Tuesday, August 31, 2010
50 Blogs covering Homeschooling and Ed Tech
http://www.onlinecolleges.org/50-edtech-blogs-every-homeschooler-should-bookmark/
Wednesday, August 11, 2010
Module 5
Found this site interesting: http://www.laurenpressley.com/projects/millennials/education.htm talks about bahaviorist, constructivist, cognitivist, and connectivism Called "Millennials in Education" from 2006
Sunday, August 1, 2010
Saturday, July 24, 2010
Posted to Maragaret's Blog
Followed your link to the Mind Map web site. The purple makes the words harder to see at my age. I would suggest putting them in "BOLD" or going for a lighter color. Found a couple of typos: Board (bored), used on (one).
A question: why use the Smart Board only as a reward and a method of teaching when you state that you have an abundance of tools, resources and lessons?
A question: why use the Smart Board only as a reward and a method of teaching when you state that you have an abundance of tools, resources and lessons?
Connectivism Module 4 Assignment
Module 4
Assignment
Introduction
My contention as to whether Connectivism is or is not a learning theory will be based upon the belief that I do not find connections in Siemens’ theory that would support the idea that his explanations will lead to a learning theory.
Argument
• What are the essential criteria for something to be a learning theory?
Driscoll conceptualizes a Learning Theory as, “A set of constructs linking Results or changes in performance, Means-Hypothesized structures and processes responsible for learning, and Inputs-resources or experiences that trigger learning.” (Driscoll, 2005, p 1). She also believes that there is a process to theory building involving,
Making assumptions about the nature of knowledge and how one comes ‘to know’; asking questions from curiosity or discrepant events; conducting systematic observations; proposing explanations of observed events; deriving working hypotheses from proposed explanations; conducting research to test hypotheses; comparing results with hypotheses and initial theory; and revising theory and conducting additional research. (p. 5).
Therefore; a learning theory to Driscoll is, “A set of psychological concepts that are linked together while observing any changes in behavior against ideas thought of prior to the changes occurring.” (p. 9). In connection with this she states that a learning theory is comprised of three basic components:
The results: What are these changes in performance to be explained by the theory?
The means: What are the processes by which the results are brought about (including any hypothesized structures that these procedures are assumed to operate on)?
The inputs: What triggers the processes to occur? What are the resources or experiences that form the basis for learning? (p. 9).
Theory as defined by Johnson and Christensen (2008, p. 63), “An explanation or explanatory system that discusses how a phenomenon operates and why it operates as it does”, by making sense of the purpose of current knowledge through integration and summarization of the knowledge.
Trochim and Donnelly (2007, p. 241) defines grounded theory as, “Good research strategizes and reflects theories that one is investigating.” While hypothesizing specific theoretical expectations one should incorporate these into the design of the theory.
Connectivism, by Siemens (2004), is:
The integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs when nebulous environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial.
From my perspective, Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output.
• What are the essential criteria for something to be an instructional theory?
Driscoll, using Reigeluth’s (1983) definition of instructional theory as identifying methods that will provide the conditions under which learning goals will most likely be attained. (Driscoll, 2005, p. 352).
Siemens (2006, p. 39), Connectivism is a “process of creating networks”, where information is not directly related to what one must learn about, but could be useful at some time in the future; those bits of information in the “shade, along continuums, and blurred boundaries” to create a new reality.
Saettler (2004, p. 346-347), describes Gagne` and Brigg’s Theory of Instruction as:
Major categories of human capabilities that are outcomes of learning being (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills. By proposing that each category requires a different set of conditions for effective learning, and assumed the information –processing model of learning and memory, with the system model being characterized by instruction designed for specific goals and objectives; the development of instruction employs diverse media; and pilot tryouts, materials revision, and field testing of materials constitute an integral part of the design process. In other words, instructions ‘a human undertaking whose purpose is to help people learn.’
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
• What are the differences between a learning theory and an instructional theory?
The differences between a learning theory and an instructional theory are:
A learning theory must answer the questions, “What are the results being observed that pertained to a change in learning from that which was first theorized? How does this change occur within the individual as theorized by the observer? What experiences or other basis can be identified as the factor(s) leading to the change in the learning situation?” Whereas, the instructional learning is a method(s) that are used by the student to take the information presented, interpreting the information, evaluating it against known information and then creating a new information database from which to work from.
Here, Siemens’ so-called theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
• What is connectivism?
