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1. <?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-8016220041362007425</id><updated>2024-03-12T21:15:19.866-06:00</updated><category term="technology"/><category term="behaviorism"/><category term="connectivism"/><category term="constructivism"/><category term="learning"/><category term="learning theory"/><category term="objectivism"/><category term="teacher"/><category term="theory"/><category term="ADDIE"/><category term="ADDIE Model"/><category term="ARCS model"/><category term="Antigua"/><category term="CXC"/><category term="Education Technology"/><category term="Keller&#39;s ARCS model"/><category term="Line of sight"/><category term="attention"/><category term="attitudes"/><category term="aural learner"/><category term="behaviorist"/><category term="classroom"/><category term="cognitivism"/><category term="confidence"/><category term="connectivist"/><category term="constructivist"/><category term="constructivists"/><category term="culture"/><category term="design"/><category term="environment"/><category term="goals"/><category term="how people learn"/><category term="instructional design"/><category term="interpretivism"/><category term="learning networks"/><category term="learning styles"/><category term="methods"/><category term="ministry of education"/><category term="motivation"/><category term="parental support. teachers"/><category term="parents"/><category term="philosophy"/><category term="philosophy of learning"/><category term="physical"/><category term="power"/><category term="pragmatism"/><category term="priority"/><category term="relevance"/><category term="satisfaction"/><category term="technology and constructivism"/><category term="technology and learning"/><category term="theory construction"/><category term="value"/><category term="value of technology"/><category term="values"/><category term="values in theory construction"/><category term="verbal"/><category term="visual"/><category term="why children fail"/><category term="workplace"/><title type='text'>Dorothea Nelson&#39;s Blog</title><subtitle type='html'></subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>11</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-4103949090220107266</id><published>2017-05-13T21:06:00.000-06:00</published><updated>2017-05-14T16:49:40.630-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Education Technology"/><category scheme="http://www.blogger.com/atom/ns#" term="objectivism"/><title type='text'>Objectivism in Education Technology</title><content type='html'>&lt;div class=&quot;MsoNormal&quot; style=&quot;line-height: normal; text-indent: 48px;&quot;&gt;
2. <span style="font-family: "times new roman" , serif;"><span style="font-size: 12pt;"><br /></span></span>
3. <span style="font-family: "times new roman" , serif;"><span style="font-size: 12pt;"><br /></span></span>
4. <br />
5. <div class="separator" style="clear: both; text-align: center;">
6. <span style="font-family: "times new roman" , serif;"><span style="font-size: 12pt;"><a href="https://2.bp.blogspot.com/-Bwzf_GdRd_4/WRjWM4hy7XI/AAAAAAAADRM/oo2ZtMqWX_UHLgOvWWzLdHW6iBRMakCfgCLcB/s1600/Objectivism%2B4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="275" src="https://2.bp.blogspot.com/-Bwzf_GdRd_4/WRjWM4hy7XI/AAAAAAAADRM/oo2ZtMqWX_UHLgOvWWzLdHW6iBRMakCfgCLcB/s400/Objectivism%2B4.png" width="400" /></a></span></span></div>
7. <div style="text-align: center;">
8. <span style="font-family: "times new roman" , serif;"><span style="font-size: 12pt;"><span style="font-size: 16px;"><br /></span></span></span></div>
9. <div style="text-align: center;">
10. <div style="text-align: left;">
11. <span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12pt;">Objectivism, with its roots in realism and essentialism, sees reality as external to the individual and disassociated from experience. Human behavior is predictable as they respond to an external world (stimuli) they can neither control nor understand without acquiring reliable knowledge. Knowledge can only be gained from publicly observable replicable facts, not from such subjective phenomena as intentions, values, interpretations and perceptions. This knowledge exists independently in the real, structured world that the mind can mirror. In terms of instruction objectivists believe that the reality and structure of the world can be </span><span style="font-size: 16px;">modeled</span><span style="font-size: 12pt;"> for the learner, and that all learners uniformly gain the same understanding. Teachers are expected to help students understand this “real” world and students are expected to replicate what they are taught not interpret their individual perceptions. Objectivists are therefore concerned with developing law-like rational knowledge to help individuals successfully navigate this “real” external world (Diesing, 1966, Huizing, 2007, Jonassen, 1991).  </span></span></div>
12. </div>
13. </div>
14. <div class="MsoNormal" style="line-height: normal; text-indent: 48px;">
15. <span style="font-family: "times new roman" , serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><br /></span></span></div>
16. <div class="MsoNormal" style="line-height: normal; text-indent: 48px;">
17. <span style="font-family: "times new roman" , serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">Reference</span></span></div>
18. <div class="MsoNormal" style="line-height: normal; margin-left: 36pt; text-indent: -36pt;">
19. <span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">Diesing, P.  (1966).  Objectivism vs subjectivism in the social sciences.  <i>Philosophy of Science</i>.  <i>33(1/2)</i>. 124-133.<o:p></o:p></span><br />
20. <span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;"><br /></span></div>
21. <div class="MsoNormal" style="line-height: normal; margin-left: 36pt; text-indent: -36pt;">
22. <span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;"><span style="font-family: "times new roman" , serif; font-size: 12pt;">Huizing, A. (2007). The value of a rose: rising above objectivism and subjectivism. <i>Sprouts: Working Papers of Information Systems</i>. <i>7(11)</i>, 7-11. Retrieved from </span><span lang="EN-US"><span lang="EN-CA" style="font-family: "times new roman" , serif; font-size: 12pt;"><a href="http://sprouts.aisnet.org/67/1/2007-19.pdf">http://sprouts.aisnet.org/67/1/2007-19.pdf</a></span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;"><o:p></o:p></span></span><br />
23. <span style="font-family: "verdana" , sans-serif; font-size: xx-small;"><span lang="EN-US" style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
24. <div class="MsoNormal" style="line-height: normal; text-indent: 48px;">
25. </div>
26. <div class="MsoNormal" style="line-height: normal; margin-left: 36pt; text-indent: -36pt;">
27. <span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">Jonassen, D. H.  (1991). Objectivism versus constructivism: do we need a new philosophical paradigm? <i>Educational Technology Research and Development</i>.  <i>39(3)</i>, 5-14.  </span></div>
28. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/4103949090220107266/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=4103949090220107266&amp;isPopup=true' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/4103949090220107266'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/4103949090220107266'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2017/05/objectivism-in-education-technology.html' title='Objectivism in Education Technology'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="https://2.bp.blogspot.com/-Bwzf_GdRd_4/WRjWM4hy7XI/AAAAAAAADRM/oo2ZtMqWX_UHLgOvWWzLdHW6iBRMakCfgCLcB/s72-c/Objectivism%2B4.png" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-1458817867624195917</id><published>2013-11-08T11:31:00.000-07:00</published><updated>2013-11-09T12:46:27.447-07:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="classroom"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher"/><category scheme="http://www.blogger.com/atom/ns#" term="technology"/><category scheme="http://www.blogger.com/atom/ns#" term="value"/><category scheme="http://www.blogger.com/atom/ns#" term="value of technology"/><title type='text'>Technology, Added Value?</title><content type='html'>&lt;div class=&quot;MsoNormal&quot;&gt;
29. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Rick and Evans (2014) write an article, “Supporting learning
30. with interactive surfaces and spaces”, that has challenged me to rethink technology
31. and its use in the K-12 classroom in terms of its impact when seen through the
32. lens of the value it brings as opposed to its immediate and long-term cost.<o:p></o:p></span></div>
33. <div class="MsoNormal">
34. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
35. <div class="MsoNormal">
36. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The writers trace the development of several
37. technologies including tangibles such as interactive whiteboards (Evans and
38. Rick, 2014, p. 692); interactive tabletops –touch-based tabletops that
39. accommodate multi-user perspectives and multiple concurrent users, tangible-based
40. tabletops that allow the use of tangible objects and facilitate either collaboration
41. or independent work (p. 693); and interactive spaces that are ecologies of
42. devices and displays (p. 695).  This
43. implies radical changes in classroom environment from physical configurations to the
44. way teachers teach.  All of this comes at
45. great cost; not only the initial and long-term cost of equipment but also costs
46. in terms of time spent re-training teachers, and classroom contact time among
47. other factors.  What if we fail?  What if after the massive expenditure we see
48. no significant impact in terms of student learning?  A <i>New
49. York Times</i> article </span><span style="font-family: 'Times New Roman', serif; font-size: 21px; line-height: 24px;">(Richtel, 2011)</span><span style="font-family: 'Times New Roman', serif; font-size: 21px; line-height: 24px;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 16pt; line-height: 115%;">titled “In Classroom of Future,
50. Stagnant Scores”, explores this issue through an examination of a school
51. district that has gone totally high tech, and asks critical questions.  Becta, a British charitable company now defunct, conducted several
52. surveys aimed at assessing the impact of technology and value-added classroom
53. practice.  The questions under-pinning
54. their aims are still valid today (Crook, Harrison, Farrington-Flint, Tomas,
55. & Underwood, 2010).</span></div>
56. <div class="MsoNormal">
57. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
58. <div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
59. <!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">    </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">“</span><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">What are the ways in which innovative
60. and effective schools are using digital technologies to support learning?<o:p></o:p></span></div>
61. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
62. <!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">    </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Which technologies are being used
63. and how?  <o:p></o:p></span></div>
64. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
65. <!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">    </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Is there evidence (qualitative
66. and/or quantitative) that these are supporting learning? If so, what? <o:p></o:p></span></div>
67. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
68. <!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">4.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">    </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">What is the rationale for use in
69. each context? How does this fit in with current understanding about ICT and teaching
70. and learning? <o:p></o:p></span></div>
71. <div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
72. <!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">5.<span style="font-family: 'Times New Roman'; font-size: 7pt; line-height: normal;">    </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Are there any identifiable
73. similarities across contexts from which it is possible to generate interpretive
74. hypotheses about how and why digital technologies are beneficial?” (p. 6)<o:p></o:p></span></div>
75. <div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
76. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
77. <div class="MsoNormal">
78. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">They saw question three as the core of the matter as
79. it relates to the causal relationships between schools, ICT (As used in report), resources and learning (p. 6).  <o:p></o:p></span></div>
80. <div class="MsoNormal">
81. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
82. <div class="MsoNormal">
83. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">The Joan Ganz Cooney Center (Pressey, 2013) published
84. a report reviewing national surveys that polled teachers on their attitudes and
85. practices related to technology. These surveys were conducted by The Gates
86. Foundation, The Joan Ganz Cooney Center, Common Sense Media, PBS Learning Media,
87. and Pew Research Center (p. 4).  A cross-
88. survey synthesis showed that while teachers’ desire technology in the
89. classroom, saw personal benefits in terms of professional development, lesson
90. planning and collaboration with other teachers, and saw benefits to students in
91. terms of learning processes and higher level skills, there were no linkages
92. made between technology and students’ academic achievement (p. 16).  Does this imply that education policy makers,
93. education technology providers, course designers, teachers and other education
94. stakeholders should pause and rethink, considering the fact that it is not
95. simply a question of whether or not we use technology, but how and at what cost, and for what value?  <o:p></o:p></span></div>
96. <div class="MsoNormal">
97. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
98. <div class="MsoNormal">
99. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
100. <div class="MsoNormal" style="text-align: center;">
101. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">References</span></div>
102. <div class="MsoNormal" style="text-align: center;">
103. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
104. <div class="MsoNormal" style="text-align: center;">
105. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;"><br /></span></div>
106. <div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
107. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Crook, C., Harrison, C.
