Sunday, August 28, 2011
Module 6 -- Respones
1. http://sighborgmusings.blogspot.com/2011/08/learning-philosophy-educ-8845-blog-post.html?showComment=1314546584183#c221887339334673410
Module 6 -- Learning Philosophy
Today I learned that hurricane Irene can cause issues with the Internet connection. The once written, but not saved blog has disappeared. Thus a student and a teacher needs to be prepared and flexible for the issues that come with missed classes and missed connections.
Connections. It seems a goal of online learning is to have the students build independence of searching for information. However, there is so much information and so little time during a quarter I am curious if streamlining the blogs, wikis, and sites that are required for class would aid in the process. Yet, you don't want to be hindered by a specific reliance on certain products.
Professor or facilitator presence still remains a vital part of the learning process.
I am glad I am having the opportunity to participate as a student in an online forum. This will allow understanding from the perspective of future students.
Connections. It seems a goal of online learning is to have the students build independence of searching for information. However, there is so much information and so little time during a quarter I am curious if streamlining the blogs, wikis, and sites that are required for class would aid in the process. Yet, you don't want to be hindered by a specific reliance on certain products.
Professor or facilitator presence still remains a vital part of the learning process.
I am glad I am having the opportunity to participate as a student in an online forum. This will allow understanding from the perspective of future students.
Wednesday, August 10, 2011
Module 5 -- Respones
I responded to:
Randall at
http://sighborgmusings.blogspot.com/2011/08/new-technologies-educ-8845-blog-post-5.html?showComment=1313013532502#c5580287918285583559
I tried to respond to http://educ7015.blogspot.com/2011/08/module-5-responed.html, but ran into technical difficulties that could use some of advise from others who have a strength in blogging.
Randall at
http://sighborgmusings.blogspot.com/2011/08/new-technologies-educ-8845-blog-post-5.html?showComment=1313013532502#c5580287918285583559
I tried to respond to http://educ7015.blogspot.com/2011/08/module-5-responed.html, but ran into technical difficulties that could use some of advise from others who have a strength in blogging.
Module 5 -- New Technologies
Module5ForestNEWTECHNOLOGIESBlog
The Situation(s):
I have 3 groups of people I work with during the day. I work with a pre-preschool group.
There is our senior market client base, and I work with adults who have late in life low vision. This group is anybody over 18.
The idea of self efficacy is dealing with ones own self confidence.
Driscoll maps out how self-efficacy can be supported by an educator and how individuals or groups might process the feeling of self confidence.
Individuals can
1. Have already experienced forms of mastery that can be associated with other tasks.
2. Have vicarious experiences. Assess the situation through others experiences, or watch as somebody else models a task.
3. Be verbally persuaded into something
4. Physiological status, "the gut feeling"
and
5. Integration -- wrapping all or elements of these characteristics into the decision of participation of a task.
The ARC Model:
A= Gain and Sustain Attention
R=Enhance Relevance
C= Build Confidence
S=Generate Satisfaction
After reading the design plan of the ARC system, many of us probably follow to some degree the process.
Since I work with three different group I often ask, who is the audience for this session. I go on, because most of my interactions are in smaller groups, and I ask them, except the 0-3 year olds, what are their desired outcomes.
Two of the groups I work with the main goal at some level is to build confidence and provide accomplishment of some task.
This leads to the second part of the ARC design. After you listen to the group through individual assessment of goals define the motivational objectives.
Some motivational objectives I deal with
Parents want their children to use more words. The are eager for correct annunciation.
The adults with low vision what to continue to be self sufficient. This includes continuing to communicate. The new technologies are making this easier; however, the tools are some times new and intimidating. Most of the time hearing others success sparks their interest and often success is achieved with some verbal persuasion or support.
From the objectives gathered during meetings with parents or a discussion forum we can form objectives. We identify, together ways we can gain accomplishments in the activities. The achievement is that feeling of success. The objectives are often reworded in specific terms. The group of adults with low vision is usually 5-10, so we try to make a few, specific outcomes that can relate in some manner to the goals of each member.
During the sessions and at the end of the term or program it is important for the participants and the facilitators to identify the positive strategies and the strategies that were not as successful. In most instances it is important that the participant or the parent gets involved with this process. If a strategy did not work how can it be changed to bring about task completion or a feeling of success.
Two of the groups will usually participate in activities. Bandura described the "self-efficacy as a belief system that is causally related to behavior and outcomes" (Driscoll, p. 316). It is the group or persons behaviors that will influence their outcomes. If this is not moving in a positive or successful direction then going back and assessing the situation will aid in changing the behaviors to achieve the outcome.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
www.wikipedia.com/selfefficacy
The Situation(s):
I have 3 groups of people I work with during the day. I work with a pre-preschool group.
There is our senior market client base, and I work with adults who have late in life low vision. This group is anybody over 18.
The idea of self efficacy is dealing with ones own self confidence.
Driscoll maps out how self-efficacy can be supported by an educator and how individuals or groups might process the feeling of self confidence.
Individuals can
1. Have already experienced forms of mastery that can be associated with other tasks.
2. Have vicarious experiences. Assess the situation through others experiences, or watch as somebody else models a task.
3. Be verbally persuaded into something
4. Physiological status, "the gut feeling"
and
5. Integration -- wrapping all or elements of these characteristics into the decision of participation of a task.
The ARC Model:
A= Gain and Sustain Attention
R=Enhance Relevance
C= Build Confidence
S=Generate Satisfaction
After reading the design plan of the ARC system, many of us probably follow to some degree the process.
Since I work with three different group I often ask, who is the audience for this session. I go on, because most of my interactions are in smaller groups, and I ask them, except the 0-3 year olds, what are their desired outcomes.
Two of the groups I work with the main goal at some level is to build confidence and provide accomplishment of some task.
This leads to the second part of the ARC design. After you listen to the group through individual assessment of goals define the motivational objectives.
Some motivational objectives I deal with
Parents want their children to use more words. The are eager for correct annunciation.
The adults with low vision what to continue to be self sufficient. This includes continuing to communicate. The new technologies are making this easier; however, the tools are some times new and intimidating. Most of the time hearing others success sparks their interest and often success is achieved with some verbal persuasion or support.
From the objectives gathered during meetings with parents or a discussion forum we can form objectives. We identify, together ways we can gain accomplishments in the activities. The achievement is that feeling of success. The objectives are often reworded in specific terms. The group of adults with low vision is usually 5-10, so we try to make a few, specific outcomes that can relate in some manner to the goals of each member.
During the sessions and at the end of the term or program it is important for the participants and the facilitators to identify the positive strategies and the strategies that were not as successful. In most instances it is important that the participant or the parent gets involved with this process. If a strategy did not work how can it be changed to bring about task completion or a feeling of success.
Two of the groups will usually participate in activities. Bandura described the "self-efficacy as a belief system that is causally related to behavior and outcomes" (Driscoll, p. 316). It is the group or persons behaviors that will influence their outcomes. If this is not moving in a positive or successful direction then going back and assessing the situation will aid in changing the behaviors to achieve the outcome.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
www.wikipedia.com/selfefficacy
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