JOURNAL
At the beginning of this course I felt overwhelmed and lost. However, as I constructed new information from the class with past and existing knowledge I was able to gain new knowledge and plan activities in different learning theories, and develop plans for a real life project (see below).
Applying a constructionist theory program using online collaborative learning (OCL) pedagogy to a traditional face-to-face college preparatory school to enhance its enrollment and longevity is the goal of this organization. This program will begin as a blended approach, offering supports based on best practice for learners pending on their megacognitive skills, (Moisey, & Hughes, 2008) and training for faculty with a focus on faculty development and pedagogical transformation, (Otte, & Benke, 2006).
Most learners will have little to no online learning experience; however, they will have extensive experience playing games online on their personal communication devices. Therefore, initial coursework will use research supported online educational games to create an immersive learning environment. The OCL approach is used to encourage learners to take control of their learning, (Harasim, 2011).
There will be challenges to the use of educational games in the traditional environment in which this program will operate; however, a strong presentation of supportive research as well as a demonstration of the effectiveness of the games should provide evidence of how effective these educational games can be with the learners in the program. If needed, a committed timeframe can be used to produce positive results or a discussion for change can occur. This program will be productive only with a 100% commitment buy-in of the faculty and administration. And this constructive OCL program will endure through future advances in technology.
It appears online teaching and learning will continue to expand with advances in technology. These educational tools enhance learning—not lead it. Advances in technology may lead us into certain periodic eras, but it should and does not determine how we learn. The learning process informs theories of learning that emerge and build on one another to solidify learning during these technologically advancing eras—Web 2, Semantic Web, Web 3, and so on. Throughout it all, higher-level teaching and learning remains a product of human processing, not technology.
Harasim, L. (2012). Learning theory and online technologies. New Your, NY: Routledge.
Moisey, S. & Hughes, J. (2008). Supporting the online learner. The Theory and Practice
of Online Learning. Retrieved from:
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Otte, G. & Benke, M. (2006). Online learning: New models for leadership and
organization in higher education. Journal of Asynchronous Learning Networks. Retrieved from:
http://www.sloan-c.org/publications/jaln/v10n2/pdf/v10n2_2otte.pdf
Applying a constructionist theory program using online collaborative learning (OCL) pedagogy to a traditional face-to-face college preparatory school to enhance its enrollment and longevity is the goal of this organization. This program will begin as a blended approach, offering supports based on best practice for learners pending on their megacognitive skills, (Moisey, & Hughes, 2008) and training for faculty with a focus on faculty development and pedagogical transformation, (Otte, & Benke, 2006).
Most learners will have little to no online learning experience; however, they will have extensive experience playing games online on their personal communication devices. Therefore, initial coursework will use research supported online educational games to create an immersive learning environment. The OCL approach is used to encourage learners to take control of their learning, (Harasim, 2011).
There will be challenges to the use of educational games in the traditional environment in which this program will operate; however, a strong presentation of supportive research as well as a demonstration of the effectiveness of the games should provide evidence of how effective these educational games can be with the learners in the program. If needed, a committed timeframe can be used to produce positive results or a discussion for change can occur. This program will be productive only with a 100% commitment buy-in of the faculty and administration. And this constructive OCL program will endure through future advances in technology.
It appears online teaching and learning will continue to expand with advances in technology. These educational tools enhance learning—not lead it. Advances in technology may lead us into certain periodic eras, but it should and does not determine how we learn. The learning process informs theories of learning that emerge and build on one another to solidify learning during these technologically advancing eras—Web 2, Semantic Web, Web 3, and so on. Throughout it all, higher-level teaching and learning remains a product of human processing, not technology.
Harasim, L. (2012). Learning theory and online technologies. New Your, NY: Routledge.
Moisey, S. & Hughes, J. (2008). Supporting the online learner. The Theory and Practice
of Online Learning. Retrieved from:
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Otte, G. & Benke, M. (2006). Online learning: New models for leadership and
organization in higher education. Journal of Asynchronous Learning Networks. Retrieved from:
http://www.sloan-c.org/publications/jaln/v10n2/pdf/v10n2_2otte.pdf
Module 5
The following scenario is a real life goal of mine.
Applying a constructionist theory program using online collaborative learning (OCL) pedagogy to a traditional face-to-face college preparatory school to enhance its enrollment and longevity is the goal of this organization. This program will begin as a blended approach, offering supports to learners based on their megacognitive skills, (Moisey, & Hughes, 2008) and training for faculty with a focus on faculty development and pedagogical transformation, (Otte, & Benke, 2006).
