Wednesday, November 24, 2010
Tuesday, November 16, 2010
Summary and Reflection of Module 4 - Emerging Theories
Schema
Schema in the brain are where knowledge is “filed away” inside of our brain. The file cabinate essentially opens when our prior knowledge is “opened” or activated by a teacher. Learning is more meaningful if teaching involves the “opening” of student file cabinets….or activating prior knowledge. This might be something simply as introducing the topic you are about to discuss as outlined in the video below, although a little funnier and memorable than simply stating what schemas are. It is interesting because since I was in EDTECH 503 and learned about the 9 (or 15) events of instruction, I have since ALWAYS provided a preview of what knowledge I will impart before I impart that knowledge.
Connectivism
The video discusses the issues with existing implementation of learning theories that are embedded within our educational institutions. "Learning and knowledge creation is a function of a network." George Siemens says our challenge is prepare learners to function in a network of knowledge that is within the world. In other words, learners need to know how to gain knowledge when it is needed by connecting with experts that are out there in the field as opposed to absorbing knowledge that is transmitted in classrooms in a behaviorist or constructivist manner. Teachers need to create something that is more meaningful for students in terms of learning. Rather than trying to impart knowledge, we need to prepare students how to seek knowledge because today's workplace essentially requires this as a skill of the workforce.
Siemens is a big proponent of connectivism, and I honestly understand where he is coming from. I typically have to learn new concepts, procedures, and facts within a relatively short amount of time in my job. I network with listservs, bloggers, and those giving web conferneces on a regular basis so I can obtain knowledge I need to do my job, and do it well. Without expert networks, the Internet, and the vast majority of experts in the field, this would not be possible, at least not with ease. Organizing who is who in terms of "knowing" is becoming harder and harder. Today's learners should be prepared to discover their interests in life early on and connect with these experts within the classroom environment.
Reconceptualizing how Theories are Built
Theory Building and Educational Technology: Foundations for Reconceptualization. by Koetting, J. Randall and Januszewski, Alan
We read this article this week. The concept of the way theories are developed is something of contention for “empirical-only” types of theories that are built. Relooking at how one can develop a theory is necessary or it limits our ability to study new theories.
Interesting philosophical debate with the AECT Definition of Educational Technology published in 1971. At this point, I haven’t had any personal conflicts with building of theories, not have I had any discourse with faculty in my line of work from which I can reflect upon with this article.
Connectivism
George Siemens makes a good case for a new learning theory that is more modern and applicable to today's school environments. "The way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education." This bold statement made in Connectivism: Learning Theory of the future or vestige of the past? is more than intriguing and relevant for today's 21st Century Learner. With our landscape and the way we consume changing as each yeawr progresses, it is more than important for learners to become connected to others in meaningful ways. Videoconfernecing, blogs, and other emerging technologies provide solid vehicles for new connections to form. In my own job, I get professional development (which is available to all faculty within California Community College System) through a web conferencing tool and by watching previously recorded trainings. I do this because I've connected with others using a number of technologies. Because of it, I have been able to extend my knowledge when I need to in order to meet the demands of my job and of school. If teachers today fail to make Siemen's concepts relevant, I worry about what will happen to our future generations in terms of functioning within a new world of information.
Schema in the brain are where knowledge is “filed away” inside of our brain. The file cabinate essentially opens when our prior knowledge is “opened” or activated by a teacher. Learning is more meaningful if teaching involves the “opening” of student file cabinets….or activating prior knowledge. This might be something simply as introducing the topic you are about to discuss as outlined in the video below, although a little funnier and memorable than simply stating what schemas are. It is interesting because since I was in EDTECH 503 and learned about the 9 (or 15) events of instruction, I have since ALWAYS provided a preview of what knowledge I will impart before I impart that knowledge.
Connectivism
The video discusses the issues with existing implementation of learning theories that are embedded within our educational institutions. "Learning and knowledge creation is a function of a network." George Siemens says our challenge is prepare learners to function in a network of knowledge that is within the world. In other words, learners need to know how to gain knowledge when it is needed by connecting with experts that are out there in the field as opposed to absorbing knowledge that is transmitted in classrooms in a behaviorist or constructivist manner. Teachers need to create something that is more meaningful for students in terms of learning. Rather than trying to impart knowledge, we need to prepare students how to seek knowledge because today's workplace essentially requires this as a skill of the workforce.