108. Farrington-Flint, L., Tomás, C., and Underwood, J. (2010). The impact of
109. technology: value-added classroom practice final report. Retrieved from <a href="http://dera.ioe.ac.uk/1771/1/upload-dir/downloads/page_documents/research/reports/the_impact_of_technology.pdf">http://dera.ioe.ac.uk/1771/1/upload-dir/downloads/page_documents/research/reports/the_impact_of_technology.pdf</a>
110.  <o:p></o:p></span></div>
111. <div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
112. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%;">Evans,
113. M. A. and Rick, J.  (2014).  Supporting 
114. learning  with  interactive surfaces  and 
115. spaces.  In Spector, M., Merrill,
116. D., Elen, J. & Bishop, M. (Eds.). <i>Handbook
117. of Research on Educational Communications and Technology</i>, 4<sup>th</sup> Ed.
118. New York, NY: Springer.<o:p></o:p></span></div>
119. <div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
120. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Pressey, B. (2013). Comparative
121. analysis of national teacher surveys. New York: The Joan Ganz Cooney Center at
122. Sesame Workshop Retrieved from <a href="http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf">http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf</a>
123.  <o:p></o:p></span></div>
124. <div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
125. <span style="font-family: "Times New Roman","serif"; font-size: 16.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Richtel, M. (2011, September 3). In classroom
126. of future, stagnant scores. <i>The New York
127. Times</i>.  Retrieved from <a href="http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all&_r=0">http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all&_r=0</a>
128. <o:p></o:p></span></div>
129. <br />
130. <div class="MsoNormal">
131. <br /></div>
132. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/1458817867624195917/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=1458817867624195917&amp;isPopup=true' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/1458817867624195917'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/1458817867624195917'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2013/11/rick-and-evans-2014-write-article.html' title='Technology, Added Value?'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-611784573748400280</id><published>2013-10-24T18:11:00.000-06:00</published><updated>2013-10-24T18:29:24.990-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="goals"/><category scheme="http://www.blogger.com/atom/ns#" term="methods"/><category scheme="http://www.blogger.com/atom/ns#" term="power"/><category scheme="http://www.blogger.com/atom/ns#" term="priority"/><category scheme="http://www.blogger.com/atom/ns#" term="theory construction"/><category scheme="http://www.blogger.com/atom/ns#" term="values"/><category scheme="http://www.blogger.com/atom/ns#" term="values in theory construction"/><title type='text'>Values in Theory Construction</title><content type='html'>&lt;div class=&quot;MsoNormal&quot;&gt;
133. <span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">Reigeluth
134. and Carr-Chellman (2010, p. 22) explore value-based theory construction
135. and posit four functions of values that relate to theory construction
136. and that can be identified as a philosophy of instruction (p. 22).  They
137. are values about learning goals, priorities, methods, and power.  They
138. are important in design theories and important to theory development. 
139. These values are philosophical that is, based on opinion rather than
140. empirical research.  Values underpinning theory should be clear so that
141. practitioners and other stakeholders are informed and guided when
142. selecting appropriate theories. </span></div>
143. <ul>
144. <li><span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">Values
145. about learning goals are opinions about learning outcomes.  Note these
146. values are not empirically derived through a needs analysis.  For
147. instance, a school might have the core values of instilling integrity
148. and professionalism through instruction.</span></li>
149. <li><span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">Values
150. about priorities judge the success of instruction and guidelines using
151. such criteria as “effectiveness, efficiency, and appeal”.</span></li>
152. <li><span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">Values about methods:  All stakeholders hold philosophical opinions about methods of instructions.</span></li>
153. <li><span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">Values
154. about power respond to questions such as, “who has the power to decide
155. goals, priorities, and methods?” (Reigeluth and Carr-Chellman, 2010, p.
156. 23)</span></li>
157. </ul>
158. <div class="MsoNormal">
159. <span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">When constructing theory researchers must be conscious not only of empirically derived data but also of these values.</span></div>
160. <div class="MsoNormal" data-mce-style="text-align: center;" style="text-align: center;">
161. Bibliography</div>
162. <div class="MsoNormal" data-mce-style="margin-left: .5in; text-indent: -.5in;" style="margin-left: .5in; text-indent: -.5in;">
163. <span data-mce-style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; line-height: 115%;">Reigeluth,
164. Charles. M. and Carr-Chellman, A. A.  (2010).  Understanding
165. instructional theory.  In Instructional-Design Theories and Models:
166. Building a Common Knowledge Base 3.  Reigeluth, Charles. M. and
167. Carr-Chellman, A. A (Eds.).  Taylor and Francis Kindle Edition.</span></div>
168. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/611784573748400280/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=611784573748400280&amp;isPopup=true' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/611784573748400280'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/611784573748400280'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2013/10/reigeluth-and-carr-chellman-2010-p.html' title='Values in Theory Construction'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-4850675557078051108</id><published>2013-10-24T18:06:00.001-06:00</published><updated>2013-10-24T18:30:02.857-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="ADDIE"/><category scheme="http://www.blogger.com/atom/ns#" term="ADDIE Model"/><category scheme="http://www.blogger.com/atom/ns#" term="design"/><category scheme="http://www.blogger.com/atom/ns#" term="instructional design"/><category scheme="http://www.blogger.com/atom/ns#" term="Line of sight"/><title type='text'>The Line of Sight and ADDIE’s Design Phase</title><content type='html'>&lt;div class=&quot;MsoNormal&quot;&gt;
169. <br /></div>
170. <div class="MsoNormal">
171. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">The
172. concept of the “line of sight” used by Branch (2009, p. 60) helped to
173. clarify the function of the design phase for me.  The “line of sight” is
174. similar to a “birds’ eye view”, nothing intervenes between the
175. beginning of the ADDIE process, that is, the Analyze phase, and the end,
176. the Evaluation phase.  The Design phase, according to Branch, is
177. critical to the process because it brings into alignment the “needs,
178. purpose, goals, objectives, strategies and assessment throughout the
179. ADDIE process” (Branch, p. 60).  During the design phase, the design
180. team does each of the following:</span></div>
181. <div class="MsoListParagraphCxSpFirst" data-mce-style="margin-left: 41.35pt; text-indent: -.25in;" style="margin-left: 41.35pt; text-indent: -.25in;">
182. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">1.<span data-mce-style="font: 7pt 'Times New Roman';" style="font-size: 7pt; line-height: normal;">    </span></span><span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">Inventories the learning tasks required to achieve an instructional goal (Branch, p. 61),</span></div>
183. <div class="MsoListParagraphCxSpMiddle" data-mce-style="margin-left: 41.35pt; text-indent: -.25in;" style="margin-left: 41.35pt; text-indent: -.25in;">
184. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">2.<span data-mce-style="font: 7pt 'Times New Roman';" style="font-size: 7pt; line-height: normal;">    </span></span><span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">Creates
185. clear objectives that delineate the performance or what the learners
186. are expected to accomplish, the conditions under which they will be
187. expected to perform, and the criterion of acceptability (p. 68).</span></div>
188. <div class="MsoListParagraphCxSpMiddle" data-mce-style="margin-left: 41.35pt; text-indent: -.25in;" style="margin-left: 41.35pt; text-indent: -.25in;">
189. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">3.<span data-mce-style="font: 7pt 'Times New Roman';" style="font-size: 7pt; line-height: normal;">    </span></span><span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">Create test items that match the performance, conditions and criteria (p. 71), and </span></div>
190. <div class="MsoListParagraphCxSpLast" data-mce-style="margin-left: 41.35pt; text-indent: -.25in;" style="margin-left: 41.35pt; text-indent: -.25in;">
191. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">4.<span data-mce-style="font: 7pt 'Times New Roman';" style="font-size: 7pt; line-height: normal;">    </span></span><span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">Calculate the return on investment (p. 73).</span></div>
192. <div class="MsoNormal">
193. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">Each
194. of these components together forms the design brief (p. 81), a
195. compendium of the various phases of the ADDIE process.  This again
196. underlines the idea of the “line of sight”.  The view of the entire
197. process and its cost is established in the Design phase.  </span></div>
198. <div class="MsoNormal">
199. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">This
200. has impressed upon me the compactness of the design process.  All
201. phases come together to make the whole.  As a teacher, I would plan at
202. the beginning of each academic year.  Yet I neither thought of myself as
203. a designer nor of plans as a design.  This process has changed my
204. perspective.  I am beginning to see a place for me in instructional
205. design, that is, if I wasn’t there all along and did not know it. </span></div>
206. <div align="center" class="MsoNormal" data-mce-style="text-align: center;" style="text-align: center;">
