Cognitivism as a Learning Theory

In reference to the blog conversation of Bill Kerr, Stephen Downes and Karl Kapp, I have taken a stance in which I believe there should be an even or equal part of all the learning theories in instruction and learning. Behaviorist and cognitivist learning theory are needed in many aspects of answering problems in society today. It may also be important at times for them to be used simultaneously. As Karl Kapp describes the scenario of the nuclear technician in response to a meltdown at the nuclear plant and his reactions to the crisis, there needs to be some cognitive knowledge along with some behaviorist knowledge involved in the solution to the problem. In many work related incidences there are problems that needs to be solved in specific ways but the cognitive knowledge learned allows a person to know when and which solution should be applied to the specific incidence. I believe the theories are chopped up into too many specific details, which detracts from them. Learning specific information and being rewarded for it is covered under the behaviorist theory, whereas understanding knowledge through comprehension would be covered under the cognitive theory. Learning should not be limited to a specific theory, it should be made up of all theories needed in the instance of instruction. What ever works for the type of knowledge or understanding needed should be used to get the job done.


In the blog, Bill Kerr spoke of all the isms that have come about with time. He spoke of the new ism, connectivism spoke of by George Siemens. Siemens explains, “connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual”(Siemens, 2004). The question is, is the information exchanged in the connectivism theory not information that began in the other theories like behaviorism, cognitivism or constructivism. If not for the knowledge that already exists in one or all of these theories, connectivism would not be, therefore, some cannot exist without the others and some should not exist without the others.


Kerr, B. (2007). _isms as filter, not blinker. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2004). Connectivision: A learning theory for the digital age. Elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Postings

I posted to :
http://amusingmoose.wordpress.com/
and
http://mikedillon1977.wordpress.com/

Metaphors of Educators

With the many facets of metaphors for educators, it is hard to decide which one best describes the role of educators. "All four models, then, share a common attribute of blending the concept of educator expertise with learner contruction"(Siemens, 2007). I tend to gravitate more toward the educator as concierge. " 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, 2007, P.17). An educator's job is to provide students with the opportunities to expand their knowledge by various methods of instruction. All learners are not the same and does not learn in the same way, so educators must profice a plethora of learning possibilities for their students. I believe this incorporates all other metaphors provided by Siemens, as what an educator should be. Another good example of a metaphor of an educator as coach. A coach does many of the jobs of others all in one and being a coach of education will allow guidance for all students in what ever area is necessary at the specific time.

Peer Reviews

I posted to:
Bill Goldstein, Andree Simmons, Latonya Simmons and Amy Cantymagli.

Video Presentation - Best Practices in Online Discussion Forums

Apple IPod Graphic Organizer Module 4

The Ipod Touch is a technological innovation that has been highly diffused. Many of our students currently have one or something similar. This tool does much of what a phone could do, but actually have a verbal conversation. Many of its apps can be adapted to fit in class instruction. It has access to the internet for collaboration and communication. It also has email or access to sites that allow interaction like Facebook and LinkedIn, and has apps like Twittelator Pro and Loopt for sharing videos and discovering places friends have been. Gps and travel apps can have a major impact in a lesson for a social studies class as would access to fitness and shopping sites in a math class. The Ipod could have a major impact on a classroom, it just needs to have that advantage discovered.







Retrieved from http://www.apple.com/ipodtouch/games-and-apps/

Post Comments

I commented on Bill Goldstein and Andree Simmons.

Technology and Media for Distance Education

Static and Dynamic Technology Used in Distance Education

Currently, distance education is mainly on the static level of interaction. Many of the things we do in the classes stem from streaming videos, audio and books. Discussion posts, blogs and email are mainly what is used to collaborate at this time. It will be very interesting to see how these classes would work using many of the dynamic innovations for distance learning. Dynamic media will redefine distance education. It will enhance the expectation of distance education for providing an environment of interaction of people from all parts of the world. Although this is true now, it is hard to feel that aspect of distance education while still working with static media. Once dynamic media starts to take off, there will be another face on distance education.