Siemens is a big proponent of connectivism, and I honestly understand where he is coming from. I typically have to learn new concepts, procedures, and facts within a relatively short amount of time in my job. I network with listservs, bloggers, and those giving web conferneces on a regular basis so I can obtain knowledge I need to do my job, and do it well. Without expert networks, the Internet, and the vast majority of experts in the field, this would not be possible, at least not with ease. Organizing who is who in terms of "knowing" is becoming harder and harder. Today's learners should be prepared to discover their interests in life early on and connect with these experts within the classroom environment.
Reconceptualizing how Theories are Built
Theory Building and Educational Technology: Foundations for Reconceptualization. by Koetting, J. Randall and Januszewski, Alan
We read this article this week. The concept of the way theories are developed is something of contention for “empirical-only” types of theories that are built. Relooking at how one can develop a theory is necessary or it limits our ability to study new theories.
Interesting philosophical debate with the AECT Definition of Educational Technology published in 1971. At this point, I haven’t had any personal conflicts with building of theories, not have I had any discourse with faculty in my line of work from which I can reflect upon with this article.
Connectivism
George Siemens makes a good case for a new learning theory that is more modern and applicable to today's school environments. "The way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education." This bold statement made in Connectivism: Learning Theory of the future or vestige of the past? is more than intriguing and relevant for today's 21st Century Learner. With our landscape and the way we consume changing as each yeawr progresses, it is more than important for learners to become connected to others in meaningful ways. Videoconfernecing, blogs, and other emerging technologies provide solid vehicles for new connections to form. In my own job, I get professional development (which is available to all faculty within California Community College System) through a web conferencing tool and by watching previously recorded trainings. I do this because I've connected with others using a number of technologies. Because of it, I have been able to extend my knowledge when I need to in order to meet the demands of my job and of school. If teachers today fail to make Siemen's concepts relevant, I worry about what will happen to our future generations in terms of functioning within a new world of information.
Tuesday, November 2, 2010
Connectivism
I do believe connectivism has some merits as a component of existing learning theories. To suggest that the network IS the learning is a bit of a stretch for me. I commonly use Google, listservs (Blackboard has a good one), knowledgebase databases, and many websites to search for knowledge I need in order to help someone else. It's a regular part of my job. To ask some that I help in my daily work to do this on their own is a stretch. In other words, I think that learning with connectivism could highly depend upon the skill set of the learner interacting with the network and even the structure of the network itself. A person that is interacting with the network for the first time may spend extraneous cognitive processes on that learning as opposed to getting the information they need. If this is too cumbersome, then no learning will take place. In addition, someone wanting to build upon existing knowledge, essentially constructing new knowledge would be doing so in a relationship with the network, not necessarily the two being the same entities (ie, the network and the learning that takes place as a result of the network).
So, it is an emerging and very interesting theory. It recognizes that learners will still use networks to construct or further their existing knowledge, but also recognizes the common use of knowledge networks in today's world. For me, it is very applicable because I tend to access multiple networks of knowledge and various communities of knowledge to get answers to things I absolutely have to know in order to do my job. Without the network, I would be essentially unable to perform my job duties in a productive manner. So, for me, the network is a means to an end and learning is a function of the end.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distance Learning, 9(3). Retrieved November 2, 2010, from http://www.irrodl.org/index.ph...w/523/1137
So, it is an emerging and very interesting theory. It recognizes that learners will still use networks to construct or further their existing knowledge, but also recognizes the common use of knowledge networks in today's world. For me, it is very applicable because I tend to access multiple networks of knowledge and various communities of knowledge to get answers to things I absolutely have to know in order to do my job. Without the network, I would be essentially unable to perform my job duties in a productive manner. So, for me, the network is a means to an end and learning is a function of the end.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distance Learning, 9(3). Retrieved November 2, 2010, from http://www.irrodl.org/index.ph...w/523/1137
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