207. <span data-mce-style="font-size: 16pt; line-height: 115%;" style="font-size: 16pt; line-height: 115%;">Bibliography</span></div>
208. <div class="MsoNormal" data-mce-style="margin-left: .5in; text-indent: -.5in; line-height: normal;" style="margin-left: 0.5in; text-indent: -0.5in;">
209. <span data-mce-style="font-size: 16pt; font-family: 'Times New Roman', 'serif';" style="font-family: 'Times New Roman', 'serif'; font-size: 16pt;">Branch, Robert Maribe. (2009).  Design.  <i>Instructional design: The ADDIE approach</i>. Athens, GA: Springer</span></div>
210. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/4850675557078051108/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=4850675557078051108&amp;isPopup=true' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/4850675557078051108'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/4850675557078051108'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2013/10/the-line-of-sight-and-addies-design.html' title='The Line of Sight and ADDIE’s Design Phase'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-5741291265597993762</id><published>2012-11-21T06:05:00.002-07:00</published><updated>2012-11-21T07:06:00.418-07:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="behaviorist"/><category scheme="http://www.blogger.com/atom/ns#" term="connectivist"/><category scheme="http://www.blogger.com/atom/ns#" term="constructivist"/><category scheme="http://www.blogger.com/atom/ns#" term="learning"/><category scheme="http://www.blogger.com/atom/ns#" term="philosophy"/><category scheme="http://www.blogger.com/atom/ns#" term="philosophy of learning"/><category scheme="http://www.blogger.com/atom/ns#" term="theory"/><title type='text'>My Philosophy of learning</title><content type='html'>&lt;br /&gt;
211. <div class="MsoNormal">
212. <span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"><br />
213. </span>          
214. My learning philosophy is informed by the various learning theories I have
215. studied.  I believe each theory has something to offer teachers as they
216. endeavor to meet the learning needs of students.  Examples include the
217. behaviorist’s drill and practice and chaining, the cognitivist’s rehearsal and
218. chunking processes, the constructivists’ experiential learning experiences
219. (Driscoll, 2005) or the connectivists’ networked learning (Siemens, 2008).
220.  Teachers should locate, explore and practice innovative ways to meet the
221. needs of learners, to inspire and motivate a desire to learn in any environment
222. whether face to face or online.  While teachers should be conscious of
223. students learning styles, they should teach not only to their strengths but
224. also challenge them to learn in other ways as well since this will help develop
225. well rounded individuals.  The teaching learning process should be learner
226. centered and provide opportunities for learners’ active involvement with the
227. environment and collaboration with others.  The learning environment
228. should authenticate the everyday problem solving information seeking context in
229. which the learner is able to build and expand their personal information
230. network.  Teachers should be flexible, engaging students and embracing
231. their ever changing roles (Siemens, 2008).</div>
232. <div class="MsoNormal">
233. <br /></div>
234. <div class="MsoNormal">
235. <span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">         
236. It is critical that today’s learning environment allow the student to slip
237. seamlessly from an everyday classroom into the digital world.  I believe
238. that student’s should be comfortable in both spaces as teachers allow students
239. to explore beyond the classroom.   I believe that a caring supportive
240. environment should be established whether online or face to face.  I
241. believe that the teaching/learning process is not only top down but also bottom
242. up, that it is an interactive, collaborative process through which both
243. teachers and pupils are changed.  While I do not embrace connectivism as the
244. sole learning theory for this era I agree with Siemens (2006) that learning is
245. not strictly linear but the learner now has the opportunity to learn beyond the
246. bounds of the classroom.  I believe that one of the purposes of
247. teaching/learning is to stimulate inquiring minds and develop
248. independent, self-directed, life-long learners.  All of this I believe is
249. critical and non-negotiable if we are to develop twenty-first century citizens.<o:p></o:p></span></div>
250. <div class="MsoNormal">
251. <span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"><br /></span></div>
252. <div class="MsoNormal">
253. </div>
254. <div align="center" class="MsoNormal" style="text-align: center;">
255. <b><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">References<o:p></o:p></span></b></div>
256. <div class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 3.0pt; margin-left: .5in; mso-margin-top-alt: auto; text-indent: -.5in;">
257. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Driscoll, M. P. (2005). <i>Psychology
258. of learning for instruction </i>(3rd ed.). Boston, MA: Pearson Education.<o:p></o:p></span></div>
259. <div class="MsoNormal" style="line-height: 200%; margin-left: .5in; tab-stops: 390.8pt; text-indent: -.5in;">
260. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Siemens, G. (2006). Knowing knowledge. A Creative
261. Commons licensed version, Retrieved from </span><a href="http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">
262.  <o:p></o:p></span></div>
263. <div class="MsoNormal" style="line-height: 200%; margin-left: .5in; tab-stops: 390.8pt; text-indent: -.5in;">
264. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Siemens, G. (2008). Learning and knowing in
265. networks: Changing roles for educators and designers. Retrieved from </span><a href="http://itforum.coe.uga.edu/Paper105/Siemens.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">http://itforum.coe.uga.edu/Paper105/Siemens.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">
266. <o:p></o:p></span></div>
267. &lt;br /&gt;</content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/5741291265597993762/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=5741291265597993762&amp;isPopup=true' title='10 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/5741291265597993762'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/5741291265597993762'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/11/my-philosophy-of-learning.html' title='My Philosophy of learning'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>10</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-8145019910243346119</id><published>2012-11-08T13:53:00.000-07:00</published><updated>2012-11-08T13:53:22.400-07:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="ARCS model"/><category scheme="http://www.blogger.com/atom/ns#" term="attention"/><category scheme="http://www.blogger.com/atom/ns#" term="attitudes"/><category scheme="http://www.blogger.com/atom/ns#" term="confidence"/><category scheme="http://www.blogger.com/atom/ns#" term="Keller&#39;s ARCS model"/><category scheme="http://www.blogger.com/atom/ns#" term="relevance"/><category scheme="http://www.blogger.com/atom/ns#" term="satisfaction"/><category scheme="http://www.blogger.com/atom/ns#" term="technology"/><category scheme="http://www.blogger.com/atom/ns#" term="workplace"/><title type='text'>New Technologies in the Workplace</title><content type='html'>&lt;b&gt;Attitudes to computer use&lt;/b&gt;&lt;br /&gt;
268. <div class="MsoNormal">
269. <o:p></o:p></div>
270. <div class="MsoNormal">
271. When I was first introduced to the computer in the early
272. 1990’s I refused to use it.  Accustomed
273. to using the typewriter it was as if I was being asked to jump off a
274. cliff.  No one had volunteered to teach
275. me or give me an easy lead in to it. 
276. Students were given the option to either type or word process their
277. essays.  Of course I continued using the
278. typewriter.  When automating the
279. workplace my experience was foremost in my mind.   It was decided that the best approach would
280. be to teach staff basic computer skills. 
281. Those who were reluctant to participate in the training program proffered
282. several reasons including the following:<o:p></o:p></div>
283. <div class="MsoNormal">
284. <br /></div>
285. <div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
286. <!--[if !supportLists]-->1.<span style="font-size: 7pt;">      
287. </span><!--[endif]-->My religion does not allow me to use computers.<o:p></o:p></div>
288. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
289. <!--[if !supportLists]-->2.<span style="font-size: 7pt;">      
290. </span><!--[endif]-->I am too old to learn to use computers.<o:p></o:p></div>
291. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
292. <!--[if !supportLists]-->3.<span style="font-size: 7pt;">      
293. </span><!--[endif]-->I might touch something and damage the computer.<o:p></o:p></div>
294. <div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
295. <!--[if !supportLists]-->4.<span style="font-size: 7pt;">      
296. </span><!--[endif]-->I have never used a computer and I am afraid.<o:p></o:p></div>
297. <div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
298. <br /></div>
299. <div class="MsoNormal">
300. The apprehension and fear of the technology was clear.  What can a trainer do to motivate prospective
301. learners like these?  Keller developed a
302. sequential motivational framework (Driscoll, 2005) that can inform instructional
303. design processes.  These motivational
304. steps can be followed to help learners achieve success: Gain and sustain
305. learner’s attention, make the content relevant to the learner, build the
306. learner’s confidence, and generate their satisfaction.<o:p></o:p></div>
307. <div class="MsoNormal">
308. <br /></div>
309. <div class="MsoNormal">
310. <b> Attention</b><br />
311. To gain and maintain student’s curiosity. 
312. I would share my personal experience and apprehensions about computer
313. use with them.  To maintain their
314. attention I would vary the practical exercises used in each lesson and vary the
315. methods used throughout the course.<o:p></o:p></div>
316. <div class="MsoNormal">
317. <br /></div>
318. <div class="MsoNormal">
319. <b>Enhancing relevance</b><br />
320. Learners must feel that there is something in the lesson for them.  This must be a personal appeal that will stimulate
321. a desire to learn the material being presented. 
