WK5 REFLECTION ON MIND MAP: CONNECTIVISM

http://www.mywebspiration.com/view/395089a23876

 I value connectivism as a context in which learning can more favorably occur, thanks to available technological solutions (Fallows, 2006), on the other side I acknowledge that connectivism is also enabled and allowed by an always stronger user participation to the creation, sharing, use and management of resources (contents, relations, applications) through social software. I have certainly become a professional consume.  My awareness and receptivity as a teacher and as a learner grow rapidly using the mind map of the learning environment of my choice.  I can easily post and select reference reading material for my class, or participate in a debate through a video sharing social network.  Connection forming, selection, filtering information will prepare me to even work in a group. Contribution and involvement in active and effective work using tools and combining resources to come to a shared strategy of discussion for the class meeting become easy.

 “Learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (Vaill,1996).  It is said that behaviorism, cognitivism, and constructivism seemed to be the three broad learning theories most often utilized in the creation of instructional environment (http://www.elearnspace.org/Articles/connectivism.htm), but connectivism, through the medium of multimedia, to me, exemplified the existing theories available to the learner and my mind map would enable me to be part of the scholars who will never cease to learn.

Formerly, I gain information through books, news, and limited social interactions only, but with internet, podcast, video, and with blogs this year, information is readily available for dissemination; learning now occurs in a variety of ways through communities of practice, personal networks, and through completion of work-related tasks.  These days I gain new knowledge through set up feeders and questions and answers sessions on my computer.  The social networking theories and tools support connectivist-learning activities, and build new and effective e-learning practices.  Connectivism , the social

networking applied to learning and knowledge contexts can lead to a re-conceptualization

of learning in which formal, non-formal and informal learning can be integrated to build a potentially lifelong learning activities to be experienced in my personal learning environments. In order to provide a guide in the design, development and improvement both of personal learning environments and in the related learning activities we provide a knowledge flow model highlighting the stages of learning and the related enabling conditions.  Today, networked learning, collaboration technologies, collaborative learning, informal learning, learning 2.0, web 2.0, web 3.0, personal learning environment, wikis, telematic technologies, and blogs contribute effectively towards an e-lifelong learning experience; thus connectivism: a learning theory for the digital age takes learning to a new height.

SELF-DIRECTED LEARNER

Designing Effective Adult Learning Experiences I learned about andragogy, a set of assumptions about how adults learn. The five assumptions underlying andragogy describe the adult learner as someone who (1) has an independent self-concept and who can direct his or her own learning, (2) has accumulated a reservoir of life experiences that is a rich resource for learning, (3) has learning needs closely related to changing social roles, (4) is problem-centered and interested in immediate application of knowledge, and (5) is motivated to learn by internal rather than external factors (Knowles, 1998). This week exposes me we with connectivism: "A learning theory for the digital age, has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of behaviorism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn” (Wikipedia, 2010), that emphases on the social dimensions in the eyes of Bruner, Bandura, and Seely Brown, who emphasize social principles of learning. While Vygotsky emphasize the cultural and the social dimensions of learning, Lave and Wenger suggest the situated nature of learning or communities of practice as an example (Siemens, 2010). It would be far fetched for me to say that the self-directed nature of adult learners is well-suited to one particular type of learning environment, reflecting on the characteristics of adult learners as presented this week, and my inability to use some software in this course; and I do not think that learning environments present a single pedagogical model suitable for the individuals, that is why the online learning integrates the use of internet in its content. Though connectivism is complex in nature, it is suitable for learning in 21st century and beyond. Many adults, today, come to appreciate the online educational environment, based on their lifestyle and learning preferences. The online learning environment should be designed based on the needs and the challenges of the adult learner such as juggling career, family, and other personal responsibilities. The design of the online learning should be CD- roms, web-based learning knowledge, with focus on structured tasks couple with tutorial sessions, so students like me experiencing software challenges could follow step-by-step instruction to alleviate their problems and be successful. The Internet and Blogs would facilitate the distribution of learning. With the computer mediated learning, the multimedia design has to take into consideration the characteristics of the adult learner: Kinesthetic, visual, social, and auditory. Like other mature adult learners who seem to prefer self-directed instruction, I benefit from my experience, as a Mathematics teacher, that constitutes a rich resource for learning for me; so I learn effectively through experiential techniques such as practical problem-solving techniques I developed in high school and continue to build on; I am accustom to specific learning needs generated by real-life events such as their jobs, marriage. I am a competency-based learner, so I need a skill or acquire knowledge that I can apply pragmatically to my immediate situation: the use of computers and software; that is why I am reading MS-IDT-Online Learning for expertise. As a self-directed learner, I enjoy my intrinsic motivation and my free time to do my studies, unlike the traditional learning environment. Thus in designing effective adult learning experiences, I will seek to stimulate learning and to infuse content with lifetime skills of metacognition and critical thinking. To show what they've learned, my students should show some sort of conceptual understanding of the material. Students should be able to apply any or all of these activities: formulate, answer, summarize, draw, dramatize, or to express the materials in some new way, beneficial to them and to the society.

