I responded to the following classmates:
Saturday, June 30, 2012
Thursday, June 28, 2012
EDUC 7105: Module 2 Assignment
"[Learning] is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all" (Kapp, 2007). I agree with Kapp and Kerr on the fact that each theory (Behaviorism, Cognitivism, Constructivism) is beneficial to learning and educators can use some of each -ism to be effective teachers. There is a time and place for each theory, as Kapp suggested. When needing to memorize or recognize, educators can use behaviorism. For technical or "rule-based" learning, the emphasis can be on cognitivism. When learners are problem-solving or collaborating, then constructivism should be the focus. The educational pendulum is constantly swinging back and forth and there will always be a new theory or strategy that educators need to try. Most of the time, it is the same concept with a new name and a few tweaks. In order to reach as many learning styles as possible, educators should rely on a little from each of the -isms.
References:
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Sunday, June 17, 2012
Module 1 Responses
I have responded to the following classmate's Module 1 blog assignments:
Christopher Cannon: http://chrisotphercannon.blogspot.com/2012/06/beliefs-about-how-people-learn.html
Amanda: http://langstoneducationaltechnology.blogspot.com/2012/06/module-1-assignment.html
Christopher Cannon: http://chrisotphercannon.blogspot.com/2012/06/beliefs-about-how-people-learn.html
Amanda: http://langstoneducationaltechnology.blogspot.com/2012/06/module-1-assignment.html
EDUC 7105: Module 1 Blog Assignment
Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
Excellent online teachers have to first be excellent teachers. Anderson, (2008) stated that excellent teachers:
• Enjoy working with and learning with learners
• Have excellent knowledge of their subject area
• Communicate and express enthusiasm for their subject and their job as a teacher
• Have a “pedagogical” understanding of the educational process
• Are prepared with an abundance of learning activities to reach every student
Along with the above characteristics, online teachers must “have sufficient technical skill to navigate and contribute effectively within the online learning context, have access to necessary hardware, and have sufficient Internet efficacy…” (Anderson, 2008). All educators, whether in a face-to-face classroom or an online classroom must provide a safe learning environment for their students that fosters communication among and between students and between instructor and student. Online instructors must participate in the discussions and show their students that there is someone listening to them and motivating them to participate. Effective online instructors provide a clear set of instructions, rubrics, and examples in order to help their students be able to complete assignments without frustration. The best teachers are those that can be a facilitator and an expert and encourage their students to become experts through critical thinking and collaboration.
Each of Siemens metaphors discusses the teacher as either a facilitator or an expert. Both the educator as a master artist and network administrator depict the teacher as a guide or facilitator that guides the learning process and allows students to explore and learn on their own. The educator as a concierge depicts the teacher as an expert that shows students all the available resources in their field of study. “The concierge serves to provide a form of “soft” guidance—at times incorporating traditional lectures and, in other instances, permitting learners to explore on their own” (Siemens, 2008, p. 16). The educator as curator is, in my opinion, the role an instructor should take whether in a digital classroom or a face-to-face classroom. Siemens (2008) defined the curator “as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration… A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored” (Siemens, 2008, p. 17). Learners need to be able to explore on their own but with guidance from the instructor. There must be a balance between the “guide on the side” and “sage on the stage”. With the educator as a curator, “learners are free to explore, [but along the way] they encounter displays, concepts, and artifacts representative of the discipline” (Siemens, 2008, p. 17).
References:
Anderson, T. (2008). Teaching in an online learning context. In T. Anderson, The theory and
practice of online learning (2nd ed., pp. 343-365). Edmonton, AB: Athabasca University
Press.
Siemens, G. (2008, Jan 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
Excellent online teachers have to first be excellent teachers. Anderson, (2008) stated that excellent teachers:
• Enjoy working with and learning with learners
• Have excellent knowledge of their subject area
• Communicate and express enthusiasm for their subject and their job as a teacher
• Have a “pedagogical” understanding of the educational process
• Are prepared with an abundance of learning activities to reach every student
Along with the above characteristics, online teachers must “have sufficient technical skill to navigate and contribute effectively within the online learning context, have access to necessary hardware, and have sufficient Internet efficacy…” (Anderson, 2008). All educators, whether in a face-to-face classroom or an online classroom must provide a safe learning environment for their students that fosters communication among and between students and between instructor and student. Online instructors must participate in the discussions and show their students that there is someone listening to them and motivating them to participate. Effective online instructors provide a clear set of instructions, rubrics, and examples in order to help their students be able to complete assignments without frustration. The best teachers are those that can be a facilitator and an expert and encourage their students to become experts through critical thinking and collaboration.
Each of Siemens metaphors discusses the teacher as either a facilitator or an expert. Both the educator as a master artist and network administrator depict the teacher as a guide or facilitator that guides the learning process and allows students to explore and learn on their own. The educator as a concierge depicts the teacher as an expert that shows students all the available resources in their field of study. “The concierge serves to provide a form of “soft” guidance—at times incorporating traditional lectures and, in other instances, permitting learners to explore on their own” (Siemens, 2008, p. 16). The educator as curator is, in my opinion, the role an instructor should take whether in a digital classroom or a face-to-face classroom. Siemens (2008) defined the curator “as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration… A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored” (Siemens, 2008, p. 17). Learners need to be able to explore on their own but with guidance from the instructor. There must be a balance between the “guide on the side” and “sage on the stage”. With the educator as a curator, “learners are free to explore, [but along the way] they encounter displays, concepts, and artifacts representative of the discipline” (Siemens, 2008, p. 17).
References:
Anderson, T. (2008). Teaching in an online learning context. In T. Anderson, The theory and
practice of online learning (2nd ed., pp. 343-365). Edmonton, AB: Athabasca University
Press.
Siemens, G. (2008, Jan 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
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