322. I would therefore give reasons why it is important for them to learn to
323. use the computers.  These reasons would
324. not only include its applicability in the workplace but how this knowledge and
325. skill can benefit them personally.  Tie
326. learning to use the computer to their need to serve clients well and show how they
327. can then teach clients the skills they have acquired.    <o:p></o:p></div>
328. <div class="MsoNormal">
329. <br /></div>
330. <div class="MsoNormal">
331. <b>Building confidence</b><br />
332. Explain to students what will be expected of them at the beginning of each
333. lesson.  Driscoll (2005) equates fear of
334. failure with fear of the unknown and suggests that clarifying manageable objectives
335. would help to alleviate fear.  Provide
336. opportunities for practice and match tasks to students’ abilities.  As students advance in the course allow for
337. their control of the learning process. 
338. For example, give them several options for practice and assessment.  Also have them suggest additional learning
339. experiences.   <o:p></o:p></div>
340. <div class="MsoNormal">
341. <br /></div>
342. <div class="MsoNormal">
343. <b>Generating satisfaction</b><br />
344. Ensure learner satisfaction through application of the three categories of
345. strategies proposed by Keller (Driscoll, 2005). 
346. They are natural consequences, positive consequences and equity.  Trainees can practice using the automated
347. loan system, the library’s online database and inputting cataloging data.  The positive consequence component will be
348. met since the basic computer skills course is built in to the organization’s library
349. assistants’ training program.  At the end
350. of the course trainees will receive a certificate and satisfactory completion
351. of the training program will lead to promotion and change in remuneration.  Consistent standards will be set and
352. maintained throughout the course to ensure equity, since learners must feel
353. that they are being treated fairly (Driscoll, 2005)<o:p></o:p></div>
354. <div class="MsoNormal">
355. <br /></div>
356. <div class="MsoNormal">
357. </div>
358. <div align="center" class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
359. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Reference<o:p></o:p></span></b></div>
360. <div class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 3.0pt; margin-left: .5in; mso-margin-top-alt: auto; text-indent: -.5in;">
361. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Driscoll, M. P. (2005). <i>Psychology
362. of learning for instruction </i>(3rd ed.). Boston, MA: Pearson Education.<o:p></o:p></span></div>
363. <br />
364. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/8145019910243346119/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=8145019910243346119&amp;isPopup=true' title='4 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/8145019910243346119'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/8145019910243346119'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/11/new-technologies-in-workplace.html' title='New Technologies in the Workplace'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>4</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-163400511766806530</id><published>2012-10-20T14:34:00.000-06:00</published><updated>2012-10-25T08:19:05.305-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="learning"/><category scheme="http://www.blogger.com/atom/ns#" term="learning networks"/><title type='text'>Connectivism: My Learning Connections</title><content type='html'>&lt;table align=&quot;center&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;tr-caption-container&quot; style=&quot;margin-left: auto; margin-right: auto; text-align: center;&quot;&gt;&lt;tbody&gt;
365. <tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-x-XFCtetvBA/UIMKGGZF5UI/AAAAAAAAACg/cQVGMNioIkc/s1600/Dorothea+Nelson.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="427" src="http://3.bp.blogspot.com/-x-XFCtetvBA/UIMKGGZF5UI/AAAAAAAAACg/cQVGMNioIkc/s1600/Dorothea+Nelson.jpeg" width="640" /></a></td></tr>
366. <tr><td class="tr-caption" style="text-align: center;">Dorothea's Mind Map</td></tr>
367. </tbody></table>
368. <br />
369. <br />
370. <div class="MsoNormal" style="margin-bottom: 12pt;">
371. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">How has your network changed the way you learn?</span></b><br />
372. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">My learning has magnified.  Whereas in my previous learning experiences
373. information was located in a library or bookstore and bound between the pages
374. of a book, I now access a wide array of knowledge through the World Wide Web.  I locate information and the opinions of
375. others as far away as the Middle East, Asia, and Australia.  No longer bound by time and space, my class
376. can be anywhere, at any time.  My peers
377. and instructors spread across the globe. 
378. Even though we have not physically met, I sense their presence and
379. interest through our communications and various interactions.  I no longer hold a pen and pencil; rather,
380. all my assignments and most of my course readings are done through my
381. laptop.  In fact my laptop is the
382. interface between me and the world. </span><br />
383. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Which digital tools best facilitate learning for you?</span></b><br />
384. <span style="font-family: Times New Roman, serif; font-size: small;">Heading my list would be Google
385. search engine.  It keeps me in touch with
386. the university, my instructors and peers, and the resources offered by
387. Walden.  Most of my research is done
388. using Google as well.  To avoid long
389. delays in the receipt of textbooks, e-books are a viable option, so, second on
390. my list of priorities are e-readers, especially Foxit Reader.  Most of the papers are Pdf files and Foxit
391. Reader facilitates my “reading a book” sensibilities.  To assist my memory, I take notes, highlight,
392. underline, and italicize and so on just as I would a book.  I also use Kindle, Adobe Digital Editions,
393. and Vital Source Bookshelf .  The online
394. dictionaries are </span><span style="font-family: Times New Roman, serif;">indispensable</span><span style="font-family: Times New Roman, serif; font-size: small;">.  As I
395. read, the meanings of unfamiliar words are checked and noted in the e-reader
396. for clarification and future reference. 
397. The Internet is critical to my studies. 
398. Whenever I need clarification of a concept I seek simplification using
399. general searches on the web.    These digital tools are definitely part of my
400. entire learning process.</span><br />
401. <span style="font-family: Times New Roman, serif; font-size: small;"><br /><o:p></o:p></span><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">How do you learn new knowledge when you have questions?</span></b><br />
402. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">My general approach is to find out
403. as much as I can about the topic before attempting to answer any question.  <a href="http://www.mmiweb.org.uk/learningandnewtech/downloads/Siemens_2006.pdf">Siemens</a> (2006) suggests several pre-learning activities that include exploration, inquiry,
404. decision making, selecting, and deselecting. 
405. Learning occurs when the individual actively acquires the knowledge that
406. is needed to complete tasks or to solve a problem.  My exploration begins with the digital tools
407. at my disposal.  Of course information
408. found in Walden’s library and online is exhaustive, so I refine the searches to
409. more accurately represent what is required. 
410. Even though some of the information received might be repetitive that helps
411. me to remember.  It is impossible for any
412. student to remember everything so I store material for future use in Google
413. docs, on flash drives on my laptop and external hard drives.  <a href="http://www.voced.edu.au/content/ngv815">Strong and Hutchins</a> (2009) note that given the speed of change in information and the enormous volume of
414. information available no one person can know all there is to know about any
415. particular subject, so we tap into information stored not only in our minds but
416. also in the minds of others; as we learn from our own experience and that of
417. others (p. 59).  This gives credence to
418. Siemens’ proposition in "<a href="http://www.mmiweb.org.uk/learningandnewtech/downloads/Siemens_2006.pdf">Connectivism: Learning and Knowledge Today</a>” where he posits that learning is the
419. process of creating networks both internally in our minds and externally,
420. linking nodes which may be people, organizations, libraries, web sites, books,
421. journals, databases, or any other source of information.  </span><br />
422. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span>
423. <br />
424. <div align="center" class="MsoNormal" style="text-align: center;">
425. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">References<o:p></o:p></span></b></div>
426. <div class="MsoNormal" style="line-height: 200%; margin-bottom: 12.0pt; margin-left: .5in; mso-margin-top-alt: auto; text-indent: -.5in;">
427. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Siemens, G.  (2006). 
428. Connectivism: Learning and Knowledge Today.  <i>Education.au</i>.  Paper delivered at the Global Summit 2006: Technology
429. Connected Futures.  Retrieved from </span><a href="http://www.mmiweb.org.uk/learningandnewtech/downloads/Siemens_2006.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">http://www.mmiweb.org.uk/learningandnewtech/downloads/Siemens_2006.pdf</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">
430. <o:p></o:p></span></div>
431. <div class="MsoNormal" style="line-height: 200%; margin-bottom: 12.0pt; margin-left: .5in; mso-margin-top-alt: auto; text-indent: -.5in;">
432. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Kay Strong and
433. Holly Hutchins.  (2009).  Connectivism: a theory for learning in a
434. world of growing complexity.  <i>Impact: Journal of Applied Research in
435. Workplace E-Learning</i>.  <i>1(1)</i>, 53-67. doi: 10.5043/impact.18<o:p></o:p></span></div>
436. </div>
437. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/163400511766806530/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=163400511766806530&amp;isPopup=true' title='10 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/163400511766806530'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/163400511766806530'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/10/connectivism-my-personal-technological.html' title='Connectivism: My Learning Connections'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://3.bp.blogspot.com/-x-XFCtetvBA/UIMKGGZF5UI/AAAAAAAAACg/cQVGMNioIkc/s72-c/Dorothea+Nelson.jpeg" height="72" width="72"/><thr:total>10</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-922412324324271635</id><published>2012-10-10T20:11:00.000-06:00</published><updated>2012-10-11T07:12:12.127-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="constructivism"/><category scheme="http://www.blogger.com/atom/ns#" term="constructivists"/><category scheme="http://www.blogger.com/atom/ns#" term="technology"/><category scheme="http://www.blogger.com/atom/ns#" term="technology and constructivism"/><category scheme="http://www.blogger.com/atom/ns#" term="technology and learning"/><category scheme="http://www.blogger.com/atom/ns#" term="theory"/><title type='text'>Collaboration, Technology, and Constructivist Learning</title><content type='html'>&lt;br /&gt;
438. <div class="MsoNormal" style="margin-bottom: 12pt;">
439. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Do humans innately work as a group? <br />
440. </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Humans have derived from their
441. experience the understanding that if they collaborate they would accomplish
442. more than they would alone.  If there is an
443. innate drive to “<a href="http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html">interact and work as a group</a>” there is also the
444. counterbalancing drive to survive.  And many decisions are made based on this will to survive.  As <a href="http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html">Rheingold</a> points out in his examples of
445. various businesses that have achieved success through collaboration, their
446. desire to collaborate was not altruistic, but they learned that there is more
447. to gain from working together than from going it alone. <o:p></o:p></span></div>
448. <div class="MsoNormal" style="margin-bottom: 12pt;">
449. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Technology, collaboration and constructivist principles<br />
450. </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Constructivists believe that
451. learners construct knowledge, reflect on content, and share their knowledge
452. with others (Solvie & Klock, 2007, p.8 ) as they actively learn through
453. experience and interact with their environment. 