Week 2 Application Assignment (3): Response to Rene’s Blog-REDO

Kossivi Says:

March 14, 2010 at 5:23 pm

http://ideas.blogs.com/

In her blog, relating to the site above Rene stated: “If you are like me and are new to instructional technology and design, this blog is a great resource because it seems to be grounded in reality…What I found most appealing and helpful is that the author is currently doing the work of instructional design”.

Instructional Design and Technology (IDT), yes I am a novice with limited knowledge in the subject matter and need help; that is why I enrolled in the MS-IDT: Online Learning. Maybe I am a little bit impatient.

I added this site to my blog list so I can gain some insights. Blogging broadens my learning horizon and exposes me to new ways of thinking, but when I started reading about IDEAS: Instructional Design for E-learning Approaches and other subtopics I realized that IDEAS became exactly what the words said; that was ideas.  I was disappointed about Rene’s claim above.

 I am expecting something extraordinary that can help me starting implementing IDT before my degree. I think I expect too much and am disappointed. The worst part of it is when I read Instructional Technology Application, click on the link and get this: 


“The page cannot be found
(The page you are looking for might have been removed, had its name changed, or is temporarily unavailable. Please try the following: Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly. 
If you reached this page by clicking a link, contact the Web site administrator to alert them that the link is incorrectly formatted. Click the Back button to try another link. Http Error 404 – File or directory not found”.file://localhost/IDEAS/Instructional Design for Elearning ApprocheS

http://intuitiveedesign.wordpress.com/2010/03/07/an-instructional-design-blogs-and-resource-sites-review/ - comments

Sometimes, some subtopics lead to buy software; it is like the author is advertizing or marketing for a software company.

Instructional Design and Technology, as I read, “is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.” As a science and as a process, Teaching needs Instructional Design and Technology to complement itself.  The reality is that, as a mathematics teacher, I design modules about a math concept, a skill to give a core of an instruction situation in a systematic way; which means that I am using instructional design all the time I have to write a lesson plan or have to teach a lesson; so it is important for me to learn more about it, and master the design to be more effective in my work and in any other field of Endeavour.  IDT provides the expert with various advantages.

In 1998, when I was doing my Master in Business Administration (MBA), in Toulouse (France), I researched on ‘E-commerce and Market Globalization’ and realized technology was advancing at the paste never seen before and came to a conclusion that soon or later, there will be classrooms without walls and my profession as a teacher will be jeopardized if I do nothing to improve myself professionally.  Here we are today with the reality in my lifetime where I do not have to go to any physical building to learn.  The use of blackboard or white board facilitates interaction with course facilitator and or group of people for discussions. Math software with the use of technology help students to appreciate and love the subject they were once afraid of, and be more in tune with real life situations, thus motivating them to learn the subject they considered difficult. This fact influenced my decision to choose the field of Instructional Design and Technology and my dream, some day, is that I would be able to use this course for online learning to educate students and /or other people.