Connectivism is an integration of principles of chaos, network, complexity and self-organization theories. Here, Siemens states these are a collection of theories from the start, not something that is original. Learning is a process that occurs when unformulated environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial. Therefore, the theory is ever-changing whereas the other theories, based in psychology, are self-sustaining and never change, only the environment changes.
• Why does Siemens believe connectivism is a new learning theory for a digital age?
Siemens believes his theory of connectivism is a theory because it is the only explanation of learning that changes due to the usage of technology, whereas all other theories were based in psychological means using rote memory.
• Provide three sound reasons why connectivism could be a learning theory.
Not withstanding the reasons that I have included in my argument against connectivism being a learning theory, it could be stated, and disregarding the psychological aspects of other learning theories, that connectivism is a theory based upon the one source of definition that it is based upon the learning acquired through technological devices making it a one-of-a-kind theory.
Connectivism uses multiple methods of learning not inhibited like behaviorism, cognitivism, and constructivism to behaviors, thinking, and how one construct’s new learning from previously learned learning.
Connectivism does close in on the totality of learning that goes on within the mind of the learner to achieve the learning change required by city, state, and national criteria.
• Provide three sound reasons why connectivism might not be a learning theory.
Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output, from my viewpoint.
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
Siemens’ theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
Conclusion
Learning is not a concept that is easily defined due to the multitude of avenues in which a student can learn or is required to learn. Theories prior to Siemen were all psychologically-based whereas Siemens’ is not, merely technologically-based. Siemen, as far as I can determine from the readings and material available to me fails to uphold the definition of a theory and instructional theory by lacking a base of determination from which to work from other than technology. It does not qualify as an instructional theory being that it is a means to “connect” concepts to other concepts not enlarging the concept of learning for the learner directly, but indirectly plus the ability of being able to integrate information that does not necessarily apply to a given problem but can be used at some point under different conditions and environments.
Siemen, from connectivism.ca (2010, p. 7, para 3/7), states “content should be tied to objectives and learning profiles, if not, meaning is nothing if it does not develop the learner into gaining the ability to produce personal content rather than being forced-fed content from the instructor. In his terms teachers are the curators of information and students are the creators.” Siemens (2010, p. 23, para 7/9), “A community or group is defined by its connections – how people are connected to each other and to the world outside is provided through a shaping influence on possible connections we draw between concepts, information sources, world views, and other people.” According to Siemens when “connections begin to solidify, becoming dogma, that is rigid, they fail to represent information continuously evolving through a chaotic and shifting world outside.”
Siemens (2010, p. 25, para 1/3), “Connections are … fragmented information that is woven and remade through global social interactions. We don’t make sense of our complex world as individuals. We make dense through connections with these connections creating our identity helping us to gain a sense of belonging and humanity.”
Looking at the role of the teacher/instructor/professor, Siemen (2010, p. 27 para 2),
The teacher plays numerous roles in the traditional classrooms a role-model, encourager, supporter, guide, and synthesizer, but most importantly, a teacher offers discipline in selecting the textbook, determining and sequencing lectures and planning activities to offer coherence to the subject matter. But when a learner has control of the tools of conversation, they also control the conversation(s) in which they choose to engage.
Teachers, under Siemens, would be amplifiers (to Tweet or re-tweet), curators (knowledge keepers), wayfinding socially-driven sense-maker (finding the way through spacious amounts of information using technology such as Blogs using social systems as filters), aggregating (disregarding the usage of RSS feeds the collective ability of technology to determine how one can improve what is being done based upon past experiences), filtering (use of the first three concepts), modeling (teaching and demonstrating the using of apprenticeships whereas learning is practice and reflection of learned concepts), and persistent presence (presenting summary comments, synthesizes discussions, provides critical perspectives, and directs learner to resources they may not have previously encountered).
In conclusion, Siemens’ theory is not a theory but a means of inclusion that allows one to connect missing pieces of information to that of behaviorism, cognitivism, and constructivism that is based solely on the use of technology and not a psychological explanation of events of procurement of information and behavioral changes that accompanies such change.