454. Teachers become facilitators and coaches as students engage with the teacher, the task and other students. 
455. Students become more independent as they are allowed to collaborate and
456. explore in a context in which they are given the power over their own
457. learning.  Technology provides the
458. supportive media rich environment in which this type of learning can take
459. place.  Driscoll (2005) points to the
460. value of hypermedia through its support of graphics, text, audio, video and
461. hyperlinks that encourages exploration and opens the door to a wide array of
462. information that learners use to broaden discussions. 
463. Other media include </span><span style="font-family: 'Times New Roman', serif; font-size: 16.363636016845703px;">discussion boards, wikis, and </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">mobile technologies such as cellular phones and
464. ipads. 
465. These allow students to continue the conversation beyond the classroom
466. since they support access at anytime from anywhere.</span></div>
467. <div class="MsoNormal">
468. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
469. the research says<br />
470. </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Solvie
471. and Klock (2007) investigated the value of technology in supporting
472. constructivists' theories of how individuals learn.  They used technology during class to
473. communicate, provide information for students, scaffold, and clarify.  Outside of class, learners used technology to
474. further collaborate with each other and with their teacher.  The researchers observed that if technology tools are
475. chosen to match students learning needs and learning styles they have the
476. ability to facilitate learners’ need to work individually and in groups to
477. construct knowledge.  They also found
478. that technology encouraged individuals to explore other learning styles (p. 23).  Qureshi and Stormyhr (2012) developed a model
479. for collaborative learning and team work. 
480. They suggested that collaborative/team work was especially suited to the
481. diverse higher education community (p. 119)<br clear="all" style="mso-special-character: line-break; page-break-before: always;" />
482. <o:p></o:p></span></div>
483. <div class="MsoNormal">
484. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
485. <div align="center" class="MsoNormal" style="text-align: center;">
486. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">References<o:p></o:p></span></b></div>
487. <div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 3pt; margin-left: 0.5in; text-indent: -0.5in;">
488. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Driscoll, M. P. (2005). <i>Psychology of learning for
489. instruction </i>(3rd ed.). Boston, MA: Pearson Education.<o:p></o:p></span></div>
490. <div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 3pt; margin-left: 0.5in; text-indent: -0.5in;">
491. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
492. <div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 3pt; margin-left: 0.5in; text-indent: -0.5in;">
493. <span class="MsoHyperlink"><span style="color: windowtext; font-family: 'Times New Roman', serif; font-size: 12pt;">Qureshi, M. A.</span></span><span class="MsoHyperlink"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> and
494. Stormyhr, E.  (2012).  Group dynamics and peer-tutoring a
495. pedagogical tool for learning in higher education.  <i>International
496. Education Studies.  5(2)</i> 118-124.  </span></span><span class="MsoHyperlink"><span style="color: windowtext; font-family: 'Times New Roman', serif; font-size: 12pt;">doi:10.5539/ies.v5n2pll8</span></span><br />
497. <span class="MsoHyperlink" style="text-indent: -0.5in;"><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><br /></span></span>
498. <span class="MsoHyperlink" style="text-indent: -0.5in;"><span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Rheingold,</span></span><span class="MsoHyperlink" style="text-indent: -0.5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> H. (2008).  Howard Rheingold on collaboration [video file].  Retrieved from </span></span><a href="http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html" style="text-indent: -0.5in;" target="_blank">http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html</a></div>
499. <div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 3pt; margin-left: 0.5in; text-indent: -0.5in;">
500. <span class="MsoHyperlink"><span style="color: windowtext; font-family: 'Times New Roman', serif; font-size: 12pt;"><br /></span></span></div>
501. <div class="MsoNormal" style="background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 3pt; margin-left: 0.5in; text-indent: -0.5in;">
502. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Solvie, P., and
503. Kloek, M.  (2007).  Using technology tools to engage students with
504. multiple learning styles in a constructivist learning environment.  <i>Contemporary
505. Issues in Technology and Teacher Education</i>, 7(2), 7-27.  Retrieved from </span><a href="http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=c478604a-247b-4335-bf80-ca400578b06c%40sessionmgr114&vid=1&hid=127"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=c478604a-247b-4335-bf80-ca400578b06c%40sessionmgr114&vid=1&hid=127</span></a><span class="MsoHyperlink"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
506. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/922412324324271635/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=922412324324271635&amp;isPopup=true' title='2 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/922412324324271635'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/922412324324271635'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/10/collaboration-technology-and.html' title='Collaboration, Technology, and Constructivist Learning'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>2</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-848036467132232124</id><published>2012-10-09T11:18:00.001-06:00</published><updated>2012-10-11T07:24:35.826-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="Antigua"/><category scheme="http://www.blogger.com/atom/ns#" term="culture"/><category scheme="http://www.blogger.com/atom/ns#" term="CXC"/><category scheme="http://www.blogger.com/atom/ns#" term="environment"/><category scheme="http://www.blogger.com/atom/ns#" term="ministry of education"/><category scheme="http://www.blogger.com/atom/ns#" term="motivation"/><category scheme="http://www.blogger.com/atom/ns#" term="parental support. teachers"/><category scheme="http://www.blogger.com/atom/ns#" term="parents"/><category scheme="http://www.blogger.com/atom/ns#" term="technology"/><category scheme="http://www.blogger.com/atom/ns#" term="why children fail"/><title type='text'>10 Reasons Why Our Students Fail</title><content type='html'>&lt;br /&gt;
507. <div style="border-bottom: solid #4F81BD 1.0pt; border: none; mso-border-bottom-themecolor: accent1; mso-element: para-border-div; padding: 0in 0in 4.0pt 0in;">
508. <div class="MsoTitle">
509. <span style="font-size: 18pt; line-height: 115%;">An opinion
510. paper</span></div>
511. </div>
512. <div class="MsoNormal">
513. <span style="font-size: 12.0pt; line-height: 115%;">The nation
514. is distressed about the results of the CXC exams.  We are especially appalled about the percentage
515. who failed in mathematics and English Language. 
516. We need to take a good look at the sciences and foreign languages.  Where exactly are we heading?  How are we preparing our children for life in
517. the 21<sup>st</sup> century and beyond? 
518. Why exactly do our children fail? 
519. I could go online and research reasons for failure and find many, but I
520. want to make my response local. 
521. Sometimes self-assessment is critical if an individual or institution is
522. to improve.  So let us examine
523. ourselves.  The process has to begin
524. somewhere.  This is my attempt.</span><br />
525. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><br /></span>
526. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>1</b>.<span style="font-size: 7pt; line-height: normal;"><b> </b></span></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Lack of clear policies from the
527. ministry of education   </b></span></div>
528. <div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
529. <span style="font-size: 12.0pt; line-height: 115%;">    There is a lack of clear plans emanating from the Ministry of Education to
530. assist teachers to maintain skills in a changing environment.  Research in education is an ongoing
531. process.  It is useless then to train
532. teachers, return them to the classroom and have no clear policy to ensure that
533. teachers keep abreast of what is happening in the learning community that can impact their classroom. 
534. Workshop attendance is insufficient. 
535. The Ministry of Education should have clear policies regarding the renewal
536. of teacher certification at specific intervals through participation in
537. specific education courses.  Policies are needed to respond to questions such as: What is expected of
538. teachers? What is expected of students? What is expected of parents? How does
539. each stakeholder in education deal with grievances? Not only should these
540. questions be answered, but the answer should be made public on the ministry’s
541. website and through white papers and brochures. 
