EDUC 8845 Module 4 Blog - Connectivist

My network has changed the way I learn in various ways. I now seek out knowledge and assistance in understanding from my networks more so than from a teacher and/or a textbook. I do use these as resources, just not in the same fashion as before. My pursuit of learning new knowledge when I have questions often begins as an Internet search. From here, I am directed to various technological as well as traditional methods, which answer my questions. My network has changed the way I treat the pursuit of information. I no longer rely solely upon text/teacher; I utilize my connections with similar professionals with similar questions. I learn from the experiences I encounter and the information of others’ experiences.
Digital tools which best facilitate learning for me include Google Search, Mail, Documents and Calendar, I utilize bubbl.us for concept mapping, as well as the New Technology Network’s resources, project libraries, and staff support tools.

Resources:

New Technology Network

Concept Mapping

Responses Posted to:
Carol Lee

Jesus Berrios

EDUC 8845 Module 3 Blog - Collaboration

I do indeed believe that humans have a basic instinct to interact and work as a group. As far back as time reaches, man has known to work and form collaborative, working groups. This is the basis of tribes and cultures. Fast forward to today, in our school systems and work systems, teams are formed on a daily basis to solve a problem or work on a project, workshop, or event. It is truly easier to collaborate and work together as a group than to delve into a huge task all alone.

Technology can facilitate collaboration among learners in several ways, based on constructivist principles. The constructivist principle of self-directed learning is definitely enhanced by technology in that it increases engagement with material and supports inquiry based approaches. Technology and namely the Internet afford learners the opportunity to interact with knowledge and seek actively information necessary to complete a task. Even this week in our assignments, technology, via Google Docs and Skype has allowed learners from across the world and spanning the coasts of the country to collaborate in a timely, effective, and efficient manner. Other technological advances such as cell phones, Instant Messengers, E-Mail, blogs and wikis further this collaboration notion in true constructivist form-active engagement built upon prior knowledge to collaborate in an inquiry-based environment.

Resources/Useful Websites:

http://www.calpro-online.org/eric/docs/brown/brown01_05.pdf

Responses Posted to the Following:

Carol Lee

Tiffany Wilkinson

Educ 8845 Module 2 Blog

Response to Bill Kerr & Karl Kapp Blogs:

I agree fully with Bill Kerr in that learning theories' jobs are essentially the "rebels/radicals" of education. Learning theories are charged with the responsibility of challenging curriculum as society evolves, and in turn explaining the challenges posed by the theory's challenges to current thought in curriculum. In other words,

Curriculum should be based upon the ever constancy of change, evolution, or dare I say, REVOLUTION...

I do not agree with Stephen Downes' blanket rejection of behaviorism. I feel that as students vary, so should processes, strategies, and theories. Learning, teaching, and theorizing about learning and teaching should vary as well. In response to Kerr's blog: I agree!!!!

Karl Kapp also agrees with Bill Kerr: "What we need to do is take the best from each philosophy and use it wisely to create solid educational experiences for our learners." Essentially, this is what I am leaning more towards as a result of this Module's discussions. I see now that one can only reply that REALISTICALLY, there is not ONE sure theory/method which describes how learners learn best. It appears to me that Kapp notes appropriate levels of learning requires various theoreis/methods which describe the stage of learning. For instance, to utilize Bloom's Taxonomy , I definitely agree with Kapp that lower levels require more behavoristic approaches, whereas the higher levels can lean more upon cognitivism. In response to Kapp: learning is multi-leveled, so why shouldn't theories contain multiple levels or consist of many theories at many different levels?

Kerr and Kapp have offered an immense amount of insight into the processes of considering and choosing theories and strategies for student learning!

For Module 2, I've responded to the following blogs: Tiffany Wilkinson , Carol Lee

Resources Used:

http://learningevolves.wikispaces.com/

http://www.c21te.usf.edu/materials/institute/ct/bltax.gif

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