References
Driscoll, M. P. (2005). Psychology of Learning for Instruction. (Third Ed.). Pearson Education Inc. Boston
Johnson, B. and Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and Mixed Approaches. (Third Ed.). Sage Publications Los Angeles
Saettler, P. (2004). The Evolution of American Educational Technology. Information Age Publishing Greenwich, CT
Siemens, G. (2006). Knowing Knowledge.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (210). Various Topics. Retrieved from http://www.connectivism.ca/
Trochim, M. K. and Donnelly, J. P. (2007). The Research Methods Knowledge Base. (Third Ed.). Thompson Custom Publishing Mason, OH
Assignment
Introduction
My contention as to whether Connectivism is or is not a learning theory will be based upon the belief that I do not find connections in Siemens’ theory that would support the idea that his explanations will lead to a learning theory.
Argument
• What are the essential criteria for something to be a learning theory?
Driscoll conceptualizes a Learning Theory as, “A set of constructs linking Results or changes in performance, Means-Hypothesized structures and processes responsible for learning, and Inputs-resources or experiences that trigger learning.” (Driscoll, 2005, p 1). She also believes that there is a process to theory building involving,
Making assumptions about the nature of knowledge and how one comes ‘to know’; asking questions from curiosity or discrepant events; conducting systematic observations; proposing explanations of observed events; deriving working hypotheses from proposed explanations; conducting research to test hypotheses; comparing results with hypotheses and initial theory; and revising theory and conducting additional research. (p. 5).
Therefore; a learning theory to Driscoll is, “A set of psychological concepts that are linked together while observing any changes in behavior against ideas thought of prior to the changes occurring.” (p. 9). In connection with this she states that a learning theory is comprised of three basic components:
The results: What are these changes in performance to be explained by the theory?
The means: What are the processes by which the results are brought about (including any hypothesized structures that these procedures are assumed to operate on)?
The inputs: What triggers the processes to occur? What are the resources or experiences that form the basis for learning? (p. 9).
Theory as defined by Johnson and Christensen (2008, p. 63), “An explanation or explanatory system that discusses how a phenomenon operates and why it operates as it does”, by making sense of the purpose of current knowledge through integration and summarization of the knowledge.
Trochim and Donnelly (2007, p. 241) defines grounded theory as, “Good research strategizes and reflects theories that one is investigating.” While hypothesizing specific theoretical expectations one should incorporate these into the design of the theory.
Connectivism, by Siemens (2004), is:
The integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs when nebulous environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial.
From my perspective, Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output.
• What are the essential criteria for something to be an instructional theory?
Driscoll, using Reigeluth’s (1983) definition of instructional theory as identifying methods that will provide the conditions under which learning goals will most likely be attained. (Driscoll, 2005, p. 352).
Siemens (2006, p. 39), Connectivism is a “process of creating networks”, where information is not directly related to what one must learn about, but could be useful at some time in the future; those bits of information in the “shade, along continuums, and blurred boundaries” to create a new reality.
Saettler (2004, p. 346-347), describes Gagne` and Brigg’s Theory of Instruction as:
Major categories of human capabilities that are outcomes of learning being (1) verbal information, (2) intellectual skills, (3) cognitive strategies, (4) attitudes, and (5) motor skills. By proposing that each category requires a different set of conditions for effective learning, and assumed the information –processing model of learning and memory, with the system model being characterized by instruction designed for specific goals and objectives; the development of instruction employs diverse media; and pilot tryouts, materials revision, and field testing of materials constitute an integral part of the design process. In other words, instructions ‘a human undertaking whose purpose is to help people learn.’
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
• What are the differences between a learning theory and an instructional theory?
The differences between a learning theory and an instructional theory are:
A learning theory must answer the questions, “What are the results being observed that pertained to a change in learning from that which was first theorized? How does this change occur within the individual as theorized by the observer? What experiences or other basis can be identified as the factor(s) leading to the change in the learning situation?” Whereas, the instructional learning is a method(s) that are used by the student to take the information presented, interpreting the information, evaluating it against known information and then creating a new information database from which to work from.
Here, Siemens’ so-called theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
• What is connectivism?
Connectivism is an integration of principles of chaos, network, complexity and self-organization theories. Here, Siemens states these are a collection of theories from the start, not something that is original. Learning is a process that occurs when unformulated environments of shifting elements – not entirely under the control of the individual.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw between important and unimportant information is vital. The ability to recognize when new information alters the picture based on decisions made yesterday is also crucial. Therefore, the theory is ever-changing whereas the other theories, based in psychology, are self-sustaining and never change, only the environment changes.
• Why does Siemens believe connectivism is a new learning theory for a digital age?
Siemens believes his theory of connectivism is a theory because it is the only explanation of learning that changes due to the usage of technology, whereas all other theories were based in psychological means using rote memory.
