Reflection

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

It is clear that distance learning and digital education is an emerging trend in education, on its way to prominence (Cohen, 2012). Distance education will become a mainstream educational delivery method, evidenced by most colleges and universities already providing a majority of their educational offerings in web-based formats. There is clear value and advantage in incorporating new technologies in education. In the global brain-based economy of the 21st century, our workforce requires ever greater levels of education and constant learning. However, there are educators who maintain a cynical reaction to distance learning, and others are vehemently opposed to the technology involved. For instance, I had an online course with an instructor that strongly did not believe in distance learning technology for literature research, and my ideas for the project were constantly rejected. Nevertheless, there is a growing shift towards a “triple-helix”, in which universities, corporations and government agencies prominently use distance learning in their operations and training (Laureate Education, n.d.). Innovative use of technology can make acquisition of education and knowledge more available and flexible. This advancement is widely expected by experts to increase the amount of education available throughout the world. On social level, students will increasingly utilize distance learning as a means to building connections and friendships that valuable to a successful professional career.

Distance education also benefits corporations by allowing them to interact with different offices worldwide (Laureate Education, n.d.). Connecting with their global offices they are able to standardize training by offering online courses, archived instructional videos and access to learning management systems. Tools such as wikis and blogs are expected to continue to build successful learning experiences and projects for online education.  Web conferencing tools such as Elluminate and Skype are among the technologies that increase instructional delivery and access for distance learners across the globe. Furthermore, there are other important developments with use of technology devices such as iPads and smart phones. These communication tools are now be equipped with instructional applications to enable students, instructors, workers, and others to interact with each other over long distances.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

Online learning is viewed as a convenience because students stay at home and attend school, and set their own time and pace to complete their assignments. However, this can be quite perilous, because there is the risk of procrastination. This situation can cause students to become overwhelmed with assignments and projects that will be done hurriedly and submitted at the last minute. But with proper planning and discipline such problems can be avoided. Distance learners have the responsibility to review and work in accordance with the curriculum and assignment schedule that is posted online at the beginning of each semester. Another area of difficulty exists with some learners being turned off by the lack of face-to-face interaction with the instructor or other students. This is why interaction has to be an essential part of the distance education setting. It is important for me as an instructional designer to engage in communication such as phone conversations, e-mails, or synchronous chats or online meetings.  Each student has the opportunity to easily interact with other students to talk about what they are learning. It is also imperative for the student to be able to contact the teacher with questions, concerns, or general feedback. I would provide timely feedback on assignments, via chats, discussion posts, and e-mails. Students are likely to lose motivation if they feel isolated. Therefore, it would be required of me to develop and create these opportunities for collaborative learning which also helps to build intrinsic motivation.

How will you be a positive force for continuous improvement in the field of distance education?

During the analysis phase, I would ensure that I obtain critical data on characteristics of the target audience, such as learning needs, learning styles, and expectations of the instructional project. This would be accomplished by discussion board posts, chats, and surveys. Because online learning is largely self-directed, I would encourage learners to engage in decisions about their learning including the ability to communicate and collaborate with unfamiliar colleagues and peers (Morrison, Ross, Kalman, & Kemp, 2007). Instructors and instructional designers have to be able to provide proper organizational conditions to allow flexibility, time, and incentives to experiment with new instructional methods. Therefore, I would maintain allowances for several distance education delivery modes, such as blended, mobile, and video game-based simulation (Nash, 2005). Increased use of these tools is critical to the growth of distance education (Laureate Education, n.d.). By doing this, I am enabling multiple instructional and component materials in a manner that effectively conveys the information to learners (Morrison et al., 2007). Additionally, it not only enhances understanding of the particular subject, it also provides the motivation for learners to remain engaged in all aspects of the course.

Another very important factor of distance education that I would need to figure out is the use of technology to deliver instruction (Fendel, n.d.). In order to keep the distance learner motivated, it is important that the learner is comfortably using the technology required for the instruction. In my orientations, I would detail how the course will be conducted, as well as the various media that will be used, along with the platform or learning management system that should be used. My overall goal is to always evaluate how effective course development, instructional methodology and use of technology achieve successful learning outcomes. I would also maintain professional growth by taking advantage of related seminars, webinars and research of best practices in the instructional design field.

References:

Cohen, S. (2012). Distance Learning and the Future of Education. Retrieved December 20, 2012 from http://www.huffingtonpost.com/steven-cohen/distance-learning-and-the_b_1928535.html

Laureate Education, Inc. (Producer). (n.d.). The Future of Distance Education [Video webcast]. Retrieved December 20, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959715_1%26url%3D

 Fendel, B. (n.d.). Instructor Strategies for Motivating Students in Distance Education.
Retrieved November 19, 2012 from http://itec.sfsu.edu/wp/860wp/F06_860_fendel_motivating_students.pdf

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Smith Nash, S. (2005). Learning objects, learning object repositories, and learning
theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1. Retrieved December 17, 2012 from http://www.ijello.org/Volume1/v1p217-228Nash.pdf

Converting to a Distance Learning Format

Summary

The ADDIE model is a versatile instructional design model that the instructor can apply to this project. It employs a systematic, step-by-step framework to ensure that course conversion and development occurs in a structured manner (Kruse, n.d.). Analysis, the first phase in the process is where determination is made with regards to learner needs, knowledge and skills gap (Reigeluth & Donaldson, n.d.). The trainer has to consider and remember the user capabilities and needs early in the planning and implementation of the course (Simonson, Smaldino, Albright, & Zvacek, 2012).  Putting the course online provides students with the flexibility to access course material and complete assignments, without the time constraints of class attendance. The instructor can also benefit by having potentially greater contact with students who are not as typically communicative in face-to-face learning (Moller, Foshay, & Huett, 2008). Trainers in a distance environment will take on a role as facilitator. The facilitator role has many “hats”, such as instructor, social director, program manager, and technical assistant (Hootstein, 2002). Online learning has to be effectively presented to learners of every level to accommodate different types of learners while adequately addressing their learning needs, through public-based learning, or PBL (Durrington, Berryhill, & Swafford, 2006). One common way of communicating problem-based learning is through discussion boards, or threaded discussions.

Full Link:

http://www.scribd.com/doc/117515557/WK7AssgnMillerD

 References
 

 Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student

interactivity in an online environment. College Teaching, 54(1), 190–193.
Retrieved December 10, 2012 from
http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Hootstein, E. (2002). Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators.

Retrieved December 11, 2012 from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2002/Wearing-Four-Pairs-of-Shoes

Kruse, Kevin (n.d.). Introduction to Instructional Design and the ADDIE Model. Retrieved November 28, 2012 from http://www.transformativedesigns.com/id_systems.html

Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137–143.

Reigeluth, C. & Donaldson, A. (n.d.). Instructional design: A new paradigm. Retrieved

November 28, 2012 from http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning
at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
 

The Impact of Open Source

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

The open course site that I selected was from the Massachusetts Institue of Technology (MIT). On MIT, the course that I chose was called 6.00SC Introduction to Computer Science and Programming (MIT Open Courseware, 2011). This course appears to be carefully pre-planned, organized and designed. It contains the important elements of a prototypical and effective online distance learning course. Instructional material is organized in 3 units. Unit 1 has 9 sessions, Unit 2 has 10 sessions, and Unit 3 has 7 sessions. Quizzes are presented for completion in 90 minutes with open book. Accessibility is enhanced with links to the syllabus, software, references, units, and course materials that can be downloaded.

Does the course follow the recommendations for online instruction as listed in your course textbook?

This course follows several of the recommendations suggested in Chapter 5 (Simonson, Smaldino, Albright, & Zvacek, 2012). Three unit quizzes are offered, with the final covering all of the material, including lectures, recitations, and problem sets (MIT Open Courseware, 2011). There are self-assessment tools such as lecture questions with answers and unit quizzes with solutions. Also available are links to archived video lectures (which was fairly extensive), assignments, exams, recitiation videos and solutions. There is a course study group in which students can post questions related to the topics. Usually, there are immediate responses (75% of the questions asked are said to be answered in 5 minutes).

It is important to note that not all of the recommended learning strategies are followed in this course. For instance, the threaded discussions do not appear to be graded. Although the course is structured in units, it does not quite follow the Unit-Module-Unit guideline (Simonson, Smaldino, Albright, & Zvacek, 2012). Furthermore, unlike most distance learning courses, there is no requried course textbook. Much of the course reading is derived from online sources, along with additional optional references.

Did the course designer implement course activities that maximize active learning for the students?

I believe that this course provides many opportunities for students to engage in active learning. The course material that is offered helps students to actively participate in their own undertanding of the course (Simonson, et al., 2012). There is a set of lecture videos, along with supporting resources for each lecture, along with handouts, PDF slides, and code files (MIT Open Courseware, 2011). The course study groups involve freqent collaboration and interaction among the students. The recitation videos are developed by course teacher’s assistants (TA's), and they allow students to review content and problem solving techniques. In the homework problems, there are sample student solutions. According to the syllabus, the course is aimed at students with little or no prior programming, but the acquired experience should help them to understand computational approaches to problem solving.

References

MIT Open Courseware (2011). Introduction to Computer Science and Programming. Retrieved December 2, 2012 from http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-00sc-introduction-to-computer-science-and-programming-spring-2011/index.htm

MIT Open Courseware (2011). Syllabus. Retrieved December 2, 2012 from http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-00sc-introduction-to-computer-science-and-programming-spring-2011/Syllabus/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.

Selecting Distance Learning Technologies

As the instructional designer, I would first assist the teacher with researching museums with the technology for navigating online tours and other visitor interaction. Next I would suggest that the teacher select from blogs, wikis, or discussion boards to provide the students with meaningful and appealing learning experiences (Beldarrain, 2006).

Weblogs (or blogs) are a collection of writings that can serve as student portfolios that keep record of an individual’s progress, serve as excellent tools for the students’ critiques, in addition to evaluation of performance and reflection of course content (Simonson, Smaldino, Albright, & Zvacek, 2012). It is a good source of online collaborative learning (Beldarrain, 2006). Instructors use blogs to document the student’s personal and intellectual growth throughout the course. Some blogs are student-controlled while others are instructor-managed. For instance, a student can post a blog assignment stating their analysis on each piece of artwork, which one that student preferred, and their rationale for choosing it.

Discussion boards can be used by the teacher to post questions and discuss responses pertaining to the topic, along with readings, audio, and video clips. (Simonson et al., 2012). Discussions can be facilitated using online learning tools such as Blackboard and WebCT. Students would then have the ability to post comments and/or questions on the discussion board, and it serves as another good assessment tool of student performance and knowledge.

Wikis are useful tools for collaborative online writing assignments and group activities, in addition to building relationships among learners (Beldarrain, 2006). They can successfully promote collaboration among instructors, staff, and students. Students could create their own collaborative or individual wiki to share their opinions of the artwork.

References:

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Defining Distance Learning

The Attributes of Successful Distance Learners

From my experience and understanding, distance learning is an interactive, flexible, and accessible instructional delivery system. It incorporates a way of learning that delivers content online so that class members and instructors can interact with each other over the Internet. Distance learning also facilitates cooperative learning, collaborative projects, and interactivity within groups of students. It also provides the benefits of readily available multimedia online tools, such as audio, video, CDs, email, etc. Furthermore, these tools are facilitated on technologies such social networking sites, blogs, wikis, podcasts, and virtual communities (Wikipedia, 2012). Many of my previous projects required self-study, while others involved group collaboration to complete assignments. Therefore, I was able to apply the needed discipline, intellectual ability and perseverance to do the required research and analysis. This not only contributed to my academic success, but also to my personal growth.  Several of my projects involved Internet research and group collaboration. Additionally, my class projects that included group collaboration provided me with the opportunity to cooperate and interact with other learners as a team to complete assignments on time.

Distance learning can be adjusted to fit available personal time for students, which is a benefit. However, this flexibility can also be a weakness.  Because distance learning is largely self-directed and offers some flexibility, there is potential for procrastination and a lack of self-discipline, along with insufficient preparation for the course material (Morrison, Ross, Kalman, & Kemp,  2011). This is something that I have experienced on occasion when taking online classes. In fact, procrastination is a problem that I still fight against even today. I believe that some of this can be prevented if instructors and instructional designers provide proper organizational conditions to allow flexibility, time, and incentives to experiment with new instructional methods. However, it is ultimately up to the student to exercise discipline and determination when taking distance learning courses. Students have to address these courses with the same level or perhaps even more attention than on-site courses.

In this course, I was able to learn that distance learning also uses technology to provide two-way communication between teachers and students to facilitate the necessary educational process (Simonson, Smaldino, Albright, & Zvacek, 2011). Benefits for students include the availability of instructional resources such as books, audio, video, and graphic displays. Distance learning is also offered on media such as tablets, cell phones, and e-mail. Online learners are also afforded the ability to access course material and complete course assignments, without the time constraints of classroom attendance. Instructors can benefit by having potentially greater contact with students who are not as typically communicative in face-to-face learning (Moller, Foshay, & Huett, 2008). As an online student, I have experienced more productive and helpful interaction with my instructors than I received in some of my on site classes. There is also an enhanced sense of communication with fellow students.

Distance learning has to be effectively presented to learners of every level to accommodate different types of learners while adequately addressing their learning needs. Even though traditional institutions can benefit from using electronic delivery methods, the new ways of using technology have to be completely and efficiently employed and understood by educators. It is also important to ensure that the technology involved with course delivery not be difficult with regards to access and navigation for users. Adult learners typically deal with time constraints and various issues in their personal and working lives, and also have established learning patterns and opinions. They may not always be particularly receptive to this type of learning. Because distance learning is largely self-directed, IDs and instructors have to efficiently engage all learners in decisions about their learning, including the ability to communicate and collaborate with unfamiliar colleagues and peers.

Colleges and universities have increasingly employed technology for delivering instruction, and viewing distance learning as an efficient way of sustaining enrollment growth (Moller, et al., 2008). Distance education has become a mainstream educational delivery method, evidenced by most colleges and universities providing a majority of their educational offerings in web-based formats. They are using tools such as Wikis and blogs to build successful learning experiences and projects for online education.  Web conferencing tools such as Elluminate and Skype are further important technolgies, since they can enable students, instructors, workers, and others to communicate over long distances across the globe.

It is clear that the future of learning on every level, from grade school to universities and corporations, will increasingly employ distance learning technologies for delivering instruction.  My experience as a distance learner began during my undergraduate studies. Although most of my classes involved onsite attendance, I had the opportunity to take some online courses. For the distance learning courses, I utilized learning management systems such as Blackboard and Elluminate, where I communicated and interacted with instructors and students. In the virtual classes we were able to participate in real time discussions and listen to lectures. I found that online instruction is compatible with my learning style, and it produced successful results for me. Distance learning has become a popular choice in particular for people that are continuing professional education and/or mid-career degree programs. Therefore, I was able to relate to this since I chose the Instructional Design and Technology program at Walden University. I believe that completing this master’s degree will provide me with the professional knowledge, technical skills, and experience that I need to be successful in the field of instructional design. The program has also helped to motivate me to be an active part of the learning and development community by participating in discussions, researching new instructional methods and gaining knowledge about advancements in distance learning.

 

 DISTANCE LEARNING MINDMAP (CLICK TO ENLARGE)

 

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Wikipedia (2012). Web 2.0. Retrieved September 12, 2012 from http://en.wikipedia.org/wiki/Web_2.0

 

Distance Learning

Welcome to my blog for the EDUC-6135-2 Distance Learning course! Comments are welcomed and appreciated.

Reflection

In this course I was able to learn a lot about how to facilitate learning in instructional design. For instance, I was able to learn about the various types of motivation, namely extrinsic and intrinsic motivation. Extrinsic motivation occurs when there is motivation outside of the individual and the task being performed. It is capable of promoting proper and effective learning and behavior. The motivation for external stimuli can include factors such as a desire for knowledge (including a college degree), career opportunity and entrance, grades, personal recognition, desire to please instructors as well as coworkers, friends and family, and much more. Intrinsic motivation is generated from internal rather than external factors. Intrinsic motivation goes beyond getting good grades or winning awards the real value lies in the sense of accomplishment that results from the effort and discipline involved. Intrinsic motivation occurs within oneself and the task in which the individual is interested and engaged. An activity or project is being done because there is inherent enjoyment and interest in it. When learners are intrinsically motivated, there is a greater likelihood of being engrossed in the assignment or project without prodding, and there is a sense of personal accomplishment and satisfaction. Creativity is enhanced with a sense of determination to solve the difficult aspects of a task. However, I found it surprising that there are negatives attributed to being extrinsically motivated. Most notably it is exhibited with laziness and procrastination, while potential for plagiarizing another person’s work.  Extrinsic motivation factors such as teaching, is vital, especially in terms of educating children. However, instructional designers should encourage adult learners to have primary responsibility for their own motivation, especially in self-directed studies, such as this course.

I found it striking that instructors and instructional designers encounter significant levels of difficulty with identification of the learning styles of learners in classrooms or tutoring environments. (Gilbert & Han, 1999, p. 4).  I also learned that although learning styles influence the ways in which students learn, when the objectives change, the learning style is subject to change too. Furthermore, the motivation can also change as well.  This is because learning styles serve to meet the needs for different types of learning in which someone is involved. Also motivation for learning changes predictably over time largely because personal and career goals change.  Therefore, it is important for learners to bear in mind that we are ultimately responsible for what motivates us. We must constantly examine how our environment and available resources influence our levels of motivation.

Learning styles are typically influenced by inherited intellectual traits, upbringing, and environmental circumstances. Some people prefer visual learning, while others prefer verbal learning (Ormrod, 2009). In any learning environment (especially computer-based learning environments), it is most effective to combine verbal and visual styles of learning. Before learning models are tried in a classroom, instructional designers and instructors have to experiment and apply the same models to themselves first. A personal understanding of the various theories is necessary, or else it is difficult to design courses for effective learning. Furthermore, it is vital to examine our own intelligences and find ways to develop them in order to properly use the theories of multiple intelligences.  Instructors cannot have preconceptions of students, such as what Tripp and Moore (2007) stated when engineering class students were regarded as passive and disinterested.  According to Felder and Silverman (1988) in order to avoid negative teaching environments, as well as poor student performance and potential drop-outs, teaching style have to be simultaneously effective for students and comfortable for instructors.

Self-directed learning can be very effective for students, due to the flexibility offered by online instruction. But it requires a lot of discipline; it is important to have internal or external motivation in order to successfully accomplish self-directed learning (Conlan, Grabowski, Smith, 2003). Various instructional formats such as forums and discussion boards (for instance, the Q&A section on Walden) can facilitate participation in the learning process. In both online and classroom instruction, students are required to take responsibility for their learning and contribute to projects and conversations. That of itself should inspire motivation. But learner motivation is one of the most pertinent issues with online learning. It is an issue that I can relate to, even though online learning has been a success for me. Online learning presents a lot of convenience because students are able to stay at home and attend school. But the downside to this flexibility can be procrastination and other performance problems. This can be quite perilous, because putting off work can cause students to be overwhelmed with assignments and projects that will have to be hustled in order to submit at the last minute. A way of combating this problem is to perhaps devise and follow a schedule where you can allocate a certain amount of time each day to spend studying, completing assignments and working on projects.

In this course, I have begun acquiring the knowledge and mastering the skills that would help me achieve the goal of being a highly effective instructional designer. I have to keep in mind that the theory of learning styles states that people have different approaches to learning and studying. I also have a greater understanding that learning and knowledge takes many forms. For instance, because cognitivism emphasizes making knowledge meaningful and allowing learning to properly be facilitated, I can also identify with this learning mode. Not only is it vital for me to acquire information but to also gain understanding of the particular topic, concept, or subject. I am also convinced that teaching is at the core of all instructional design. So it is vital for me as an instructor and instructional designer to apply the knowledge, technology and instructional tools that best facilitates learning.

References:

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Smith, D. S. (2008). A case study in situated cognition. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Gardner, H. (2003). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Laureate Educations, Inc. (2009). Learning Styles and Strategies. Dr. Jeanne Ormrod.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education

Fitting The Pieces Together

As an instructional designer, I have to keep in mind that the theory of learning styles states that people have different approaches to learning and studying. Regarding my learning style, I have the most difficulty attempting to memorize material straight from a textbook, particularly lengthy chapters. I had erroneously believed that learning would occur by reading text or a paragraph repeatedly, which is a common misconception for learners. But this course has helped me to realize that learning information, facts and concepts in isolation is very difficult to retain in long-term memory. A more effective way of learning is by relating and comparing the topics to familiar things and real life situations.

Additionally, I have a greater understanding that learning takes many forms. It can be stored verbally, through language and words, and it can also have underlying meanings. Visual imagery is a very effective method of remembering information. I recall that during my grade school years I used visual imagery to recall spelling of words for tests and other exercises. Moreover, when learners can simultaneously see and hear what they are being taught, the information is more efficiently stored.

An important theory that I learned about is the behaviorist theory. The focus of study is about observable behavior, as opposed to internal thought processes, and learning takes place. Observable behavior rather than internal thought processes are the focus of study in the behaviorist theory. In particular, learning is manifested by a change in behavior, and the influence of environment on how a person learns. In this theory, the principles of contiguity refer to how the closeness of two events creates a bond which is a necessary factor for reinforcement and increased probability of repetition.

Some other learning styles that I read about and can relate to include cognitivism, concrete and abstract perceivers, and active and reflective processors. Concrete perceivers are able to absorb information through direct experience and by actions, senses, and feelings. Abstract perceivers can research and retain information through analysis, observation, and thinking. I have experienced learning using concrete and abstract perception, not just in academics, but life in general. Active processors are able to take advantage of experiences by utilizing the new information, while reflective processors examine that same information. For instance, I have had experiences in my academic career where I did an assignment or question that I was certain that I would do well, but I wound up doing not as well as I anticipated. I would review the errors that I made, and find new and different ways to prepare for next time.

Because cognitivism emphasizes making knowledge meaningful and allowing learning to properly be facilitated, I can also identify with this learning mode. Not only is it vital for me to acquire information but to also gain understanding of the particular topic, concept, or subject.

Technology has been an important factor throughout my educational career. The personal computer and instructional tools via CDs, cassettes, DVDs, and VHS tapes have also enhanced my learning. One of the benefits to these tools is that I can always replay and/or revisit lessons if there is something I missed, or something additional that I want to learn. The Internet has also been a great help to me. Going back to my home schooling years, as the Internet really started to “boom”, it became an increasingly integral part of my education. I was able to read lessons online, and do problems on subjects such as math, science, geography, and computer technology. On Yahoo, I received assistance for difficult problems and/or assignments in past classes such as C++ and Physics from the “Y! Answers” section. Databases, both onsite and remote enable submission t assignments, and communicate with students and instructors on the discussion board, further creating a network of people and technology. In a few of my USF courses, a web conferencing program called Elluminate was used, where instructors communicated via microphone. Students were able to type questions, or use a microphone to ask them. This technology created an atmosphere of collaborative learning, because we learned from each other’s questions and responses, in addition to the instructor’s lessons.

References:

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Smith, D. S. (2008). A case study in situated cognition. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development

Gardner, H. (2003). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Laureate Educations, Inc. (2009). Learning Styles and Strategies. Dr. Jeanne Ormrod.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education

Mapping Your Learning Connections

Connectivism is presented as a learning theory that integrates technology, social networks, and information. Learning occurs when it is distributed within a network, and it is technologically and socially enhanced (Davis, Edmunds, Kelly-Bateman, 2008). There also has to be proper recognition and interpretation of various patterns. connectivism is driven by the understanding that decisions are based on varying foundations. One of the key aspects of connectivism is when there is an understanding that decisions occur during rapidly altering foundations. There is a continual acquisition of new information, resulting in an urgency to draw distinctions between important and unimportant information.

The primary software programs that I use are America Online, Internet Explorer, Microsoft Office products such as Word, PowerPoint, and FrontPage. AOL and IE are my Internet browsers, which allow me to log on to Walden University. Word, PowerPoint, and FrontPage are the application programs that I use to complete my assignments. Throughout my educational career instructional digital tools such as CDs, DVDs, and VHS tapes, as well as the Internet has enhanced my learning. They have helped me to not only research information, but to solve problems and complete the various tasks and projects that I have. Another benefit is that I can always replay and/or revisit lessons if there is something I missed, or something additional that I want to learn.

Online learning provides a great deal of flexibility for me. I am able to plan and organize my work and study schedules in a manner that is most productive for me. Technology has become a major focal point in learning. Several schools worldwide are deciding whether to adopt tablet-based materials on platforms such as the iPad (Keim, 2012). Additionally, mobile devices (e-readers, tablets and smartphones) have been shown to have a positive impact on students, due to the convenience of learning (King, 2012). These innovations in connecting people with data sources have proven to be important to implementing connectivism.

Instructional networks support many facts of connectivism; one of which is that the half-life of knowledge has decreased significantly. It also increases the availability of information. An abundance of information is relayed to the public instantly, often in a matter of seconds. For instance, on Yahoo, I received assistance for difficult problems and/or assignments in past classes such as C++, and physics from tutorials and the “answers” section. On Walden’s database, students not only submit assignments, but also are able to communicate with each other on the discussion board. This further creates a network that effectively connects people and technology.

References:

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Laureate Educations, Inc. (2009). Connectivism. Dr. Jeanne Ormrod.

King, Rachel (2012). Mobile devices have positive impact on education, survey says. Retrieved from http://www.zdnet.com/blog/btl/mobile-devices-have-positive-impact-on-education-survey-says/68028

Keim, Brandon (2012). iPad Textbooks: Reality Less Revolutionary Than Hardware. Retrieved from http://www.wired.com/wiredscience/2012/01/ipad-textbooks-learning/ 

Connectivism

Evaluating and Identifying Online Resources

These are some useful resources that I found that are related to this week's topics.

Cognitiveapproaches

Link: http://cognitiveapproaches.pbworks.com/w/page/10506171/Cognitive%20Information%20Processing%20Theory

The cognitive information processing (CIP) theory is detailed on this site.  It is described as a composite of multiple theoretical perspectives that explains human learning as the development of networked memory structures. It further explains that the human brain is akin to a neural computer, which differs from the "black box" of behaviorism. Declarative, procedural and conditional knowledge gets stored in the brain. Problem solving depends on two key factors: information processing capability and stored information.  The Models of Information Processing (the dual memory or two store model) are explained.  The stage theory consists of the sensory memory stage, short-term memory and long-term memory. There is also information on key attributes of the process such as attention perception, encoding, storage, and retrieval.

BrainConnection.com

Link: http://brainconnection.positscience.com/gen/?main=aboutbc

This site was designed to provide quality information on the ways in which people learn, and how the brain functions. There is information pertaining to such components as language, memory, behavior and aging as well as tools for teaching and learning. There is an interesting article on whether music education can really enhance brain functioning and academic learning. Among other things, this three-page article takes a look at the study devised by Gordon Shaw and Frances Rauscher called the "Mozart effect�, which examined the relationship between music and spatial task performance. Here is the link to the article: http://brainconnection.positscience.com/topics/?main=fa/music-education

The only drawback on this web site is one of navigational functionality. Some of the links are broken.

Learning Theories and Instruction

Link: http://learningtheoriesandinstruction.blogspot.com/2010/02/reflections-on-learning-theories-and.html

This is a blog created by a Walden student named Eileen Taft, who had taken the Learning Theories and Instruction course in 2010.  I subscribed to it, because I believe it can serve as a good area of reference. Her reflections on the course and subject matter are interesting.

Study Guides and Strategies

Link: http://www.studygs.net/pbl.htm

The Problem-based learning (PBL) model is described as an alternative to classroom learning. It states that the teacher presents the learner with problems, not lectures or assignments or exercises. Since no "content" is given, learning becomes active in the sense that the student determines by researching and discovering what content is necessary to solve the problem.   A simplified model of nine eessential steps to implement problem based learning is presented:

1.      Explore the issues

2.      List "What do we know?"

3.      Develop, and write out, the problem statement in your own words.

4.      List out possible solutions

5.      List actions to be taken with a timeline

6.      List "What do we need to know?"

7.      Write up your solution with its supporting documentation, and submit it.

8.      Review your performance

9.      Celebrate your work!

This site also explains that problem based learning provides people the opportunity to not only improve people and communication skills, but to also display more flexibility when processing information.