In 1996, during my undergraduate program in mathematics, I did a project on ‘Determinant of four by four matrices by Looping’.  I spent more than three months developing a formula.  If I were using math software and technology application I would not have spent so much time on the project.  So when I am exposed to IDEAS, I expect step- by -step instructions of how with real applications, but unfortunately I meet Instructional Design for Elearning Approaches (IDEAS) remain on its pure unadulterated state of ideas of writers.

Week 2 Application Assignment (3): Critique

skossivi Says:

March 14, 2010 at 5:23 pm

http://ideas.blogs.com/

In her blog, relating to the site above Rene states: “If you are like me and are new to instructional technology and design, this blog is a great resource because it seems to be grounded in reality…What I found most appealing and helpful is that the author is currently doing the work of instructional design”.

Instructional Design and Technology (IDT), yes I am a novice with limited knowledge in the subject matter and need help; that is why I enrolled in the MS-IDT: Online Learning. Maybe I am a little bit impatient.

I added this site to my blog list so I can gain some insights. Blogging broadens my learning horizon and exposes me to new ways of thinking, but when I started reading about IDEAS: Instructional Design for E-learning Approaches and other subtopics I realized that IDEAS became exactly what the words said; that was ideas.  I was disappointed about Rene’s claim above.

 I am expecting something extraordinary that can help me starting implementing IDT before my degree. I think I expect too much and am disappointed. The worst part of it is when I read Instructional Technology Application, click on the link and get this:


“The page cannot be found
(The page you are looking for might have been removed, had its name changed, or is temporarily unavailable. Please try the following: Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted corectly. 
If you reached this page by clicking a link, contact the Web site administrator to alert them that the link is incorrectly formatted. Click the Back button to try another link.
HTTP Error 404 – File or directory not found.
Internet Information Services (IIS)”.file://localhost/IDEAS/Instructional Design for Elearning ApprocheS

http://intuitiveedesign.wordpress.com/2010/03/07/an-instructional-design-blogs-and-resource-sites-review/ - comments

Sometimes, some subtopics lead you to buy software; it is like the author is advertizing or marketing for a software company.

I expect step- by -step instructions of how with real applications, but unfortunately I consider Instructional Design for Elearning ApproacheS (IDEAS) as remaining on its pure unadulterated state of ideas of the writer and the followers.

Educative and Informative Site

Check this out!

http://www.funderstanding.com/

Week e Application: The Brain and Information Processing

PUBLISHED IN:

• UNCATEGORIZED

ON MARCH 14, 2010 AT 9:53 PM LEAVE A COMMENT

The brain and Learning, Information processing theory, and Problem-solving methods during the learning process

The new site related to this week learning: The brain and Learning, Information processing theory, and Problem-solving methods during the learning process consist of:

http://scholar.google.com/scholar?q=the+brain+and+learning,+information+processing+theory,+and+problem-solving+methods&hl=en&as_sdt=0&as_vis=1&oi=scholart

The site presents a critique of contemporary research, which uses the notion of a mental image as a theoretical construct to describe one form of memory representation. It exposes the reader to various topics under information processing. Another advantage of the site consists of the media presentation of various concepts on consciousness and processing. The author presents a description of problem-solving theory in terms of information processes for use in a digital computer. The postulates are: “A control system consisting of a number of memories, which contain symbolized information and are interconnected by various ordering relations; a number of primitive information processes, which operate on the information in the memories; a perfectly definite set of rules for combining these processes into whole programs of processing.” /en.wikipedia.org/wiki/Cognitive_neuroscience. The site is educative and informative, broadening the inquirer’s mind for research; it is a melting pot website with given examples of how processes that occur in behavior can be realized out of elementary information processes. “The heuristic value of this theory is pertinent to theories of learning, perception, and concept formation”.