542. Antigua is the only place I know where you are given a job and not
543. advised about your rights and responsibilities.</span><br />
544. <b style="text-indent: -0.25in;"><span style="line-height: 18.18181800842285px; text-indent: -0.25in;"><br /></span></b>
545. <span style="text-indent: -0.25in;"><span style="line-height: 18.18181800842285px; text-indent: -0.25in;"> <b>2.</b></span><span style="font-size: 7pt; font-weight: bold; text-indent: -0.25in;"> </span><span style="font-size: 12pt; font-weight: bold; line-height: 115%; text-indent: -0.25in;">Poor environment</span></span></div>
546. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
547. <span style="font-size: 12.0pt; line-height: 115%;">     Time has moved on, but we have not changed with the times.  As a result we find ourselves left further
548. and further behind.  We open new schools
549. repeating the same old problems.  There
550. is not one government school in Antigua that has been designed with the comfort
551. of teachers and pupils in mind.  If I am
552. incorrect and comfort was the original intent, then we have strayed from that intent.  All are utilitarian.  So we herd our children into overcrowded
553. classrooms where there is barely room for the teacher to stand in front of the
554. class and expect them to perform.  Are we
555. crazy or what?  This is especially true
556. in our secondary schools.  We send a
557. steady stream of teachers to the Teacher Training College where they learn
558. about the various theorists and new methodologies.  Then they return to the same old congestion and
559. feel impotent to try anything new.  What
560. have we given the schools to support these new methodologies?  The schools lack equipment and material to
561. teach the subject in new and meaningful ways.</span><br />
562. <b style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><br /></b>
563. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> </span><b style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">3. Improper Use of Technology</b></div>
564. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
565. <span style="font-size: 12.0pt; line-height: 115%;">     For years each secondary school has had a computer lab.  To what end?  The labs are only used to teach information technology.  Technology has neither been integrated into the curriculum nor into actual classroom practice.  Now we have given each teacher a laptop and plan to give fourth and fifth formers
566. ipads.  Can all teachers use the laptops
567. efficiently and effectively?  Do all
568. teachers know how to use technology to facilitate student learning?  If not, what use will be made of the laptops
569. and iPads?  Decisions about education are too serious and have too lasting an effect for them to be made in a frivolous off-hand manner.  Where's the research into teachers' and pupils' technological skills before making the decision to introduce these modalities?  Don't get me wrong.  I am a firm believer in the use of modern technologies in the teaching learning process, but have preparations been made to ensure their effective use? </span><br />
570. <b style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><br /></b>
571. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> </span><b style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">4. Waning interest</b></div>
572. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
573. <span style="font-size: 12.0pt; line-height: 115%;">     There is declining participation in subject areas such as foreign languages and
574. the sciences.  I have only one question
575. to ask.  Why is it that all children study
576. at least one foreign language and the science subjects in secondary school, yet
577. when they get to fourth and fifth form only a few opt to write these subjects
578. and many fail?  This area requires
579. thoughtful examination into content, methodologies, and student and teacher
580. approaches and attitudes to the subject.</span><br />
581. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b><br /></b></span>
582. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;">  <b>5.<span style="font-size: 7pt; line-height: normal;"> </span></b></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Lack of parental support</b></span></div>
583. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
584. <span style="font-size: 12.0pt; line-height: 115%;">     What exactly is the role of the parent in this equation?  Many parents are not there for their
585. children.  Many do not ensure that they are
586. properly fed, that they are appropriately attired for school, that they have
587. the necessary material as requested by teachers to facilitate participatory
588. learning activities, that they do their homework and allocate study time.  You might ask, what does being correctly
589. dressed have to do with failure?  Some
590. schools (and rightly so) have a dress code and will send children home for
591. incorrect uniform.  That means the loss
592. of valuable contact time.  Some parents
593. just do not care.  If the Ministry of
594. Education had strict well known policies concerning these matters some of these
595. issues would not be encountered.  </span><br />
596. <span style="line-height: 18.18181800842285px; text-indent: -0.25in;"><b><br /></b></span>
597. <span style="line-height: 18.18181800842285px; text-indent: -0.25in;"> <b>6. </b></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Culture</b></span></div>
598. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
599. <span style="font-size: 12.0pt; line-height: 115%;">     We are a nation at risk for our children are ill-prepared to meet future
600. challenges.  We have nurtured a culture
601. where for the most part little value is placed on education.  Sure, we are happy as a nation where we see
602. our children succeed, but what are we doing to ensure success for all?  Indifference has set in.  Many children go to school for lack of
603. anything else to do.  The intent is not
604. to learn.  Efforts should be made to get
605. us back to the place where we value and nurture education.</span><br />
606. <span style="line-height: 18.18181800842285px; text-indent: -0.25in;"><br /></span>
607. <span style="line-height: 18.18181800842285px; text-indent: -0.25in;"> 7<b>.</b></span><b style="text-indent: -0.25in;"><span style="font-size: 7pt;"> </span></b><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Lack of motivation</b></span></div>
608. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
609. <span style="font-size: 12.0pt; line-height: 115%;">     Students need to be motivated to learn. 
610. They have to desire to succeed and to overcome in spite of all the
611. negatives.  A program should be started
612. in every school where individuals in society who are successful, mentor
613. students.  It takes a village.</span><br />
614. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b><br /></b></span>
615. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"> <b>8.<span style="font-size: 7pt; line-height: normal;"> </span></b></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Peer Relationships</b></span></div>
616. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
617. <span style="font-size: 12.0pt; line-height: 115%;">     Children should choose friends carefully since that can have a positive or
618. negative impact on their lives.  Time
619. should be devoted to new first formers to attempt to break the cycle.</span><br />
620. <br />
621. <span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>9.<span style="font-size: 7pt; line-height: normal;"> </span></b></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Failure to Communicate</b></span></div>
622. <div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
623. <span style="font-size: 12.0pt; line-height: 115%;">     Students who fail sometimes do so because they do not reach out to others.  Sometimes, they do not understand a crucial
624. concept and they do not ask.  Maybe they
625. are embarrassed and do not want their peers to know for fear they will be
626. ridiculed.  Students need to be
627. encouraged to voice their opinions and seek help when needed.</span><br />
628. <span style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><b><br /></b></span></span>
629. <span style="text-indent: -0.25in;"><span style="font-size: 12pt; line-height: 115%;"><b>10.</b><span style="font-size: 7pt; font-weight: bold; line-height: normal;">  </span></span></span><span style="font-size: 12pt; line-height: 115%; text-indent: -0.25in;"><b>Failure to Plan </b></span></div>
630. <div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
631. <span style="font-size: 12.0pt; line-height: 115%;">     Students will not succeed unless they plan to succeed and teachers are a part of
632. this process.  As teachers plan their
633. work this should be shared with students. 
634. They should know what will be covered each term.  The Ministry of Education should make all
635. syllabi available online and have hard copies for purchase.  This will facilitate student planning
636. ahead.  They will be able to start to
637. research topics teachers plan to cover and also to have an input into their own
638. learning.<o:p></o:p></span></div>
639. <div class="MsoNormal">
640. <br /></div>
641. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/848036467132232124/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=848036467132232124&amp;isPopup=true' title='8 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/848036467132232124'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/848036467132232124'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/10/10-reasons-why-our-students-fail.html' title='10 Reasons Why Our Students Fail'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>8</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-1445357944004720756</id><published>2012-09-26T12:16:00.000-06:00</published><updated>2012-10-02T06:21:28.695-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="behaviorism"/><category scheme="http://www.blogger.com/atom/ns#" term="cognitivism"/><category scheme="http://www.blogger.com/atom/ns#" term="learning theory"/><category scheme="http://www.blogger.com/atom/ns#" term="teacher"/><title type='text'>Do Theories Influence What We Think and Do?</title><content type='html'>&lt;span style=&quot;font-family: Times, Times New Roman, serif;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
642. <span style="font-family: Times, Times New Roman, serif;"><a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html">Bill Kerr</a> <span style="color: #333333;">states that “Learning theory, like politics, is full of _isms: constructivism, behaviourism, cognitivism and now a new one, connectivism”, and asks, “What should we do about these _isms? Are they a useful guide to what to think and do?”</span></span><br />
643. <div class="MsoNormal">
644. <span style="color: #333333; font-family: Times, Times New Roman, serif;"><br /></span></div>
645. <div class="MsoNormal">
646. <span style="color: #333333; font-family: Times, Times New Roman, serif;">Each “-ism” is important in terms of what it brings to the classroom teachers’ toolkit.  Teachers learn so that they can teach and teachers learn how to teach.  The greatest impact of learning theory is in the classroom.  I remember my first teaching practice as a student teacher.  My assessor asked me (after a dismal performance) what had happened.  Wish I knew then what I know now.  It’s not only knowledge of the theory that matters, but how it is operationalized in the classroom to help students learn.  Theories guide teachers’ thoughts and actions.  When practitioners use the methods formulated out of these –isms, do they work?  How often have you read a theory and said “Aha”, or tried a new approach and gotten through to a student?  As long as the methods continue to be effective in the classroom, the –isms will not die.  <a href="http://blip.tv/st-bonaventure-university/learning-theory-s-impact-on-teaching-2099098">Dr. Nancy Casey</a> discusses this interaction between learning theory and classroom practice in the video “Learning Theory’s Impact on Teaching”.  </span></div>
647. <div class="MsoNormal">
648. <span style="font-family: Times, Times New Roman, serif;"><a href="http://www.blogger.com/"></a><span id="goog_1198884537"></span><span id="goog_1198884538"></span><br /></span></div>
649. <div class="MsoNormal">
650. <span style="font-family: Times, Times New Roman, serif;"><span style="color: #333333;">I like <a href="http://learningevolves.wikispaces.com/">Kerr’s</a> </span><span style="color: #333333;">description of the interaction of theory and practice as a “continual spiral development” constantly changing, forever evolving.  I would like to add that in that spiral is a place where theory interacts with theory and both change.  A teacher might begin a lesson using cognitive theory and end it with the behaviorists’ repetition/drill and practice.<o:p></o:p></span></span></div>
651. <div class="MsoNormal">
652. <span style="color: #333333; font-family: Times, Times New Roman, serif;"><br /></span></div>
653. <div class="MsoNormal">
