The online environment has made a difference in the way I learn and think. I am connected to a wealth of information and experts. Responses are fast and the library offers answers to any question. The learning theories I find most fitting in the online learning environment are Vygotsky’s Zone of Proximal Development (ZPD) and connectivism. The connection to fellow students and to experts in the online learning environment is in line with Vygotsky’s ZPD. Vygotsky believed working with experts and learning from each other fosters positive experiences and increased learning (McClare & Winsler, 2005). According to Kopp and Hill (2008) connectivism builds upon older theories. Learning communities such as the online classroom are the nodes used for sharing information. The sharing and locating of information in which students engage is an excellent example of connectivism. My philosophy of learning has evolved since my first experience in the classroom of listening to lectures, taking notes, and memorizing for exams. I am not connected and engaged with the ability to explore topics with a nudge from an expert or a new way of thinking from a classmate. References Kop, R., & Hill, A. (2008). Connectivism: Learning Theory of the Future or Vestige of the Past?. International Review Of Research In Open And Distance Learning, 9(3), 1-13.

Motivational Instruction and New Technolgies

I accepted a position at the rank of Assistant Professor in a large, state university. During the interview, I was given a tour of the facilities. I was impressed with the level of technology in the classrooms. Multiple flat screens, digital overhead document presenters, cameras in several locations with the ability to track the lecturer as they moved about the room, and the ability to allow a lecture to be recorded and connected to Blackboard within minutes of a course ending, and jacks in front of each student chair. Being a highly technical person, I thought “this is the place for me!”. I packed up the family and away we went. I was assigned to work with a faculty member as an orientation to some of the courses. I eagerly awaited the use of all the technology. When the scantrons came out and a plain PowerPoint led the way, I asked why she didn’t use the camera or the available technology. She was disdainful and said if we do that students won’t come to class. I tried to explain how technology may be used to enhance a course and that a video lecture is a great option in inclement weather. This is a very snowy place with icy roads. I realized my burst of laughter at the sight of the paper exams and scantrons might not help my cause. I thought this might be a case of a lack of understanding related to technology so thought I’d try and show the person. This was met with stony silence and I found my fellow faculty becoming distant. I eventually resigned. The outcome might have been better had I used Keller’s Attention Relevance Confidence and Satisfaction (ARCS) model (as cited in Driscoll, 2005). By remaining quiet and waiting, I could have gained the attention of faculty by using the technology in my own courses or by making a presentation using the technology in the monthly faculty meeting. This would demonstrate the relevance of the tools and given other faculty the confidence to use it with satisfactory results. Changing the way people think and adding to knowledge takes time and patience. Using the ARCS model gives us a systematic tool to help learners move forward. References Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.

Connectivism & Mind Maps

The representation of my learning network is an example of the many resources available through technology. I am able to connect quickly with mentors from years ago. Data is available through a vast array of sources. When looking for answers regarding patient treatment, new technology, professional updates, or education a simple search of the electronic library or professional networks returns a vast quantity of information.

The digital tools which are most helpful to me are through the use of electronic libraries. These are available where I work and where I attend classes. To look for the most up to date patient treatments, I use UpToDate and ePocrates. To find new ways to teach, I use search engines and peer reviewed journal articles. The new world of technology has created a connected environment with nearly limitless boundaries.

Rheingold (2008) shares an interesting perspective about the evolution of our society to a shared and collaborative environment. The rapid revolution is largely due to the equally rapid advancement of technology. Information is available easily and we are able to share experiences and knowledge through blogs, email, web sites, and many others.

Research by the theorists Piaget and Vygotsky indicated a social component in learning enhances the student outcomes and experiences. Szewkis, Nussbaum, Rosen, Abalos, Denardin, Caballero, and Alcoholado (2011) conducted research to examine ways to use technology in the classroom as a means to enhance collaboration. Using a main computer and devices for students to manipulate the software to solve problems, the study found the students were able to work together and collaborate positively using the technology. The study used silent collaboration as a means to complete the exercises and found this to be an effective method.

References

Rheingold, H. (2008). The new power of collaboration. Retrieved from http://www.ted.com/talks/howard_rheingold_on_collaboration.html

Szewkis, E., Nussbaum, M., Rosen, T., Abalos, J., Denardin, F., Caballero, D., & ... Alcoholado, C. (2011). Collaboration within large groups in the classroom. International Journal Of Computer-Supported Collaborative Learning, 6(4), 561-575. doi:10.1007/s11412-011-9123-y

Cognitivism as a Learning Theory

The discussion regarding cognitivism versus behaviorism is interesting in light of the possibilities offered through technology. Kapp (2007) responds to Kerr (2007) with the suggestion that both theories may provide helpful concepts for providing experiences to students. The many theories available for use by educators are similar to the many different ways students learn. Students come from varied backgrounds, cultures, countries, and have different learning styles. Technology has arrived to give educators a tool to meet everyone’s need.

            Imagine a classroom designed to deliver content specific to the student. A course may be designed with a variety of choices. It is possible to offer video for visual learners, group experiences, field work, and creative choices. By determining the learning style of a student, it is possible to customize delivery. Learning can be an enjoyable experience for all students, not just those who fit the common mold.

            The varied opinions regarding theory are an indication of the variety of choices available. Delivery systems have a wealth of tools. It is time for educators to catch up with the technology and find new ways to use the theory to fit the student, not ways to make the student fit the theory.

Blogs Referenced:

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/

Module 1-Learning Syles & Theory

Students have varied learning styles. Driscoll (2005) discusses the assumption that learning is impacted by student characteristics.  Students learn best when the content is designed to meet their learning style.  Characteristics such as motivation do play a role in student success but motivation can be impacted when content is not matched to style, leading to frustration.   

The learning styles of both students and faculty play a role in teaching and learning. Crawford, Alhreish, and Popovich (2012) conducted a study of student and faculty learning styles. The results found a wide range of learning styles. Faculty members should consider this when designing curriculum to meet the needs of students who might have very different learning styles from their own.

According to Driscoll (2005), theories are sets of laws and principles to guide a process. A learning theory guides the educational process. Questions are answered through research which leads to a revision of our theory.  We have an opportunity to use technology to disseminate information in a variety of ways to meet the needs of a wider range of students.   

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.

Crawford, S. Y., Alhreish, S. K., & Popovich, N. G. (2012). Comparison of Learning Styles of Pharmacy Students and Faculty Members. American Journal Of Pharmaceutical Education, 76(10), 1-6.