As a math teacher, I consider problem solving as among the most important learning outcomes, and on this site few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. As Dr Omrond stated in her video presentation, Instructional Designers need to distinguish between well-structured problems and ill-structured problems. “Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters, which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best”. This site presents models for how learners solve problems and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.

PUBLISHED IN:

• UNCATEGORIZED

ON AT 8:01 PM LEAVE A COMMENT

W2 Application: The Brain and Learning

The brain and learning, information processing theory, and problem-solving

The second site under this week learning: The brain and learning, information processing theory, and problem-solving methods during the learning process enumerates:

lhttp://www.counterbalance.org/agency/embod-body.html

This site expands on pertinent information on “Intelligent Design Theory and Consciousness and Information Processing”. Dr. Nancey Murphy, Professor of Christian Philosophy at Fuller Theological Seminary, argues on the functions of our eyes in information processing theory. She vividly defends her point with the relationships between the physical object and the mental life of the information processor and distinguishes the difference between consciousness and information processing. She does not refute the idea that there is evidence that individual neurons possess language, and that the basic unit for communication consists of two neurons and their entire field of interacting: dendritic and synaptic connections. Here again the researcher has ample source on various component of information processing. While information processing in the brain is highly complex, each neuron uses a simple mechanism for transmitting information. I understand that there is a difference between consciousness and information processing, which is a biological function; but I do have problem with her analogy in “life does not require a new kind of entity, that is, complex bodies have the quality of being alive if they interact with the environment in a special way. Similarly, mind is not a new kind of entity, rather complex living beings have mental qualities if they interact with the environment in a special way”. Consciousness is a subjective experience or awareness or wakefulness or the executive control system of the mind. It is an umbrella term that may refer to a variety of mental phenomena. In information processing, I can detect and realize what everyday experiences consist of but I find it difficult to define objectively consciousness. ”Anything that we are aware of at a given moment forms part of our consciousness, making conscious experience at once the most familiar and most mysterious aspect of our lives.” (Schneider and Velmans, 2007).

Consciousness in medicine (e.g., anesthesiology) is assessed by observing a patient’s alertness and responsiveness, and can be seen as a continuum of states ranging from alert, oriented to time and place, and communicative, through disorientation, then delirium, then loss of any meaningful communication, and ending with loss of movement in response to painful stimulation. Consciousness in psychology and philosophy has four characteristics: subjectivity, change, continuity and selectivity. Intentionality or aboutness (that consciousness is about something) has also been suggested by philosopher Franz Brentano. However, within the philosophy of mind there is no consensus on whether intentionality is a requirement for consciousness.

Consciousness is the subject of much research in philosophy of mind, psychology,neuroscience, cognitive science, cognitive neuroscience and artificial intelligence. Issues of practical concern include how the presence of consciousness can be assessed in severely ill or comatose people; whether non-human consciousness exists and if so how it can be measured; at what point in fetal development consciousness begins; and whethercomputers can achieve a conscious state.

Week 2 Application: Critique

skossivi Says:

March 14, 2010 at 5:23 pm

Instructional Design and Technology (IDT), yes I am a novice with limited knowledge in the subject matter and need help; that is why I enrolled in the MS-IDT: Online Learning. Maybe I am a little bit impatient. I added this site to my blog list so I can gain some insights. Blogging broadens my learning horizon and exposes me to new ways of thinkin, but when I started reading about IDEAS: Instructional Design for Elearning ApproacheS:

A Framework for the Pedagogical Evaluation of eLearning Environments”.
Reviewing Synchronous Learning Objects
Instructional Technology Applications:
and other subtopics I realized that IDEAS become exactly what the word says; that is ideas. I am expecting something extraordinary that can help me starting implementing IDT before my degree. I think I expect too much and am disappointed. The wore part of it is when I read Instructional Technology Application, click on the link and get this:
The page cannot be found
The page you are looking for might have been removed, had its name changed, or is temporarily unavailable.