Most learners will have little to no online learning experience; however, they will have extensive experience playing games online on their personal communication devices. Therefore, initial coursework will use research supported online educational games to create an immersive learning environment. The OCL approach is used to encourage learners to take control of their learning, (Harasim, 2011).
There will be challenges to the use of educational games in the traditional environment in which this program will operate; however, a strong presentation of supportive research as well as a demonstration of the effectiveness of the games should provide evidence of how effective these educational games can be with the learners in the program. If needed, a committed timeframe can be used to produce positive results or a discussion for change can occur. This program will be productive only with a 100% committed by in of the faculty and administration.
Harasim, L. (2012). Learning theory and online technologies. New Your, NY: Routledge.
Moisey, S. & Hughes, J. (2008). Supporting the online learner. The Theory and Practice
of Online Learning. Retrieved from:
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Otte, G. & Benke, M. (2006). Online learning: New models for leadership and
organization in higher education. Journal of Asynchronous Learning Networks. Retrieved from:
http://www.sloan-c.org/publications/jaln/v10n2/pdf/v10n2_2otte.pdf
The following scenario is a real life goal of mine.
Applying a constructionist theory program using online collaborative learning (OCL) pedagogy to a traditional face-to-face college preparatory school to enhance its enrollment and longevity is the goal of this organization. This program will begin as a blended approach, offering supports to learners based on their megacognitive skills, (Moisey, & Hughes, 2008) and training for faculty with a focus on faculty development and pedagogical transformation, (Otte, & Benke, 2006).
Most learners will have little to no online learning experience; however, they will have extensive experience playing games online on their personal communication devices. Therefore, initial coursework will use research supported online educational games to create an immersive learning environment. The OCL approach is used to encourage learners to take control of their learning, (Harasim, 2011).
There will be challenges to the use of educational games in the traditional environment in which this program will operate; however, a strong presentation of supportive research as well as a demonstration of the effectiveness of the games should provide evidence of how effective these educational games can be with the learners in the program. If needed, a committed timeframe can be used to produce positive results or a discussion for change can occur. This program will be productive only with a 100% committed by in of the faculty and administration.
Harasim, L. (2012). Learning theory and online technologies. New Your, NY: Routledge.
Moisey, S. & Hughes, J. (2008). Supporting the online learner. The Theory and Practice
of Online Learning. Retrieved from:
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Otte, G. & Benke, M. (2006). Online learning: New models for leadership and
organization in higher education. Journal of Asynchronous Learning Networks. Retrieved from:
http://www.sloan-c.org/publications/jaln/v10n2/pdf/v10n2_2otte.pdf
Module 4
Connectivism is….Connectivism still confounds me, we all connect with information; however, connecting, in and of itself, does not appear to equate knowledge. Seimen (2012) indicated the need to supply direction for learners to connect/networks with in his MOOCs that are informed by connectivism; “We ask learners, however, to go beyond the declarations of knowledge and to reflect on how different contexts impact the structure (even relevance) of that knowledge,” (p 2). It appears this is the same as stimulating (behaviorism) learners to process information (the cognitivist approach), and scaffold/construct information (constructivism) to obtain knowledge, that can be shared in network, i.e., connect with others that may result in new knowledge. This is the learning process—connectivism appears to be a part of it.
Communities of Practice
Harasim (2012) describes communities as people in a local area, common ownership, interest, goals, living in residential districts interdependently. All of that does apply to a sense of community; and yes, social networks do offer a sense of community, particularly those with pictures, video and audio conferencing, and the like. However, if that personal, face-to-face connection is not made and/or maintained to some degree, it seems that that sense of community can fade. Communities of practice, be they online or not, appear to have longevity if they provide that personal touch as well as the other items described by Harasim, (2012).
MOOCs
MOOCs are open online courses that have a very large enrollment. MOOCs are driven by connectivisim (cMOOC), as view by Siemen (2012), or they are driven by traditional behaviorist views, xMOOCs, (Clarà, & Barberà, 2013). The difference, Siemen (2012) posits, is how knowledge is disseminated—in xMOOCs, knowledge is transferred, lead by instructors; as opposed cMOOCs, where knowledge is transformed, learners create knowledge and share it in networks. This approach is slated to be the wave of the digitized future. However, one must realize that the traditional learning theories have survived and serve as a base to all relevant learning theories.
Clarà, M., & Barberà, E. (2013). Learning online: massive open online courses
(MOOCs), connectivism, and cultural psychology.Distance Education, 34(1), 129-136. doi:10.1080/01587919.2013.770428
Harasim, L. (2012). Learning theory and online technologies. New Your, NY: Routledge.
