  The resources listed on this Mindmap encourage and promote creative thinking, learning, sharing, and doing. 

Which digital tools best facilitate learning for you?

·        Siemens (2006) believes whether utilizing online tools and techniques, or participating in a physical environment, the capacity for effective knowledge flow, optimal opportunities for connection, recombination, and re-creation is vital to the success of total integration of new knowledge and understanding. During this course, an opportunity to use the following learning tools such as blogs, wikis, Walden University writing center, and the discussion boards that are interactive, challenging and facilitate learning.

How do you learn new knowledge when you have questions?

• Expanding and making sense of new knowledge is enhanced through google searches, yahoo groups, reading blogs, and following up with research to get additional clarity.

 References:

Bayne, G. (Producer). (2008, January 29). Connectivism [Audio podcast]. Retrieved from http://www.educause.edu/blog/gbayne/ELIPodcastConnectivism/167445

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–13.
Retrieved from the Walden Library using the Education Research Complete database.

Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.Lulu.com.
Siemens, G. (2006). Knowing Knowledge. Copyright 2006 by George Siemens. Used by permission.

M3, Collaboration ParksJ

M3, Collaboration ParksJ

Driscoll (2005) postulated the constructivist theory knowledge acquisition is a continuous process of self-construction and engagement. Knowledge is not just out there waiting to be gathered or discovered. Nor does it just appear out of nowhere; instead knowledge is invented and reinvented (Driscoll, 2005). Piaget believed children actively approach their environments and acquire knowledge through actions. Collaboration is engaging all stakeholders in developing and acquiring new knowledge. New and emerging technological advancements make active collaboration among learners, possible. Collaboration allows individuals to present ideas to a group for discussion, analysis, contribution, development, and enhancement.

All humans have a basic instinct to freely or for profit to interact and work as a group (Rheingold, 2008). New and emerging technologies hold a lot of promise in the field of educational technology. This new and emerging technology will influence the value and amount of group interactions. The role of technology in collaborative learning is engaging learners in the process of learning and interaction with others. New and emerging technologies that will facilitate collaboration among learners includes Google Docs, YouTube, wikis, eBooks, blogging, Flickr, Twitter, the Cloud, and iPad. Another collaborative tool based on the constructivist principles, is SharePoint sites provide places to capture and share ideas, information, communication, and documents (Machielse, 2011). The sites facilitate team participation in discussions, shared document collaboration, and surveys. Site content is accessible from both a Web browser and through clients that support Web Services (SharePoint, 2012).

Graham (2009) believed new and emerging technology can facilitate the collaboration process by linking individuals who share a common interest and goal. Effective communication is a key to knowledge construction (Brown, 2005).

References:

Graham, K.  (2009).  TechMatters: We’re in this Together: Using Technology to Facilitate Collaboration,
           Part II.  Central Michigan University.  LOEX Quarterly. Volume 36 Number 2

http://www.tomorrow.org/speakup/pdfs/SU09UnleashingTheFuture.pdf

Machielse, C. (2011). 7 Ways to Use Technology for Collaborative Learning in Your Classroom.  http://info.lecturetools.com/blog/bid/33416/7-Ways-to-Use-Technology-for-Collaborative-Learning-in-Your-Classroom.

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

M2, Cognitivism as a Learning TheoryParksJ
As an educator, learning the impact cognitivism has as a learning theory is an eye opener deserving more research. Kerr (2007) and Kapp (2007) agreed that learning is a multi layered event; learning does not take place in isolation because of the connection that is made to another event. There are a lot of “isms” attached to learning theories that make it important to avoid a one-size-fit mentality. The one size fits all can not work because the learner has embedded within themselves specific ways of learning and doing things. Each learner is unique and, as educators, it is our duty to present the curriculum in such a matter that each learner is successful. Understanding learning theories, students’ learning styles, and perceptions will help determining best practices.
References
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
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/

Edu7105 Module 1 A1ParksJ

Critique Siemens’s “metaphors of educators.” 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 (2005) defines the metaphors of educators as a master artist, network administrator, concierge, curator, and instructivist/constructivist. Educators as a master artist in the classroom are like an art studio with open space. In this open classroom environment, students are encouraged to permit their creative side to flow freely and unrestricted. In the open classroom environment, students interact through innovative methods such as blogs and twitter. A teacher as network administrators’ role is to help students make connections between concepts, ideas, and thoughts. As concierge educators provide that extra soft push needed to encourage students to identify and utilize those hidden talent, skills, and abilities for learning and creating. The role as curator is creating opportunities and space for creating, exploring, researching, and connecting knowledge nuggets and resources. Finally, as instructivist/constructivist providing the learner with the ability to blend and connect learning opportunities and activities.
In a digital classroom, I believe the role of curator is most important. In this role, educators are responsible for encouraging the learner to create, explore, and connect information in a matter that is engaging, inspiring, and motivating. Educators no longer need to serve only as the dispenser of knowledge, but as a facilitator.
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf