tag:blogger.com,1999:blog-27317571082285739882024-02-22T13:38:37.255-06:00Education Technicallyjulacathttp://www.blogger.com/profile/01678585225436463214noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-2731757108228573988.post-74134223665784805152013-03-03T13:58:00.001-06:002013-03-03T13:58:30.732-06:00Thoughts About Learning<!--[if gte mso 9]><xml>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Prior to this class, I never thought
that much about how people learn. I had developed effective learning strategies
(thanks to many teachers), including how to take notes, organize information,
review information, and remember information. Getting good grades and positive
feedback motivated me. I knew these learning strategies worked for me, and I assumed
everyone else used whatever strategies worked for them. I guess this makes me a
Behaviorist and a Cognitivist. This semester, I realized that learning is very complex,
involving attention, motivation, theoretical approaches, learning styles, and
educational technologies, and an Instructional Designer must consider all of
these factors. </span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">My personal learning process contains
elements of all of the learning theories we studied this semester. In addition
to Behaviorism and Cognitivism, I am somewhat of a Connectivist.<span style="mso-spacerun: yes;"> </span>My personal learning network supports the
central concept of Connectivism that learning is “distributed within a network,
social, and technologically enhanced” (Davis, Edmunds, & Kelly-Bateman,
2008). I identify with the Bobby and the Mustang example of Connectivism
provided by Davis, Edmunds, & Kelly-Bateman (2008), in which Bobby uses
various aspects of his personal learning network to restore a 1967 Ford
Mustang. Like Bobby, I use Web 2.0 tools like blogs, RSS readers, and social
networking applications to expand my personal learning network when I am learning
something new. These technology tools facilitate learning best for me because
they help me subscribe to, save, and organize information that interests me. </span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In addition to learning about my
personal learning process, I was surprised to learn how much issues like
attention span and motivation affect student learning. Ormrod, Schunk &
Gredler state that “attention is a necessary prerequisite of learning” (56). As
an Instructional Designer, understanding the role of attention in learning will
help me design learning materials that engage students. Ormrod, Schunk &
Gredler (2009) discuss tips for maintaining student attention, such as using a
variety of presentations, learning materials, student activities, and teaching
styles so that the classroom doesn’t become repetitive and predictable. I will
try to use a variety of techniques to maintain student attention, such as
discussions, interactive quizzes that give feedback, group projects, and
more.<span style="mso-spacerun: yes;"> </span>I will try and appeal to students’
interests and make learning meaningful to them, an important point emphasized
by Ormrod, Schunk & Gredler (2009, p. 48, 58). I can make learning
meaningful by understanding who the students are and what kinds of degrees they
are seeking, and providing anecdotes, case studies, and hands-on learning
activities that are tailored to the interests and goals of these students.</span></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In addition to attention, it’s
important for Instructional Designers to consider motivation. Motivation can be
an issue in the online environment, where students may not feel a sense of
community. Keller (1999) says that there are serious motivational challenges
among distance learners:<span style="mso-spacerun: yes;"> </span>“Students’
comments often focus on their feelings of isolation, lack of feeling of making
steady progress, and great doubts about being able to finish the course given
their other responsibilities and time constraints” (p. 43). Vygotsky’s theory
includes the notion that learners construct motivational beliefs about their
ability levels (Ormrod, Schunk, & Gredler, 2009, p. 221). To address
motivation, I will use the ARCS motivational design technique as shown by
Keller (1999) in Table 4.1 (p. 41). Completing these motivational design matrices
will allow me to target specific aspects of a course with motivational
strategies, including sending unexpected motivational messages, providing
scaffolding in assignments such as “process modeling” and “question prompting,”
and including technical support opportunities and modeling effective learning
strategies (e.g., a “learn how to learn online” session) (Lim, 2004, p. 17-18).
When considering motivation, I think it’s also important to consider principles
of Constructivism and Adult learning theory, which stress the importance of
social learning and group interaction. LMS tools such as Discussion groups and
Web Conferencing tools can allow us to foster a unique sense of collaboration
and community in the online environment.</span></div>
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<br /></div>
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<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The
most striking concept I learned this semester is the idea of matching course
content with the appropriate instructional approach. I have always tried to use
a variety of instructional strategies and techniques so as to appeal to many
types of learners. I am most familiar with the definition of learning styles
presented by McCarthy (1981), as quoted by Gilbert & Swanier (2008), who
contends that there are visual, auditory, and kinesthetic learners. The concept
that will have the biggest impact on me as an Instructional Designer is the
idea that students’ learning styles may change depending on the course,
content, or learning objective.<span style="mso-spacerun: yes;"> </span>Gilbert
& Swanier (2008) state that the “learning styles of students may fluctuate
within the context of a course from concept to concept, or lesson to lesson.
