Becognorism

The acquisition of knowledge is the result of exposure, reinforcement, application, interpretation, recollection, etc, etc, etc. With so many components and so many variables like cognition, development, motivation and so on, it is inappropriate to select a theory such as behaviorism or cognitivism as the be all end all.

Behaviorist approaches may work best with spelling and multiplication tables and cognitivist approaches may work best with comprehension and health but what if rote memorization isn’t the way that Johnny will learn to spell and what if Ana, who can explain the correlation between dental hygiene and heart disease, forgets to take a shower? Instead of taking a one theory fits all approach to instructions, we must look at which theory best suits the learning objective, the learner, and the immediacy of application. We may then find that a marriage of learning theories is far more appropriate than an all for one, one for all approach to classroom instruction.

I believe that this is especially important when considering the impact of technology of on teaching, learning, knowledge, and communications. But that is a discussion better had after introductions to constructionism and connectivism.


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

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

Online educators as...

Online educators as master artists, network administrators, concierges, and curators are accurate metaphors for educators in online environments (Siemens, 2008). These various metaphors address educators’ roles in guiding, facilitating, directing, and connecting learners toward the learning objectives and resources even when the resources are the educators themselves. Siemens’ (2008) educator as curator goes so far as to describe the role of educator in creating a space “in which knowledge can be created, explored, and connected” (p. 17) but doesn’t address a need especially relevant to the K12 online classroom, safety.

Void from these metaphors, these descriptions, is a mention of the responsibility of online educators to provide a safe space for learning and a sense of security amongst learners. That is a primary need of learners of all ages. Learners must feel safe to express themselves, to push themselves beyond their current level of understanding, and feel secure enough to admit they just don’t know. Failure to do so generates learners who have sought only to solidify their own understanding of academic concepts and the world as opposed to learners who are free to explore and generate completely new knowledge. Therefore I propose the metaphor of custodian for educators in online environments.

Educators as custodians may or may not be a new concept but I propose that in the online environment, these educators are keepers and stewards of information and artifacts and protectors of learners and the learning experience.

Resources

Five lessons from the nation’s best online teacher: Nonprofits create first-ever awared to recognize excellence in online teaching. (2010, September 13). eSchool News: Technology News for Today’s K-20 Educator. Retrieved from: http://www.eschoolnews.com/2010/09/13/five-lessons-from-the-nations-best-online-teache/?

Pierce, D. These Traits make online teachers successful: Clarity, creativity, and compassion are key characteristics for online instructors, says UCF researcher. (2008. November 7). ). eSchool News: Technology News for Today’s K-20 Educator. Retrieved from: http://www.eschoolnews.com/2008/11/07/these-traits-make-online-teachers-successful/?

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Motivating Secondary Students in an Online Learning Environment

The irony of my video presentation is that in it I mention how students lose motivation when they find the task to be too difficult. That was me up until about an hour ago, ready to call it all quits and just walk away from it, when I was finally able to pull the audio and slides together. That was after pairing down my original plans to something simple just to get it done. Regardless, I really enjoyed this project. It forced me find meaning from materials I had difficulty comprehending and provided me with the chance to synthesize prior knowledge of classroom instruction, skill instruction, and intervention strategies for the traditional high school with newly acquired knowledge of effective online instruction, environment, motivational strategies, and teaching in order to create a foundation for academic intervention for online high schools.

Here is what I have put together Motivating Secondary Students in an Online Learning Environment

Technology and Media for Distance Education

The classification of static and dynamic technologies with the inclusion of those considered "middle of the road" (Moller, 2008) proved to be more difficult than I had anticipated. I had to keep asking myself whether the technologies, when used in educational settings, would be considered teacher driven, student driven, or teacher facilitated. In doing so, it became evident that existing educational technologies can be modified to meet the growing needs of learners and educators since some tools reside within more than one classification.

While technologies evolve to meet varying needs, I find myself stuck in the middle of the road. I want to be able to implement dynamic technologies in instruction but find myself in a place where it is that I am having difficulties navigating such technologies myself. Web 3.0 or semantic web, I get the premise yet I don't understand it. I do understand that it is all semantics (couldn't resist) but I'm not certain what that means as far as how I interact with the Web let alone the implications for my students. With that, I now understand why teachers sometimes refuse to embrace new instructional methods. I love my Web 2.0 world, it's safe there because I know how to navigate it, however, I do not want to go by way of the dinosaur so I must continue to interact with these new technologies.

Moving Toward Dynamic Technologies - Concept Map

http://docs.google.com/Doc?docid=0AXeZgatDfDm4ZGZiM3dtZjZfMWM0NWhjdmM2&hl=en

Engaging Learners with New Strategies and Tools

The tools for promoting student engagement have to include those that learners are currently using today and those that have demonstrated effectiveness when used in the online learning environment. In implementing the tools, focus should be placed on obtaining the predetermined learning outcome as opposed to trying to fit as much technology as possible in each experience. Doing so increases the effectiveness of the instruction and decreases the likelihood learners will become overwhelmed with the various representations.

Is there 'an app for that'?
Consideration must also be given to the mobility of the technology used for instruction. Smartphones, iPads, iPod Touch(s), netbooks, and other mobile devices dominate the technology hardware market. It is through these devices that many learners, especially the digital native, experience the world so educational organizations and its educators must meet them there.

Graphic representation of tools for engaging learners:
https://docs.google.com/fileview?id=0B3eZgatDfDm4MTA3YWU4OGYtN2FhZi00YjhkLThkYjAtNGQ5NDgxYjZhNTBk&hl=en

Outline for Motivating High School Students Video

I. Topic
Motivating High School Students in Online Distance Education Programs
II. Background
Motivational issues of high school students in both traditional and online distance learning programs
Motivational issues of high school students specific to online distance learning programs
III. Literature
Factors influencing student motivation
Demonstrated successes and failures in motivating students
IV. Motivational Theory
Introduction to ARCS
ARCS in practice
V. Additional Considerations
Areas for additional research
Closing question

Elements of Distance Education Diffusion

Siemens in 2008 discussed collaboration briefly in the vlog and mentioned Skype in the process. He said that it was previously “seen as just not practical". Having had a Skype account since before Oprah, I would say that I shared that same sentiment until some potential uses were shared with me by another teacher. Technologically savvy K12 schools, institutes of higher learning, and Oprah continue to demonstrate what a great tool Skype is for getting people together to discuss events and other important issues when people are located all over the world.

Those demonstrations along with the need to increase engagement and collaboration of students, increase the credibility of online distance education. It also enriches the learning experience of both teachers and students.

With that being said, Skype and videoconferencing are not the only tools used for the purpose of collaboration. Google docs, wikis, blogs (including micro blogs), vlogs, social networking sites, and Second Life are also used to bring people together to work toward common goals. Again, these tools enrich learning experiences but it doesn’t end there. These same platforms are also used for things like corporate training and software troubleshooting because of the increased levels of effectiveness in these types of delivery formats.

I personally, in my educational pursuits, find Skype, Facebook, and Google docs as the most effective means with which to collaborate with classmates and believe that they have not only made this experience distinctly different from prior experiences with F2F instructional delivery but have given a certain type of “smoothness” to the collaboration process that isn’t had when meeting over coffee or talking on the phone.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4007778&Survey=1&47=6141513&ClientNodeID=984645&coursenav=1&bhcp=1

http://travelinedman.blogspot.com/search?q=collaboration

http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/