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
Wednesday, July 27, 2011
Module 4 -- Mind Map
The tools I use most. I am still found of the paper and pen. I like to take notes and sketch my plan. I really like the live scribe pen. I used it to do the mind map and thought about putting a video as the process of the mind map. It was too long and a bit boring. However, a picture shows my continued reliance on pen/paper.
The digital devices have made networks more available. They have also made me aware of other networks. It is like a web that keeps branching out but interconnects. The internet is the connection that makes the tools necessary.
Module 4 Response / Comments
I responded to http://edutechtalk.blogspot.com/2011/07/connectivism-mindmap.html?showComment=1311794334332#c479669226524392043
Monday, July 11, 2011
Response to Others -- Collaboration Assignment Blog are the 2 previous posts
I responded to http://toneyt.blogspot.com/
http://sighborgmusings.blogspot.com/2011/07/collaboration-educ-8845-blog-post-3.html
and J. R.
http://learningsmarternotharder.blogspot.com/2011/07/constructivist-perspective-of-learning.html?showComment=1310902672574#c3661386005235016026
and L. Morris
http://educ7015.blogspot.com/2011/07/module-3-collaboration.html?showComment=1310903403133#c5161361708484075596
http://sighborgmusings.blogspot.com/2011/07/collaboration-educ-8845-blog-post-3.html
and J. R.
http://learningsmarternotharder.blogspot.com/2011/07/constructivist-perspective-of-learning.html?showComment=1310902672574#c3661386005235016026
and L. Morris
http://educ7015.blogspot.com/2011/07/module-3-collaboration.html?showComment=1310903403133#c5161361708484075596
Thursday, July 7, 2011
Blog 3-collaboration. Please see previous post for parts 2and 3
Question 1. Basic instinct for group activity? I am not sure all humans do collaborate instinctively. There are psychology studies that could better aid in the understanding anomie. Accordingly, some people can use technology to colaborate,but never have to be face to face. Nevertheless, as Rheingold mentioned in the video the history of people forming groups is longer than the nomadic period.
I enjoyed his dicussion of Ebay and the ability to provide feedback allowing that community of buyers and sellers to trust their co transactors. The concept of 'trusting the information' is often discussed with the use of wikipedia. I look something up daily. My somewhat tech shy parents are referring to it more than their dictionary. It has brought information from a variety of sources and interests together.
Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html.
I enjoyed his dicussion of Ebay and the ability to provide feedback allowing that community of buyers and sellers to trust their co transactors. The concept of 'trusting the information' is often discussed with the use of wikipedia. I look something up daily. My somewhat tech shy parents are referring to it more than their dictionary. It has brought information from a variety of sources and interests together.
Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html.
Blog 3 - Collaboration.
3. Current research. This was a fun search. There are so many examples of collaboration that lend themselves to learning, but are not strictly written for education.
*Miettinen, R., Lehenkari, J., & Tuunainen, J. (2008). Learning and network collaboration in product development: How things work for human use. Sage Publications 39 (2) London39(2)203-219. Http://mlq.sagepub.com/content/39/2/203. The article does not look at collaboration in education,but is an example of the process of collaboration. This can aid the educators understanding of collabortation outside of education; thus, the need for collaborative tools in education. This can prepare future participation in collaboration outside of a school setting.
(I typed this better earlier and the puppy jumped on my lap and I lost it all. These are the joys of learning the fast pace of technical devices. Not knowing how to retrieve previous data is a route learning skill I need to pratice.)
I liked the title because it looks at the human. I smiled because iIwas thinking the devices that aid in collaboration are the tools, and collaboration itself is the human element.
This article "analyzed how these projects were carried out by collaborative network..." (p204). For these aurthors there was an 'entertwining' of development, networks, and process.
There were more that I will have to return with. The links are here.
Http://dje.sagepub.com/content/28/1/91.
www.mendeley.com/research/learning-with-technology-a-constructivist-perspective. This was older but interesting.
2. Technology facilitation of collaboration. 1. The collaborative effort is based on an intentional topic that is being examined for some purpose. It is an active and continuous process that can end with a result, but could provided future learning. Collaboration is a cooperative effort.
*Miettinen, R., Lehenkari, J., & Tuunainen, J. (2008). Learning and network collaboration in product development: How things work for human use. Sage Publications 39 (2) London39(2)203-219. Http://mlq.sagepub.com/content/39/2/203. The article does not look at collaboration in education,but is an example of the process of collaboration. This can aid the educators understanding of collabortation outside of education; thus, the need for collaborative tools in education. This can prepare future participation in collaboration outside of a school setting.
(I typed this better earlier and the puppy jumped on my lap and I lost it all. These are the joys of learning the fast pace of technical devices. Not knowing how to retrieve previous data is a route learning skill I need to pratice.)
I liked the title because it looks at the human. I smiled because iIwas thinking the devices that aid in collaboration are the tools, and collaboration itself is the human element.
This article "analyzed how these projects were carried out by collaborative network..." (p204). For these aurthors there was an 'entertwining' of development, networks, and process.