Siemen, G. (2012). What is the theory that underpins our moocs? Retrieved from:
http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Connectivism is….Connectivism still confounds me, we all connect with information; however, connecting, in and of itself, does not appear to equate knowledge. Seimen (2012) indicated the need to supply direction for learners to connect/networks with in his MOOCs that are informed by connectivism; “We ask learners, however, to go beyond the declarations of knowledge and to reflect on how different contexts impact the structure (even relevance) of that knowledge,” (p 2). It appears this is the same as stimulating (behaviorism) learners to process information (the cognitivist approach), and scaffold/construct information (constructivism) to obtain knowledge, that can be shared in network, i.e., connect with others that may result in new knowledge. This is the learning process—connectivism appears to be a part of it.
Communities of Practice
Harasim (2012) describes communities as people in a local area, common ownership, interest, goals, living in residential districts interdependently. All of that does apply to a sense of community; and yes, social networks do offer a sense of community, particularly those with pictures, video and audio conferencing, and the like. However, if that personal, face-to-face connection is not made and/or maintained to some degree, it seems that that sense of community can fade. Communities of practice, be they online or not, appear to have longevity if they provide that personal touch as well as the other items described by Harasim, (2012).
MOOCs
MOOCs are open online courses that have a very large enrollment. MOOCs are driven by connectivisim (cMOOC), as view by Siemen (2012), or they are driven by traditional behaviorist views, xMOOCs, (Clarà, & Barberà, 2013). The difference, Siemen (2012) posits, is how knowledge is disseminated—in xMOOCs, knowledge is transferred, lead by instructors; as opposed cMOOCs, where knowledge is transformed, learners create knowledge and share it in networks. This approach is slated to be the wave of the digitized future. However, one must realize that the traditional learning theories have survived and serve as a base to all relevant learning theories.
Clarà, M., & Barberà, E. (2013). Learning online: massive open online courses
(MOOCs), connectivism, and cultural psychology.Distance Education, 34(1), 129-136. doi:10.1080/01587919.2013.770428
Harasim, L. (2012). Learning theory and online technologies. New Your, NY: Routledge.
Siemen, G. (2012). What is the theory that underpins our moocs? Retrieved from:
http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/
Module 3
Constructivism appears to make sense; actively constructing/building knowledge from one’s real-life experiences and prior/existing knowledge; reflecting on it; then collaborating with others to stretch that knowledge (scaffolding), to obtain new knowledge, (Koohang, Riley, & Smith, 2009). In reality, we do collaborate with others to test what we learn to ensure it is accurate. As Siemen stated, we have the tendency to externalize out thoughts, and constructivism is a means of doing so (although he had another method in mind).
Online collaborative learning (OCL) offers a way to enhance collaboration between students, as well as students and teachers. However, there are some student collaboration is not appreciated. Research has shown that “very few students found communication with fellow students very important for their learning, (Holmberg, 2005, p 83). On the other hand, Holmberg (2005) posits students highly appreciate student teach interaction, (p 81). It appears philosophy and student needs will dictate the amount of collaboration that is warranted for the constructive learning theory.
References
Holmberg, B. (2005). The evolution, principles, and practices of distance education.
Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.box.com/shared/y97qyc7m0t
Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-Learning and
constructivism: From theory to application. Interdisciplinary Journal Of E-Learning & Learning Objects, 591-109.
Although constructivism appears to make sense, I was unable to make sense of it in our third assignment to produce an activity and rubric using this learning theory. Thought I had a good understanding of constructivism and OCL, but was unable to implement it very well. It may be due to my lack of collaboration with others to ensure my understanding and knowledge.
Constructivism appears to make sense; actively constructing/building knowledge from one’s real-life experiences and prior/existing knowledge; reflecting on it; then collaborating with others to stretch that knowledge (scaffolding), to obtain new knowledge, (Koohang, Riley, & Smith, 2009). In reality, we do collaborate with others to test what we learn to ensure it is accurate. As Siemen stated, we have the tendency to externalize out thoughts, and constructivism is a means of doing so (although he had another method in mind).
Online collaborative learning (OCL) offers a way to enhance collaboration between students, as well as students and teachers. However, there are some student collaboration is not appreciated. Research has shown that “very few students found communication with fellow students very important for their learning, (Holmberg, 2005, p 83). On the other hand, Holmberg (2005) posits students highly appreciate student teach interaction, (p 81). It appears philosophy and student needs will dictate the amount of collaboration that is warranted for the constructive learning theory.