These findings suggest that students needed repetitive instruction while
varying the instructional method before mastering each concept” (37). This
suggests that we should be more concerned with aligning instructional methods
with the content being taught, rather than trying to match content with the
various “learning styles” of students. Learning about the various learning
theories has already helped me consider what types of content are best suited
to certain instructional approaches. </span></div>
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<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">The Learning
Theories matrix helped me understand that elements of each learning theory are
useful with different learners in different situations, and sometimes multiple
learning theories are useful in a particular instructional situation. </span><span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">An Instructional Designer must also consider
attention, motivation, learning styles, educational technologies, the students,
and the learning environment. Overall, the Ertmer & Newby (1993) article
was critical for my understanding of the different learning theories and as an
Instructional Designer, I will practice their advice: “The critical question
instructional designers must ask I not ‘Which is the best theory?’ but ‘Which
theory is the most effective in fostering mastery of specific tasks by specific
learners?” (p. 64). </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Sources</b></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Davis, C., Edmunds, E., &
Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), <i>Emerging
perspectives on learning, teaching, and technology.</i> Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism">http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</a>
</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Ertmer, P. A., & Newby, T. J.
(1993). Behaviorism, cognitivism, constructivism: Comparing critical features
from an instructional design perspective. <i>Performance Improvement Quarterly,
6</i>(4),50-71.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Gilbert, J., & Swanier, C. (2008). Learning styles: How do
they fluctuate? <i>Institute for Learning Styles Journal</i> [Vol. l].
Retrieved from <a href="http://www.auburn.edu/%7Ewitteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf" target="_blank">http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf</a><br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Keller, J. M. (1999). Using the ARCS
motivational process in computer-based instruction and distance education. <i>New
Directions for Teaching and Learning</i> (78).</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Lim, C. P. (2004). Engaging learners
in online learning environments. <i>TechTrends: Linking Research and Practice
to Improve Learning, 48</i>(4), 16–23.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Ormrod, J., Schunk, D., & Gredler,
M. (2009). <i>Learning theories and instruction</i> (Laureate custom edition).
New York: Pearson.</span></div>
julacathttp://www.blogger.com/profile/01678585225436463214noreply@blogger.com0tag:blogger.com,1999:blog-2731757108228573988.post-35874534887198914852013-02-24T20:01:00.000-06:002013-02-24T20:02:29.514-06:00Fitting the Pieces Together<!--[if gte mso 9]><xml>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">When we began studying learning
theories, I identified with the Cognitivist and Constructivist learning
theories, which recognize the active role of the learner in the learning
process. As someone who learns best with hands-on, real-world learning
experiences, I identified the most with Constructivism, which allows learners
the most flexibility and freedom in creating meaning. Initially I thought that
the stimuli-response definition of Behaviorism described in the Ertmer &
Newby article put the learner in a very passive role and minimized the
complexity of the learner and the learning process. However, I came to
recognize that, as the Ertmer & Newby article pointed out, Instructional
Designers need to consider the learners and the learning objectives and apply
the learning theory that will be most effective.</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-bidi-font-size: 11.0pt;">Although I initially
identified with Cognitivism and Constructivism, Connectivism is the best match
for me when describing how I learn. When I read the </span><a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism" target="_blank"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-bidi-font-size: 11.0pt;">Bobby and the Mustang example of<i> </i>Connectivism
provided by Davis, Edmunds, & Kelly-Bateman (2008)</span></a><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-bidi-font-size: 11.0pt;">,
in which Bobby uses various aspects of his personal learning network to learn
about restoring a 1967 Ford Mustang, I felt like it was describing me (except
my interest is in cooking, not cars). Like Bobby, I start expanding my personal
learning network whenever I am attempting to learn something new, and my
network has grown increasingly digital. Web 2.0 tools like blogs, RSS readers,
and social networking applications facilitate learning best for me because they
integrate text, audio, and video, and because they help me subscribe to, save,
and organize information that interests me. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-bidi-font-size: 11.0pt;">After completing the Learning Theories
matrix, </span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">I see Constructivism being much less
successful as the primary theoretical perspective in the online courses I support, where students need clearly defined
objectives, instruction, and assessments. </span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-bidi-font-size: 11.0pt;">I
feel that elements of each learning theory are useful with different learners
in different situations, and sometimes multiple learning theories are useful in
a particular instructional situation. </span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">In
my position as an Instructional Designer for an online MBA program, some of the
principles of Behaviorism are always present in our course design. For example,
we set up online quizzes and assessments in our learning management system that
provide students with immediate feedback, giving students opportunities to
practice, and providing reinforcement for the correct responses. We also
develop our courses around Quality Matters standards, which focuses on
providing measurable outcomes (course-level and module-level) for student
learning. However, some of our other assignments take on different theoretical approaches.
For example, our courses that involve practicum work and internships take on a
Constructivist approach. M</span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">any of the students in our online classes are working
adults, so some assignments take on principles of Adult Learning Theory and
Connectivism, such as group Discussions, project-based assignments, and the use
of Web 2.0 and social networking tools. </span><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: normal; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-autospace: none;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">One of the most
important concepts I learned while studying the learning theories was the idea
of matching content to instructional method, rather than trying to match
content to learning styles, and the idea that learning styles can change
depending on the content being taught. Gilbert & Swanier (2008) state that
the “learning styles of students may fluctuate within the context of a course
from concept to concept, or lesson to lesson. These findings suggest that
students needed repetitive instruction while varying the instructional method
before mastering each concept” (37). As an Instructional Designer, this concept
will always be in the forefront of my mind. This suggests that we should be
more concerned with aligning instructional methods with the content being
taught, rather than trying to match content with the various “learning styles”
of students. Learning about the various learning theories has already helped me
consider what types of content are best suited to certain instructional
approaches.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Sources</span></b></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Davis, C., Edmunds, E.,
& Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), <i>Emerging
perspectives on learning, teaching, and technology.</i> Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism">http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</a>
</span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Ertmer, P. A., & Newby,
T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical
features from an instructional design perspective. <i>Performance Improvement
Quarterly, 6</i>(4),50-71.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt;">Gilbert,
J., & Swanier, C. (2008). Learning styles: How do they fluctuate? <i>Institute
for Learning Styles Journal</i> [Vol. l]. Retrieved from <a href="http://www.auburn.edu/%7Ewitteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf" target="_blank">http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf</a></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3vaYtnz6e00DIvi23x38HippbTKdGWjVwPH1BrCZ4Uzyr5KRxgJGX9I5SlH50fdlztX5fXryAQdycLvjqmGuIDH-U76PjA2zQMw_NeftDyOsYLv6aJkBy8aOhetxh5XwaWJRaUhRUZErU/s1600/network.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="141" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3vaYtnz6e00DIvi23x38HippbTKdGWjVwPH1BrCZ4Uzyr5KRxgJGX9I5SlH50fdlztX5fXryAQdycLvjqmGuIDH-U76PjA2zQMw_NeftDyOsYLv6aJkBy8aOhetxh5XwaWJRaUhRUZErU/s200/network.jpg" width="200" /></a></div>
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">I really identified with the
<a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism" target="_blank">Bobby and the Mustang example of<i> </i>Connectivism provided by Davis, Edmunds, & Kelly-Bateman (2008)</a>, in which
Bobby uses various aspects of his personal learning network to learn about
restoring a 1967 Ford Mustang. Like Bobby, I start expanding my personal learning
network whenever I am attempting to learn something new, and my network has
grown increasingly digital. Web 2.0 tools like blogs, RSS readers, and social
networking applications facilitate learning best for me because they integrate
text, audio, and video, and because they help subscribe to, save, and organize
information that interests me. </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">A few months ago I watched
the movie <i style="mso-bidi-font-style: normal;"><a href="http://www.forksoverknives.com/">Forks Over Knives</a></i>, and I was so
intrigued by this movie that ever since then I have been learning everything I
can about plant-based diets. </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">I started with the <i style="mso-bidi-font-style: normal;"><a href="http://www.forksoverknives.com/">Forks
Over Knives<span style="font-style: normal;"> website</span></a></i>, looking for
recipes and more information, and through some postings on this web site, I
found various blogs authored by people who follow plant-based diets. Sometimes
I would also do Google searches for certain recipes and discover blogs that
way. I started following these blogs through Google Reader. </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Most blogs have Pinterest
widgets, so it was easy to start “pinning” recipes off the blogs…soon I was using
Pinterest to save and organize all my recipes, and then I started following the
Pinterest boards of the various blog authors I follow. </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Most blogs also have
Facebook widgets, so I also started to follow various people on Facebook who
post information about plant-based diets and vegan recipes. </span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">I started trying various
vegan recipes, and around this time, I got an iPad, so I was looking for ways
to use the iPad in ways that would be meaningful for me. I first searched online
for free vegan cookbooks to put on my iPad via the Kindle app. When I felt like
I knew which recipe sources I liked best, I felt comfortable purchasing a
cookbook. I recently purchased my first Kindle book from Amazon. I am excited
about making the move to a healthier lifestyle and going digital with all my
recipes! Recently I even downloaded one of our weekly course readings as an
eBook via the eBrary app for the iPad.</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">In the past, my learning
involved a lot more printed books and printing things out. I would have
invested in numerous printed cookbooks and printed out various recipes. I might
buy a cookbook and then end up not using it much. I used to have binders of
printed recipes, and more cookbooks than my bookcases would hold. Today, thanks
to blogs and the other tools I mentioned, I am able to learn a lot about a
topic like vegan cooking without spending any money until I am comfortable
doing so. I also don’t have to waste any paper, ink, or take up space in my
house.</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">I feel that my personal
learning network has made so much information available to me that I otherwise
may never have encountered. I would go as far as to say that this topic may
never have been introduced to me at all, if not for the way the Internet and Web
2.0 tools make information widely available. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3uThMG_Tf8PqAq85dFd_gp5-yS_W2wIRKUMFAwglqxRaXhpVHYcYJQbKPAB0n5gk92bxZBZ5YMUS84rf28sJieaBbzZlhvvu6gfdmYlZDrbvP0jRPT7NfhsC3sJR6q43NGePdBQVyn_Dn/s1600/network-people.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3uThMG_Tf8PqAq85dFd_gp5-yS_W2wIRKUMFAwglqxRaXhpVHYcYJQbKPAB0n5gk92bxZBZ5YMUS84rf28sJieaBbzZlhvvu6gfdmYlZDrbvP0jRPT7NfhsC3sJR6q43NGePdBQVyn_Dn/s200/network-people.png" width="200" /></a></div>
<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">My personal learning network
has also put learning in my own hands. I no longer have to wait and rely on
someone else for knowledge, such as by taking a class, purchasing a book, or
completing some sort of training. I can seek out a lot of information on my own—in
my own time and at my own pace. I can choose my own opportunities for hands-on
practice and integrate the hands-on practice at any point that I want to. Having
said this, I do feel that because information is so widely available you do need
to be critical of your sources and evaluate whether they are reputable and
reliable, and that is why I take time to follow sources and get to know their
content and reliability.</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Just like <a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism" target="_blank"><i style="mso-bidi-font-style: normal;">Bobby and the Mustang</i></a>, my personal
learning network supports the central concept of Connectivism that learning is “distributed
within a network, social, and technologically enhanced” (Davis, Edmunds, &
Kelly-Bateman, 2008).</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Davis, C., Edmunds, E., & Kelly-Bateman,
V. (2008). Connectivism. In M. Orey (Ed.), <i>Emerging perspectives on
learning, teaching, and technology.</i> Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism">http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</a>
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julacathttp://www.blogger.com/profile/01678585225436463214noreply@blogger.com0tag:blogger.com,1999:blog-2731757108228573988.post-41894142949032841422013-02-05T13:01:00.004-06:002013-02-05T13:01:50.952-06:00Connectivism Mind Map<div class="separator" style="clear: both; text-align: center;">
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<br />julacathttp://www.blogger.com/profile/01678585225436463214noreply@blogger.com2tag:blogger.com,1999:blog-2731757108228573988.post-30327737961450210212013-01-20T19:48:00.002-06:002013-01-20T19:50:11.625-06:00Articles on Information Processing Theory<!--[if gte mso 9]><xml>
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Ally, M. (2004). Foundations of educational theory for online
learning. In T. Anderson & F. Elloumi (Eds.), <i style="mso-bidi-font-style: normal;">Theory and practice of online learning </i>(1-31). Athabasca : Athabasca
University.</div>
<div class="MsoNormal">
<a href="http://cde.athabascau.ca/online_book/ch1.html">http://cde.athabascau.ca/online_book/ch1.html</a></div>
<br />
<blockquote class="tr_bq">
<div class="MsoNormal">
This paper discusses behaviorist, cognitivist, and
constructivist educational theories as the basis for designing effective online
learning materials, and suggests a model for developing online instruction
based on the appropriate educational theory. Although this article is nine
years old, the information is still relevant and useful, and provides a strong
instructional design foundation for developing online learning materials.</div>
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<br /></div>