Module 3 Responses

principlesofdistanceeducationwaldenu.blogspot.com    Richard Wasserman
walden-crand.blogspot.com   Christine Rand

Storyboard Responses

andreesimmons.blogspot.com
nyharris.blogspot.com

Assessing Collaborative Efforts

"To place the needs of the group above those of the individual, some people fear entering into a community because they assume in doing so that they must submit to the will of the group"(Paloff &Pratt, 2007, p 28). The importance of building a community and collaborating must be emphasized to each member of the learning community in order for each learner to get the most out of the class. Although some members of the community may be hesitant to participate, they must understand it is a vital part of the online community and that they will be assessed the same as others for the work they have completed in the group. Going into the program, online learners should have known the requirements of participating in an online enviroment and if there were issues with conducting group activitites, maybe the online environment was not the right choice for these individuals. Instructors should, however, when grading take into consideration the levels of learners that are in the class. A learner who has little experience and has made major growth should be considered as having accomplished a lot. Assessments should be evenly divided into the various sections of the course for what is required in online classes giving learners who may be strong in one aspect and not another the same chances of making a well deserved grade in the class.



Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Josey-Bass.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Josey-Bass.

Swan, K. (2004). Relationships between interactions and learning in online enviroments. The Sloan Consortium.

Storyboard - Best Practices of Discussion Forums

Story Board for Best Practices in Online Discussion Forums Video


I. Introduction                                                                    Video of f2f class and online

II. What is an online discussion?                                          Definition slide

III. Educational Experience                                                 Video - 
a. Social Presence                                                               Hand shaking
b. Cognitive Presence.                                                         Student learning
c. Teaching Presence                                                           Educator teaching

IV. Timing                                                                           Time table
 a. synchronous
 b. asynchronous

V. Forums                                                                           Video of Logos of various forums
 a. Chats
 b. Wikis
 c. Blogs
 d. Email
 e. Skype (video conferencing)

VI. Similar aspects to f2f discussions                                     Video of rapid fire discussion in classroom
       What to expect

VII. Different aspects from f2f discussions                             Video of clock time moving and collaborative
        What to expect                                                              groups

VIII. Preparation for discussion                                             Educator Responsibilities
                                                                                            -Lists & Video preparation

IX. During discussion                                                            Educator Responsibilities
                                                                                            -Lists & Video of discussion

X. Post discussion                                                                Educator Responsibilities
                                                                                            -Lists & Video of Post discussion

XI. Outcomes, Student Behavior,                                          Student based
       Response and Learning    

XII. Key Note Speaker                                                        Speaker introduction

Module 2 postings

I posted to :

http://web.me.com/marsha.jones/site/blog/blog.html

http://andreesimmons.blogspot.com

http://billgoldstein.blogspot.com

Elements of Distance Education Diffusion

I agree with Siemens' view in that global diversity has brought a different aspect to corporate and educational spheres. The technology and advancements found in today's world of business and education has allowed for a new form of a melting pot to form. The ability to converse or get advice from persons across the world with in minutes, maybe even seconds, is an ability that could have only come from the onset of the newer and more innovative technology found today. Due to innovations like, the internet, email, blogs, discussion forums, skype and many other forms of technology, the world has become a smaller place. What would have taken ages to accomplish can now be done in an instant. Siemens states "greater contributions from experts around the world has made a major impact on distance education"(Laureate Ed, 2008). It is always good to hear many points of view on a subject when trying to form your own stance. Well informed decisions are the best to be made and global diversity allows for view points based on many different aspects such as culture, beliefs, educational backgrounds and experience, which are some among many.


Laureate Education Inc. (2008). Principles of Distance Education. Baltimore: Author.

The Next Generation of Distance Education

The evolution of distance education is inevitable and will be, according to Dr. Simonson, used across the board in all levels of education. Due to this, distance education providers will need to continue to find ways to provide their students with the best possible education no matter what platform they choose to study in to achieve this goal. The conventional f2f education will eventually all incorporate forms of distance education within its study and will need to be able to make that form of study work in order to provide the necessary elements for its students to succeed. I agree, distance educational institutions have come a long way from the original self study at a distance education and have now grown to student teacher interaction while studying at a distance. Distance education institutions and their instructors must be able to provide its students with a similar curriculum as would a f2f institution while using tools found in the distance education scenario that would normally not be found in the conventional setting to its favor. This will allow these institutions to give their students an advantage of receiving a well-rounded education given the format of an education received in an unconventional manner.



Laureate Education, Inc. (2008). Principles of distance education. Baltimore: Author.

Huett, J., Moller, L., Forshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63-67.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part1: Training and Development). TechTrends, 52(3), 66-70.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66-70.