References
Holmberg, B. (2005). The evolution, principles, and practices of distance education.
Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.box.com/shared/y97qyc7m0t
Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-Learning and
constructivism: From theory to application. Interdisciplinary Journal Of E-Learning & Learning Objects, 591-109.
Although constructivism appears to make sense, I was unable to make sense of it in our third assignment to produce an activity and rubric using this learning theory. Thought I had a good understanding of constructivism and OCL, but was unable to implement it very well. It may be due to my lack of collaboration with others to ensure my understanding and knowledge.
Module 2
It appears that behavioral learning theory, with its concept that the mind is blank and behavior dictates learning, provides a base for the cognitivist learning theory that the mind is not blank, it plays a vital role in learning. As Otto Peters states, behaviorism is the base of all learning theories.
Rubrics are assessment tools. They provide a rating scale to evaluate performance. The holistic rubric summarizes and assesses creativity; the analytical rubric measures each step of performance. As I read Harasim (2012) and Mertler (2001), it appeared to me that with its creative, flexible and summative nature, the holistic rubric, using qualitative (flexible and descriptive) labels, may fit the cognitivist learning theory—mental process, explained behavior. The analytic rubric, being more precise, focused, specific and formative, using quantitative labels (numeric), may fit the behaviorist learning theory—measurable characteristics. This is my own assessment of rubrics.
References
A post was written Professor Otto Peters found at
https://learn.umuc.edu/d2l/le/content/111451/viewContent/3919297/View
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical
Assessment, Research & Evaluation, 7(25),
*Personal note: It also appeared to me that I owe a classmate an apology; I was a bit harsh in my response to her. I have allowed personal issues slip into my educational performance.
It appears that behavioral learning theory, with its concept that the mind is blank and behavior dictates learning, provides a base for the cognitivist learning theory that the mind is not blank, it plays a vital role in learning. As Otto Peters states, behaviorism is the base of all learning theories.
Rubrics are assessment tools. They provide a rating scale to evaluate performance. The holistic rubric summarizes and assesses creativity; the analytical rubric measures each step of performance. As I read Harasim (2012) and Mertler (2001), it appeared to me that with its creative, flexible and summative nature, the holistic rubric, using qualitative (flexible and descriptive) labels, may fit the cognitivist learning theory—mental process, explained behavior. The analytic rubric, being more precise, focused, specific and formative, using quantitative labels (numeric), may fit the behaviorist learning theory—measurable characteristics. This is my own assessment of rubrics.
References
A post was written Professor Otto Peters found at
https://learn.umuc.edu/d2l/le/content/111451/viewContent/3919297/View
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical
Assessment, Research & Evaluation, 7(25),
*Personal note: It also appeared to me that I owe a classmate an apology; I was a bit harsh in my response to her. I have allowed personal issues slip into my educational performance.
Module 1
The Siemen video (YouTube at https://youtu.be/xTgWt4Uzr54) was very informative. The idea that knowledge is created externally, connecting to networks, verse internal, knowledge being created in our minds, is intriguing. My idea of distance education was simply education being presented online. The idea of philosophies, epistemologies, learning theories, and pedagogies that build foundation for distance education never entered my mind. I now understand their importance. Without the solid foundation there would be much more chaos in distance education, and education online would not be an effective learning process. And maybe obtaining knowledge through external networks will provide that solid foundation.
As a distance education professional, I hope to limit chaos with a solid foundation that allows learners the opportunity to obtain knowledge using the philosophies, epistemologies, learning theories, and pedagogies that best fits their needs. My question is, which one(s) will accomplish this goal? The answer may come as I experience learning and obtain knowledge through the learning theories presented and used in this course.
The Siemen video (YouTube at https://youtu.be/xTgWt4Uzr54) was very informative. The idea that knowledge is created externally, connecting to networks, verse internal, knowledge being created in our minds, is intriguing. My idea of distance education was simply education being presented online. The idea of philosophies, epistemologies, learning theories, and pedagogies that build foundation for distance education never entered my mind. I now understand their importance. Without the solid foundation there would be much more chaos in distance education, and education online would not be an effective learning process. And maybe obtaining knowledge through external networks will provide that solid foundation.
As a distance education professional, I hope to limit chaos with a solid foundation that allows learners the opportunity to obtain knowledge using the philosophies, epistemologies, learning theories, and pedagogies that best fits their needs. My question is, which one(s) will accomplish this goal? The answer may come as I experience learning and obtain knowledge through the learning theories presented and used in this course.