Human behavior, learning, and the developing brain: Atypical development

Link: http://books.google.com/books/about/Human_behavior_learning_and_the_developi.html?id=O4AYOK-A4LwC

This is a book by Donna Coch, Geraldine Dawson, and Kurt W. Fischer called Human Behavior, Learning, and the Developing Brain. This was found using the Walden Library database, but it can also be found of Google books. Brain-behavior relationships are examined, as well as research on clinical problems, such as autism, Williams syndrome, learning and language disabilities, ADHD, etc. Additionally, the effects of social stress and maltreatment on brain development and behavior are thoroughly reviewed. Methods from developmental neuroscience, developmental psychology, and cognitive science are utilized throughout the book.

Instructional Design Blogs and Newsletters

Here are some websites and blogs that I have discovered that can be helpful to teachers and designers in instructional design. They also detail the effective ways that instructional design can be implemented and taught through blogging. 

 

The Teachers' Podcast

Link: http://teacherspodcast.org/

This is a website lead by Dr. Kathleen King and Mark Gura. Despite a rather simple website design and a few broken links, there is extensive information that can be very useful for teachers and instructional designers to read and utilize. This site contains several archives of virtual podasting, along with links to e-learning, k-12 virtual schools, Nings, and Facebook. Mark and Kathy discuss the opportunities offered by virtual learning communities. There are also lessons offered about adult learning, advancements of podcasting and classroom application.
In a section on podcastforteachers.org there is a link to The Adult Education and Human Resource Development Master’s program at Fordham University. It is designed to address the needs of people who are responsible for staff development, training and human resource development of adults in educational settings. There is also a concentration in technology training and working with teachers as adult learners.

Class Blogmeister

Link: http://classblogmeister.com/

This website emphasizes learning as a way of conversation. Users can find a list of bloggers by state or country. The blogs are about various aspects of life and culture.  The site contains related links to other sites pertaining to the particular topic. Teachers can realize the value and benefits of classroom blogging, as a source of communications, and mechanism for gaining insight into what and how students are learning. This blogging service is specifically intended for classroom use. The accounts are established and maintained by the classroom teacher. Teachers can use the site for professional blogging publishing functions, and to manage and publish student assignments and activities.

Edublogs

Link: http://edublogs.org/

Edublogs touts its ability to create and manage student blogs. Edublogs allows users to quickly customize designs and include videos, photos and podcasts. One of the most powerful features described is the ability for teachers to seamlessly create and manage blogs for students. This functionality gives teachers the right to decide if students can post on blogs. Additionally, posts and comments must be approved before being unveiled to the public. Teachers are also able to log in as administrators on student blogs to help create new themes or make necessary changes. The site offers three blogging services: Edublogs Free, Pro, and Campus.

University of Florida Academic Technology Newsletters

Link: http://newsletters.at.ufl.edu/topics/instructional-design

This is a newsletter site consisting of articles about instructional design from the University of Florida. Among the highlights on the home page, is a conversation on whether Twitter has a place in education? An instructor explains that Twitter can create a community outside of class since she has used Twitter with students in order to communicate with themselves and other “tweeters” outside of class. It is apparent that this can be useful; in a language class, students are required to tweet three times a week in the target language, and also have to respond to a classmate’s tweet. The instructor believes that this type of communication helps to create a stronger connection both within and beyond the class, and creates relationships during the semester. Additionally, fluent and primary speakers of that language can join in on Twitter.

There are newsletters available on the site for faculty members and students. They pertain to teaching with technology and teaching by design. The Teaching with Technology newsletter highlights emerging technologies in education, services provided at UF, and training opportunities. The Teaching by Design newsletter provides instructional design news and techniques for using technology in online and classroom education as well as information about the latest workshops.