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Willingham, D. T. (2008). Ask the cognitive scientist: what will
improve a student’s memory? <i style="mso-bidi-font-style: normal;">American
Educator</i>, Winter (2008-2009), 17-25.</div>
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<a href="http://www.aft.org/pdfs/americaneducator/winter0809/willingham.pdf">http://www.aft.org/pdfs/americaneducator/winter0809/willingham.pdf</a></div>
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<br /></div>
<blockquote class="tr_bq">
<div class="MsoNormal">
The author discusses how memory works and provides examples
and strategies for how to improve a student’s memory. This article is very
interesting, as it includes anecdotes and various tips and strategies in graphic
and outline format. </div>
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<br /></div>
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Oppenheimer, D. M.,
& Frank, M. C., A rose in any other font would not smell as sweet: <span style="mso-spacerun: yes;"> </span>effects of perceptual fluency on
categorization. <i style="mso-bidi-font-style: normal;">Cognition,</i> (2007),
doi:10.1016/j.cognition.2007.05.010 </div>
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<a href="http://www.stanford.edu/~mcfrank/papers/oppenheimer-inpress.pdf">http://www.stanford.edu/~mcfrank/papers/oppenheimer-inpress.pdf</a></div>
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This study proves that
making something hard to read means it is more likely to be remembered. The
article is not very useful to me, as it contains no application to teaching, or
application to anything, for that matter, and I don’t think there was much
point to this study. I can’t see educators and instructional designers
deliberately making their learning materials difficult to read. </div>
</blockquote>
julacathttp://www.blogger.com/profile/01678585225436463214noreply@blogger.com0tag:blogger.com,1999:blog-2731757108228573988.post-10026203279452297462013-01-13T19:01:00.005-06:002013-01-13T19:03:10.699-06:00Instructional Design BlogsAs an Instructional Designer, I use the following blogs to stay up-to-date on
the various teaching and learning topics described below, especially instructional technology tools, which are always changing.
As I work with faculty to develop and revise online courses, I am
always looking for new ideas relating to course design, technology tools, and other strategies for developing course materials that are aligned with course objectives and optimized for the online environment.<br />
<br />
In addition to being learning tools for me, these blogs are also networking opportunities. I feel like I could share some of these blogs with
our faculty, to help them develop new ideas for their courses. I could also take advantage of the "commenting" feature on these blogs and start networking with other Instructional Design professionals associated with these blogs.<br />
<h2>
</h2>
<h2>
DePaul University’s Instructional Design and Development Blog</h2>
<h2>
</h2>
<a href="http://www.iddblog.org/">http://www.iddblog.org/</a><br />
<br />
DePaul University's Instructional Design and Development blog is published by the <b>Faculty Instructional Technology Services</b> department.
This blog is authored by teachers and instructional designers and covers the following:<br />
<ul>
<li>pedagogical issues such as the benefits of using rubrics</li>
<li>flipped classroom techniques</li>
<li>using technology tools to meet teaching styles and learning goals</li>
<li>LMS issues like accessibility, multimedia, giving students audio and video feedback </li>
<li>administration issues like Quality Matters (certification for online courses) </li>
</ul>
<h2>
</h2>
<h2>
Missouri State University’s IDEA <br />(Instructional Design & Education in Action) </h2>
<h2>
</h2>
<a href="http://blogs.missouristate.edu/instructionaldesign/">http://blogs.missouristate.edu/instructionaldesign/</a><br />
<br />
This blog is authored by Instructional Designers from the <b>Instructional Design Division</b> of the <b>Faculty Center for Teaching and Learning</b>, which<b> </b>provides tools and expertise needed to support instructors who are teaching at a distance.
This blog covers various teaching and learning topics:<br />
<ul>
<li>MERLOT (multimedia educational resource for learning and online teaching)</li>
<li>course design and accessibility, including universal design concepts </li>
<li>teaching and learning trends for 2012 </li>
<li>teaching tips, like giving students audio feedback with Adobe Acrobat Pro </li>
<li>opportunities for peer collaboration online (fostering instruction through constructivism and cooperative learning through cloud computing options)</li>
<li>Copyright, accessibility</li>
</ul>
<h2>
</h2>
<h2>
Cathy Moore: Let’s Save the World from Boring eLearning!</h2>
<h2>
</h2>
<a href="http://blog.cathy-moore.com/">http://blog.cathy-moore.com/</a><br />
<br />
Cathy Moore’s blog talks a lot about action mapping, which is a streamlined approach to instructional design. Cathy’s posts cover various aspects of the instructional design process, including project management, learning goals, assessment, learner motivation, and various learning activities. julacathttp://www.blogger.com/profile/01678585225436463214noreply@blogger.com0