There were more that I will have to return with. The links are here.
Http://dje.sagepub.com/content/28/1/91.
www.mendeley.com/research/learning-with-technology-a-constructivist-perspective. This was older but interesting.
2. Technology facilitation of collaboration. 1. The collaborative effort is based on an intentional topic that is being examined for some purpose. It is an active and continuous process that can end with a result, but could provided future learning. Collaboration is a cooperative effort.
Sunday, July 3, 2011
Response List
I responded to Mike K. http://edtheory7105.blogspot.com/2011/06/which-learning-theory.html?showComment=1309736385730#c3773450227921320657
I responded to Sabrina McDow when I figure out this step I will add the link. Thank you.
I responded to Sabrina McDow when I figure out this step I will add the link. Thank you.
Tuesday, June 28, 2011
Blog 2: Cognitivism as a Learning Theory
The categorization of -isms provide the educators with structure. The ability to organize chunks of teaching ideas or concepts into learning sequences that can be scaffolded to meet the needs of the learner. The use or picking of the best qualities of each -ism provides flexibility or momentum of a course begin taught. However, simply picking the fruit without identifying the needs or goals may bring unripened bussels.
Kapp's discussion commented on possible learning components that apply to behaviorism and cognitvism. A ladder approach with behaviorism identified with "lower level learning." The use of behaviorism might aid if forming the core knowledge that is needed to grow branches of learning from the fruits of all the -isms.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Kapp's discussion commented on possible learning components that apply to behaviorism and cognitvism. A ladder approach with behaviorism identified with "lower level learning." The use of behaviorism might aid if forming the core knowledge that is needed to grow branches of learning from the fruits of all the -isms.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Wednesday, June 15, 2011
Blog1: Metaphor Critique
Micah,
Please excuse my many mistakes in this post. It is a work in process. I agree with the classmates that curator is a great term and one I never associated with teacher until reading the Siemen's description. I think a "mixed-metaphor" approach is beneficial. However, there needs to be an awareness. Flipping and flopping around without your own plan or guidelines can lead to chaos and confusion. Nevetheless, flexibility allows growth.
Blog Assignment 1: Critique Siemen's "metaphors of educators"
The metaphor’s that Siemen’s used to describe the digital educator were creative. It has been several years, but the terms used during my tenure were teacher, facilitator, guider, and teacher as coach. These terms still hold relevant focus points between learner and facilitator; however, terms like curator and master artist conjure up new relationships between participants in new settings.
Beginning with the words, the titles, used to label the metaphors master artists was one that seemed the most out of place for the digital instructor. However, after reading Siemen’s description and the dictionary definition of master this role of digital teacher can aid in group learning, learning that is student directed, and multi-directional communication. Conversely, it could be viewed as a subjective interpretation of student work that is teacher directed.
The master of Tae Kwon Do aids in acquisition of a particular skill. It is the teaching that is the progression of that form of martial arts. The master has the expertise; however, the master artist observes the students as they create and their creations. The student has the ability to form their own style, become more 'advanced' than the master, or maintain a level of skill. The master identifies innovative approaches and encourages sharing of technique and style. This introduces more to the class innovations that even the master may not have been aware or even recognized as pertinent to a particular class. If implemented in a sharing, and not dictatorial, method can encapsulate the idea of group collaboration, the learning from each other. Members of the class can post their assignments or findings on their wiki or blog, aggregates keep the streaming available, and posts by the digital professor can draw identifications to certain submissions, which might provoke further thought. The master has directed the group in a learning process. It seems important that follow up and discussion should be involved in this process. The information could get lost in space so follow through aids in keeping the group directed.
The process of follow through could be part of the network administrator role. This term, administrator, conjures up pictures of a secretary. Yet this role aids in the chaos and confuse that can become overwhelming with digital learning. This role could possibly be watched through another person with in the educational hierarchy. There are increasingly more learning blogs and wikis that can be joined to form communities. However, this maze of information could be narrowed by setting up some of the communities within university systems. Conversely finding and identifying with networks could be a self-directed beneficial part of the student experience.
Concierge. The role of concierge uses the term guider in the definition. This role guides the learner to resources that are most pertinent to a concept of the classroom.
Curator. This term was the most alluring by definition. This presents the teacher as also part of the lifelong learning process. The curator is master learner or “expert learner.” (p. 17). This role seems to correlate the role of master artist, but opens an area of free flow learning to all students in the environment of the classroom or digital forum.
This initial blog will have to be a work in progress. We had to address a very important event in our world. Thank you. To return with Curator and Concierge.
Siemens, G. (2006). Knowing knowledge. Retrieved from http://www.lulu.com.
Siemens, G. (2008.January27). Learning and knowing in networks. Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf.
Jdictionary.mobile.com. Advanced English Dictionary.
Blog: Critiquing the Metaphors of Educators. (2010). Mikedillion1977.wordpress. (This needs to be addressed in APA style.
Tuesday, May 17, 2011
Monday, May 16, 2011
ReferencesForest.