Please try the following:
Make sure that the Web site address displayed in the address bar of your browser is spelled and formatted correctly.
If you reached this page by clicking a link, contact the Web site administrator to alert them that the link is incorrectly formatted.
Click the Back button to try another link.
HTTP Error 404 – File or directory not found.
Internet Information Services (IIS)

Technical Information (for support personnel)
Go to Microsoft Product Support Services and perform a title search for the words HTTP and 404.
Open IIS Help, which is accessible in IIS Manager (inetmgr), and search for topics titled Web Site Setup, Common Administrative Tasks, and About Custom Error Messages. Then I continue reading on Elearning Planning and Manageement and meet: Buy Software.

I expect step by step instructions of how with real applications, but unfortunately I meet Instructional Design for Elearning ApproacheS (IDEAS) remain on its pure unadulterated state of ideas of writers.

Blogosphere: Cognitivism and Behaviorism

Wk3 Discussion: Cognitivism and Behaviorism

Though novice in blogging, I ascertain that blogs become an effective means of disseminate information through public debates or conversations; thus “the blogosphere today is replete with conversations and debates related to learning theory”(Lucia, 2010). Bill Kerr’s, Stephen Downes’, and Karl Kapp’ s blogs provide two examples of fascinating discussions on cognitivism and behaviorism.

While Cognitivism is the study of the brain and the information processing, Behaviorism comprises the position that all theories should have observational correlates but that there are no philosophical differences between publicly observable processes such as actions and privately observable processes such as thinking and feeling. Gagné, tied to B. F. Skinner’s idea of sequenced learning events due to his development of the “Events of Instruction,” proposed a nine-step process related to the learning process: Gain attention, inform learner of objectives, stimulate recall of prior learning, present stimulus material, provide learner guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer. The Events of Instruction led to various learning outcomes and supported the internal processes of learning (Wikipedia, 2010):

It may be true that “Learning theories, like politics, is full of _isms: Constructivism, behaviorism, cognitivism, and connectivism”, but these _isms under the Learning theories do not contradict each other but there is a noticeable continuity or overlapping, unlike in politics where there is a constant fight among the adherents. These learning theories, indeed, help shape the way we learn and cope with the changes we encounter. They consist of the basis of “curriculum reform”, as through research, knowledge, and wisdom, philosophers and educators chose the best ideas. The thinker posits: “We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners” (Kapp, 2007). In any cases, behaviorism and cognitivism will always consist of the fundamentals of learning theories. Learning theories evolve and act as “filters not as blinkers” (Kerr, 2007) and they are practical in use depending on individuals and situation.

I disagree with Kapp when he says: “We have now find ourselves shifting to a Cognitive form of teaching over that of behaviorism as we become more concern with the internal mental processes of the mind and how they could be used in encouraging effective learning” (Kapp, 2007); because, by definition, behaviorism displays itself in any learning situation; even in cognition dealing with mental processing depicts a response to stimuli, since process has to be displayed and measured.

Last week, we learned about information processing and realized that there exist relationships between the physical object and the mental life of the information processor. It is evident that individual neurons possess language, and that the basic unit for communication consists of two neurons and their entire field of interacting: dendritic and synaptic connections. While information processing in the brain is highly complex, each neuron uses a simple mechanism for transmitting information. I may not be able to measure the behavior of the neurons with my naked eyes, but I may be able to see the effects of the response they produce. In the blogosphere, conversation will have sense within the context and situation surrounding it; in essence, cognition cannot be separated from the context. Instead knowing exists, inseparable from context, activity, people, culture, and language. Therefore, learning is seen in terms of an individual’s increasingly effective performance across situations rather than in terms of an accumulation of knowledge, since what is known is co-determined by the agent and the context. Thus situated learning consists of “the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life” (Collins, 1988). Thus, situated cognition theory encourages educators to immerse learners in an environment that approximates as closely as possible context in which their new ideas and behaviors will be applied (Schell & Black, 1997). Whether it is human information processing or machine, computer, or robotic processing there is always behaviorism and cognitivism.

References

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://en.wikipedia.org/wiki/Behaviorism.

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html