654. <span style="color: #333333; font-family: Times, Times New Roman, serif;">The cognitivist’ conception of the brain as a computer underlines the fact that we have not yet exhausted research on the brain.  We do not yet know the limits of either.  Theories about the brain and learning will continue to evolve and impact what we learn, how we learn, and what and how we teach.  </span><br />
655. <span style="color: #333333; font-family: Times, Times New Roman, serif;"><br /></span>
656. <span style="font-family: Times, Times New Roman, serif;">
657. </span>
658. <span style="font-family: Times, Times New Roman, serif;"><span style="color: #333333;">The <a href="http://www.youtube.com/watch?v=0YOqgXjynd0&feature=related">learningdctr</a> </span><span style="font-size: 12pt; line-height: 18.18181800842285px;"><span style="color: #333333;">effectively captures the importance and value of theories which he describes as windows in a house through which we can look and see the inside from different perspectives.  What a beautiful metaphor.  Individuals have come to hold a pejorative view of words like rote, drill and practice, and repetition that have become attached to behaviorist theories.  Maybe the view is deserved if we think of traditional practice, but maybe practitioners should explore the new methodologies connected with behaviorism and see that methods like drill and practice does have a place in the learning environment.  I am now convinced (tentatively) theories and their methodologies offer teachers a smorgasbord of ideas that will always inform their practice.</span></span></span><br />
659. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 18.18181800842285px;"><span style="color: #333333;"><br /></span></span></span>
660. <br />
661. <div align="center" class="MsoNormal" style="text-align: center;">
662. <b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">References<o:p></o:p></span></b></div>
663. <div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
664. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Kapp,
665. K.  (2007) Out and about: Discussion on
666. educational schools of thought [Web log post]. Retrieved from <a href="http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and=about-discussion-on-educational/">http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and=about-discussion-on-educational/</a><br /><br /><o:p></o:p></span></div>
667. <div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
668. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Kerr,
669. B, (2007). _isms as filter, not blinker [Web log post].  Retrieved from <a href="http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html">http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html</a>
670. <o:p></o:p></span></div>
671. <br />
672. <div>
673. <span style="color: black; font-family: Cambria, serif; font-size: 12pt;"><br /></span></div>
674. <span style="background-color: #ffffcc; color: #331100; font-size: 14px; font-weight: bold; line-height: 21px;"></span></div>
675. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/1445357944004720756/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=1445357944004720756&amp;isPopup=true' title='14 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/1445357944004720756'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/1445357944004720756'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/09/do-theories-influence-what-we-think-and.html' title='Do Theories Influence What We Think and Do?'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>14</thr:total></entry><entry><id>tag:blogger.com,1999:blog-8016220041362007425.post-3063236682570051000</id><published>2012-09-12T22:27:00.000-06:00</published><updated>2012-09-27T11:50:02.185-06:00</updated><category scheme="http://www.blogger.com/atom/ns#" term="aural learner"/><category scheme="http://www.blogger.com/atom/ns#" term="behaviorism"/><category scheme="http://www.blogger.com/atom/ns#" term="connectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="constructivism"/><category scheme="http://www.blogger.com/atom/ns#" term="how people learn"/><category scheme="http://www.blogger.com/atom/ns#" term="interpretivism"/><category scheme="http://www.blogger.com/atom/ns#" term="learning styles"/><category scheme="http://www.blogger.com/atom/ns#" term="learning theory"/><category scheme="http://www.blogger.com/atom/ns#" term="objectivism"/><category scheme="http://www.blogger.com/atom/ns#" term="physical"/><category scheme="http://www.blogger.com/atom/ns#" term="pragmatism"/><category scheme="http://www.blogger.com/atom/ns#" term="verbal"/><category scheme="http://www.blogger.com/atom/ns#" term="visual"/><title type='text'>How People Learn</title><content type='html'>&lt;br /&gt;
676. <ol type="1">
677. </ol>
678. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 12pt; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; tab-stops: list .5in;">
679. <span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><strong>What are your beliefs about how
680.     people learn best? What is the purpose of learning theory in educational
681.     technology?</strong></span></div>
682. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
683. <span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">My personal beliefs
684. about learning are continuously informed and shaped by theory, research and
685. practice.<span style="mso-spacerun: yes;">  </span>Learning is indicated when
686. there is a continuous change in behavior.<span style="mso-spacerun: yes;"> 
687. </span>An individual might have several hypotheses about learning, for
688. instance, I believe that the more involved students are in the learning process
689. the greater the possibility that learning will take place.<span style="mso-spacerun: yes;">  </span>I also believe that holding exclusively to
690. one theory prevents the exploration of others through research and inhibits their
691. application in the classroom.<span style="mso-spacerun: yes;">  </span>I believe
692. that for the teacher instructor there is a smorgasbord of theories with which
693. to engage depending on the individual, the content, and the context. <span style="mso-spacerun: yes;"> </span>If there is to be an understanding of how
694. people learn there has to be an understanding of theories of learning which has
695. evolved from research.<span style="mso-spacerun: yes;"> </span></span></div>
696. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
697. <span style="font-family: Times, Times New Roman, serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 200%;">How
698. do theorists say people learn?<br />
699. </span></b><span style="font-size: 12pt; line-height: 200%;">Siemens
700. (2008, p. 9) saw linkages between theories and noted that theories form a
701. progression with new ones building on previous ones. He advised that any
702. discussion of learning must include a revision of learning theories.<span style="mso-spacerun: yes;">  </span>Learning theory has evolved from three basic epistemological
703. philosophies: (a) Pragmatism which is the belief that neither knowledge nor
704. reality can be definitive or absolute but is dependent on empirical or rational
705. processes.<span style="mso-spacerun: yes;">  </span>(b) Interpretivism states
706. that reality is shaped within and thus individuals construct their own knowledge.<span style="mso-spacerun: yes;">  </span>(c) Objectivism states that reality is
707. external and perceived through the senses and has nothing to do with the
708. individual’s consciousness (Siemens, 2008 & Driscoll, 2005).<span style="mso-spacerun: yes;">  </span>These epistemologies underpin three broad
709. learning theories –behaviorism, cognitivism, and constructivism.<span style="mso-spacerun: yes;"> </span></span></span></div>
710. <div style="line-height: 200%;">
711. <span style="font-family: Times, Times New Roman, serif;"><b style="mso-bidi-font-weight: normal;">Behaviorism<br />
712. </b>Behaviorism traces it origins in objectivism.<span style="mso-spacerun: yes;">  </span>Behaviorism argues that it is impossible to
713. observe what occurs within the learner. <span style="mso-spacerun: yes;"> </span>Behaviorists
714. proffer that learning occurs as the individual responds correctly to external
715. stimuli offered in the form of reward or punishment (Driscoll, 2005 &
716. Siemens, 2008).<span style="mso-spacerun: yes;">  </span>Behaviorist theory is
717. useful in educational technology when the aim is to help students learn a
718. concept or skill through repetition. Programs have been devised which provides
719. drill and practice.<span style="mso-spacerun: yes;">  </span>For examples of
720. these programs see: </span><br />
721. <span style="font-family: Times, Times New Roman, serif;">Math Practice at <a href="http://www.math.com/students/practice.html"><span style="color: blue;">http://www.math.com/students/practice.html</span></a>, </span><br />
722. <span style="font-family: Times, Times New Roman, serif;">AplusMath.com located at <a href="http://www.aplusmath.com/"><span style="color: blue;">http://www.aplusmath.com/</span></a>,
723. and </span><br />
724. <span style="font-family: Times, Times New Roman, serif;">Chemistry Drill and Practice Tutorials at <a href="http://science.widener.edu/svb/tutorial/"><span style="color: blue;">http://science.widener.edu/svb/tutorial/</span></a>.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span><br />
725. <b style="font-family: Times, 'Times New Roman', serif; line-height: 200%;"><br /></b>
726. <b style="font-family: Times, 'Times New Roman', serif; line-height: 200%;">Cognitivism</b><br />
727. <span style="font-family: Times, Times New Roman, serif;">Cognitivists focus on the individual’s mental processes.<span style="mso-spacerun: yes;">  </span>This involves insight, memory, perception and
728. the way information is processed.<span style="mso-spacerun: yes;">  </span>For
729. the cognitivist learning is a change in what we know.<span style="mso-spacerun: yes;">  </span>Learning occurs when information is organized
730. internally (that is, in our memory) in a meaningful way.<span style="mso-spacerun: yes;">  </span>Connections can be made between cognitivism
731. and pragmatism.<span style="mso-spacerun: yes;">  </span>Education technology connects
732. with cognitivism with programs that target a range of knowledge and
733. skills.<span style="mso-spacerun: yes;">  </span>Comprehension programs whether
734. in the form of interactive games or simply programs that offer a passage
735. followed by comprehension questions are a good example. <span style="mso-spacerun: yes;"> </span>Challenging Our Minds at <a href="http://www.challenging-our-minds.com/"><span style="color: blue;">http://www.challenging-our-minds.com/</span></a>,
736. <span style="mso-spacerun: yes;"> </span>is a program that can be used to develop
737. cognitive skills.</span><br />
738. <span style="font-family: Times, 'Times New Roman', serif; line-height: 200%;"><span style="line-height: 200%;"><br /><span style="font-size: small;"><b>Constructivist</b></span></span></span></div>
739. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
740. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 200%;">For
741. the constructivist learning is an active process in which the learner
742. constructs their own knowledge as they interact with and seek to interpret the
743. world around them.<span style="mso-spacerun: yes;">  </span>In the constructivist
744. classroom educational technology allows the teacher to be a facilitator The
745. teacher provides material with which the students can interact and
746. explore.<span style="mso-spacerun: yes;">  </span>For example a geography class
747. might explore a country’s topography online.<span style="mso-spacerun: yes;"> 
748. </span>History and language students can participate in museum and archive
749. tours online.<span style="mso-spacerun: yes;">  </span>Students can create online
750. journals.<span style="mso-spacerun: yes;">  </span>These are just a few of the
751. activities the constructivist teacher can do.</span></span></div>
752. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
753. <span style="font-family: Times, Times New Roman, serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 200%;">Connectivism<br />
754. </span></b><span style="font-size: 12pt; line-height: 200%;">Siemens
755. (2008) briefly examined connectivism, another learning theory.<span style="mso-spacerun: yes;">  </span>In “Connectivism: A Theory for the Digital
756. Age” (Siemens, 2005) he describes the limitations of behaviorism, cognitivism
757. and constructivism and argues for connectivism as an alternative learning
758. theory appropriate for the digital age.<span style="mso-spacerun: yes;">  </span>Connectivists
759. see knowledge as constructed of connections and networks. <span style="mso-spacerun: yes;"> </span>Learning occurs in changing environments over
760. which learners do not have complete control and in which they seek to make
761. connections between specific types of information and so increase their
762. knowledge (Siemens, 2005).<span style="mso-spacerun: yes;">  </span>Classroom 2.0
763. provides a video discussion of connectivism and networked learning titled “Connectivism
764. and Networked Learning” at <a href="http://www.classroom20.com/profiles/blogs/connectivism-amp-networked"><span style="color: blue;">http://www.classroom20.com/profiles/blogs/connectivism-amp-networked</span></a>.