Good Morning. Week 11. Wow.
I will try and embed this so it is directly on the blog. However, as I tried I could not get it embedded with the wording on the bottom for ADA guidelines. Please proceed to link.
http://www.screencast.com/t/WRI5n37E9g
Day 2: Self Critque.
I tried, again, to have the video directly embedded, but oddly I loose the wording at the bottom of the screen. That is one of many concerns about the video. It was a fun and chanllenging project. Sound had to be added later. I ended up using a livescribe pen. Others methods did not work with the age of the laptop. The amount of information that is available and the time of the video produced a balance of what could be presented while still using introductions. However, there is a pause. It was very frustrating to add sound in the correct spaces.
I will try and embed this so it is directly on the blog. However, as I tried I could not get it embedded with the wording on the bottom for ADA guidelines. Please proceed to link.
http://www.screencast.com/t/WRI5n37E9g
Day 2: Self Critque.
I tried, again, to have the video directly embedded, but oddly I loose the wording at the bottom of the screen. That is one of many concerns about the video. It was a fun and chanllenging project. Sound had to be added later. I ended up using a livescribe pen. Others methods did not work with the age of the laptop. The amount of information that is available and the time of the video produced a balance of what could be presented while still using introductions. However, there is a pause. It was very frustrating to add sound in the correct spaces.
Tuesday, May 10, 2011
Technology and Media for Distance Educaiton
It was more difficult to separate the items on the dynamic side of the map. They begin to over lap because communcation places and content places can be the same resource.
Thank you
Where do I stand on the continuum? I would like to think I am moving towards the dynamic. It is fascinating to try these new methods on communication, but it takes me several tries and time. Time is that element that alludes me many days. Thus, I may not get the opportunity to try several times. It is like spicy nodes. I really liked seeing it, but I need more time to use it.
So I probably take steps back and forth along the continuum.
Monday, May 9, 2011
Technology and Media for Distance Education
This is a little late and not complete. I will be back with a completed version. My family surprised me yesterday, which took my usual time for the assignements. It was big fun.
Self Critique. This was more difficult than the previous assignment. It did not fit. I also struggled with content, because it seems to over lap with collaboration. I will fill in the spaces. I did try Margarets Spicynodes, but got a little confused. That needs more time to learn.
Thank you.
Sunday, May 1, 2011
Engaging Learners Graphic Organizer 2
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies For Enhancing Student Interactivity In An Online Environment. College Teaching, 54(1), 190−193.
Siemens, G. (2007). George Siemens - Curatorial teaching.”Retrieved on April 21, 2011, from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/.
Saturday, April 30, 2011
Graphic Organizer Engaging Learners.
http://www.slideshare.net/WaldenForest/engaging-learners-graphic-organizer
It has been frustrating and fun learning the devices of technology while learning to participate in distance or online learning. The link is the only way, at this time, I can post the organizer to the blog. One of the elements that has been the greatest adjustment to me is the difference in presnece from f2f to distance education. There are so many interesting parts of online learning; however, not growing up in the texting as socializing genre the idea of presence not being physical is an adjustment. Presence is the center foundation to the graphic organizer. The types of presence are intregal parts of the whole.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies For Enhancing Student Interactivity In An Online Environment. College Teaching, 54(1), 190−193.
Siemens, G. (2007). George Siemens - Curatorial teaching.”Retrieved on April 21, 2011, from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/.
It has been frustrating and fun learning the devices of technology while learning to participate in distance or online learning. The link is the only way, at this time, I can post the organizer to the blog. One of the elements that has been the greatest adjustment to me is the difference in presnece from f2f to distance education. There are so many interesting parts of online learning; however, not growing up in the texting as socializing genre the idea of presence not being physical is an adjustment. Presence is the center foundation to the graphic organizer. The types of presence are intregal parts of the whole.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies For Enhancing Student Interactivity In An Online Environment. College Teaching, 54(1), 190−193.
Siemens, G. (2007). George Siemens - Curatorial teaching.”Retrieved on April 21, 2011, from http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/.
Tuesday, April 12, 2011
Engaging Learners Pre Assignment Post
The reading for module 4 brought up many issues that kept popping up as I was adjusting to online learning. I often wonder how the facilitators/professors keep every 'thing' organized. It is difficult, or a bit chaotic, keeping up with a couple classes that require the many online places you have to visit to participate. It is interesting, insightful, and exasperating.
It is about organizing the laptop or tablet with dividers and sections similar to the notebooks we carried around for f2f classes. It involves the ability to make those organization categories applicable to easy use and access. It also has to remain fluid so changes can be made. I can't see the graphic organizer as organzied but as a fluid and connected outline of details.
These are early thoughts not the complete Module 4 assignment.
It is about organizing the laptop or tablet with dividers and sections similar to the notebooks we carried around for f2f classes. It involves the ability to make those organization categories applicable to easy use and access. It also has to remain fluid so changes can be made. I can't see the graphic organizer as organzied but as a fluid and connected outline of details.
These are early thoughts not the complete Module 4 assignment.
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