765. <span style="mso-spacerun: yes;"> </span></span></span></div>
766. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
767. <span style="font-family: Times, Times New Roman, serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 200%;">How
768. do people learn?<br />
769. </span></b><span style="font-size: 12pt; line-height: 200%;">This
770. discussion would be incomplete without noting the importance of learning
771. styles.<span style="mso-spacerun: yes;">  </span>It is important that practitioners
772. are aware of the various learning styles since this can affect the learning
773. process.<span style="mso-spacerun: yes;">  </span>Visual learners favor using
774. pictures or images; aural learners prefer sound; verbal learners use words both
775. oral and written, and physical learners favor using their bodies.<span style="mso-spacerun: yes;">  </span>Learning styles connect with educational
776. technology.<span style="mso-spacerun: yes;">  </span>There are tools available
777. that can meet the needs of each type of learner.<span style="mso-spacerun: yes;">  </span>For example, for the physical/kinesthetic
778. learner can access word rocessors, music synthesizers, video cameras, and
779. computer simulations to actively involve themselves in the learning process.</span></span></div>
780. <b style="mso-bidi-font-weight: normal;"><span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;"></span></b>
781. <div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt; text-align: center;">
782. <b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 200%;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">References<o:p></o:p></span></b></span></b></div>
783. <span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">
784. <br />
785. </span><br />
786. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">
787. <span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;"><span style="font-size: 12pt; line-height: 200%;">Driscoll, M. P.  (2005). Psychology of learning for instruction. Boston: Pearson.</span></span></div>
788. <span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">
789. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt 0.5in; text-indent: -0.5in;">
790. <span style="font-size: 12pt; line-height: 200%;">Siemens, G.  (2005). Connectivism: a learning theory for the digital age.  Retrieved from <a href="http://www.elearnspace.org/Articles/connectivism.htm" style="font-weight: bold;"><span style="color: blue;">http://www.elearnspace.org/Articles/connectivism.htm</span></a><b>.</b></span></div>
791. <div class="MsoNormal" style="background-color: white; line-height: 200%; margin: 0in 0in 3pt 0.5in; text-indent: -0.5in;">
792. <span style="font-size: 12pt; line-height: 200%;">Siemens, G. (2008, January 27). <i>Learning and knowing in networks: Changing roles for educators and designers. </i>Paper presented to ITFORUM. Retrieved from </span><a href="http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf" style="font-weight: bold;" target="blank"><span style="color: blue; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf</span></a></div>
793. <div class="MsoNormal" style="background-color: white; line-height: 200%; margin: 0in 0in 3pt 0.5in; text-indent: -0.5in;">
794. </div>
795. </span><br />
796. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
797. </div>
798. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
799. <b style="mso-bidi-font-weight: normal;"><span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">Additional
800. Resources</span></b></div>
801. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
802. <b style="mso-bidi-font-weight: normal;"><span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">Podcasts</span></b><br />
803. <span style="font-family: Times, 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">How people learn: The
804. National Academies Press </span><span style="font-family: Times, 'Times New Roman', serif; font-size: 12pt; line-height: 200%;"><span style="color: blue;"><a href="http://www.nap.edu/audioplayer.php?record_id=9853&n=0" style="font-family: Times, 'Times New Roman', serif; line-height: 200%;">http://www.nap.edu/audioplayer.php?record_id=9853&n=0</a></span></span></div>
805. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
806. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 200%;">Technology Alliance
807. found at </span><a href="http://www.technology-alliance.com/about/podcasts.html"><span style="font-size: 12pt; line-height: 200%;"><span style="color: blue;">http://www.technology-alliance.com/about/podcasts.html</span></span></a><span style="font-size: 12pt; line-height: 200%;">
808. scroll down the list to: December 8, 2006 - Dr. John Bransford, Professor of
809. Education and Psychology, College of Education, UW, talks about how people
810. learn. </span><a href="http://www.technology-alliance.com/podcasts/discovery_dec2006.mp3"><span style="color: blue; font-size: 12pt; line-height: 200%;">DOWNLOAD MP3</span></a><span style="font-size: 12pt; line-height: 200%;"> (30MB)</span></span></div>
811. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
812. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 200%;"><b>The Learning Theory
813. Podcasts </b><br />
814. A series of podcasts dealing with learning theories done by De. Daniel J
815. Campbell found at </span><span style="font-size: 12pt; line-height: 200%;"><span style="color: blue;"><a href="http://www.dancampbell.us/podcast.html">http://www.dancampbell.us/podcast.html</a></span></span></span></div>
816. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
817. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 200%;"><b>George Siemens on
818. Social Learning Networks: From Theory to Practice</b><br />
819. George Siemens argues for using social networks in the learning process in an
820. interview found at Xyleme Voices: A Podcast Library on the Evolution of
821. Training </span><a href="http://www.xyleme.com/podcasts/archives/28"><span style="font-size: 12pt; line-height: 200%;"><span style="color: blue;">http://www.xyleme.com/podcasts/archives/28</span></span></a><span style="font-size: 12pt; line-height: 200%;">.<span style="mso-spacerun: yes;">  </span></span></span></div>
822. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
823. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 200%;"><b>How Students Learn; How
824. We Should Teach. Learning Theories</b><br />
825. This site offers insights into the various theorists and their theories through
826. brief articles and podcasts, together with suggestions for how these theories
827. apply to goals and objectives, individual differences, motivation, teaching
828. methods and evaluation </span><a href="http://www.theoryfundamentals.com/index.html"><span style="color: windowtext; font-size: 12pt; line-height: 200%;">http://www.theoryfundamentals.com/index.html</span></a><span style="font-size: 12pt; line-height: 200%;">.</span></span></div>
829. <div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt;">
830. <b style="mso-bidi-font-weight: normal;"><span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 200%;">Blogs</span></b><br />
831. <b style="font-family: Times, 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">Tomorrow’s Professor
832. Blog</b><br />
833. <span style="font-family: Times, 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">This blog is sponsored by Stanford Center for Teaching and Learning. TP Msg.
834. #1180 Learning Theory and Online Instruction, examines behaviorist’s,
835. cognitivist’s, and constructivist’s learning theories.  It can be found at </span><a href="http://derekbruff.org/blogs/tomprof/2012/05/21/tp-msg-1180-learning-theory-and-online-instruction/" style="font-family: Times, 'Times New Roman', serif; line-height: 200%;"><span style="color: windowtext; font-size: 12pt; line-height: 200%;">http://derekbruff.org/blogs/tomprof/2012/05/21/tp-msg-1180-learning-theory-and-online-instruction/</span></a><span style="font-family: Times, 'Times New Roman', serif; font-size: 12pt; line-height: 200%;">.</span></div>
836. <span style="font-family: Times, Times New Roman, serif; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><b>E-Learning
837. Provocateur: Provoking Deeper Thinking</b></span><br />
838. <span style="font-family: Times, Times New Roman, serif;"><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br />
839. In this blog located at Wordpress.com the writer presents “A Taxonomy of
840. Learning Theories” at <br />
841. </span><span style="font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><a href="http://ryan2point0.wordpress.com/2010/01/12/taxonomy-of-learning-theories/"><span style="font-size: 12pt; line-height: 115%;"><span style="color: blue;">http://ryan2point0.wordpress.com/2010/01/12/taxonomy-of-learning-theories/</span></span></a></span><span style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">. <br style="mso-special-character: line-break;" />
842. <br style="mso-special-character: line-break;" />
843. </span></span><br />
844. <div align="center" class="MsoNormal" style="line-height: 200%; margin: 0in 0in 10pt; text-align: center;">
845. </div>
846. </content><link rel='replies' type='application/atom+xml' href='http://dorotheanelson.blogspot.com/feeds/3063236682570051000/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=8016220041362007425&amp;postID=3063236682570051000&amp;isPopup=true' title='8 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/3063236682570051000'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/8016220041362007425/posts/default/3063236682570051000'/><link rel='alternate' type='text/html' href='http://dorotheanelson.blogspot.com/2012/09/how-people-learn.html' title='How People Learn'/><author><name>Dorothea Nelson</name><uri>http://www.blogger.com/profile/08432561656486723898</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>8</thr:total></entry></feed>

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