• Provide three sound reasons why connectivism could be a learning theory.
Not withstanding the reasons that I have included in my argument against connectivism being a learning theory, it could be stated, and disregarding the psychological aspects of other learning theories, that connectivism is a theory based upon the one source of definition that it is based upon the learning acquired through technological devices making it a one-of-a-kind theory.
Connectivism uses multiple methods of learning not inhibited like behaviorism, cognitivism, and constructivism to behaviors, thinking, and how one construct’s new learning from previously learned learning.
Connectivism does close in on the totality of learning that goes on within the mind of the learner to achieve the learning change required by city, state, and national criteria.
• Provide three sound reasons why connectivism might not be a learning theory.
Connectivism is trying to fill in the “blanks” of information not viable through behaviorism, constructivism, or cognitivism and thus making “connections” between how one learns then utilizes this information in learning new material, making it less a theory and more of an adoptive method of explaining the system of learning, similar to the workings of a computer: input, evaluation [this is where connectivism applies], and then output, from my viewpoint.
The reason Connectivism does not meet the criteria for an instruction learning theory since it merely makes connections in the methods by which learners integrate and formalize their learning with extraneous bits of information.
Siemens’ theory fails to take into consideration that other learning theories are based upon rote memory based in psychology as opposed to his connectivism theory with memory initiated through usage of technological devices that merely links the blank spaces left by rote theories.
Conclusion
Learning is not a concept that is easily defined due to the multitude of avenues in which a student can learn or is required to learn. Theories prior to Siemen were all psychologically-based whereas Siemens’ is not, merely technologically-based. Siemen, as far as I can determine from the readings and material available to me fails to uphold the definition of a theory and instructional theory by lacking a base of determination from which to work from other than technology. It does not qualify as an instructional theory being that it is a means to “connect” concepts to other concepts not enlarging the concept of learning for the learner directly, but indirectly plus the ability of being able to integrate information that does not necessarily apply to a given problem but can be used at some point under different conditions and environments.
Siemen, from connectivism.ca (2010, p. 7, para 3/7), states “content should be tied to objectives and learning profiles, if not, meaning is nothing if it does not develop the learner into gaining the ability to produce personal content rather than being forced-fed content from the instructor. In his terms teachers are the curators of information and students are the creators.” Siemens (2010, p. 23, para 7/9), “A community or group is defined by its connections – how people are connected to each other and to the world outside is provided through a shaping influence on possible connections we draw between concepts, information sources, world views, and other people.” According to Siemens when “connections begin to solidify, becoming dogma, that is rigid, they fail to represent information continuously evolving through a chaotic and shifting world outside.”
Siemens (2010, p. 25, para 1/3), “Connections are … fragmented information that is woven and remade through global social interactions. We don’t make sense of our complex world as individuals. We make dense through connections with these connections creating our identity helping us to gain a sense of belonging and humanity.”
Looking at the role of the teacher/instructor/professor, Siemen (2010, p. 27 para 2),
The teacher plays numerous roles in the traditional classrooms a role-model, encourager, supporter, guide, and synthesizer, but most importantly, a teacher offers discipline in selecting the textbook, determining and sequencing lectures and planning activities to offer coherence to the subject matter. But when a learner has control of the tools of conversation, they also control the conversation(s) in which they choose to engage.
Teachers, under Siemens, would be amplifiers (to Tweet or re-tweet), curators (knowledge keepers), wayfinding socially-driven sense-maker (finding the way through spacious amounts of information using technology such as Blogs using social systems as filters), aggregating (disregarding the usage of RSS feeds the collective ability of technology to determine how one can improve what is being done based upon past experiences), filtering (use of the first three concepts), modeling (teaching and demonstrating the using of apprenticeships whereas learning is practice and reflection of learned concepts), and persistent presence (presenting summary comments, synthesizes discussions, provides critical perspectives, and directs learner to resources they may not have previously encountered).
In conclusion, Siemens’ theory is not a theory but a means of inclusion that allows one to connect missing pieces of information to that of behaviorism, cognitivism, and constructivism that is based solely on the use of technology and not a psychological explanation of events of procurement of information and behavioral changes that accompanies such change.
References
Driscoll, M. P. (2005). Psychology of Learning for Instruction. (Third Ed.). Pearson Education Inc. Boston
Johnson, B. and Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and Mixed Approaches. (Third Ed.). Sage Publications Los Angeles
Saettler, P. (2004). The Evolution of American Educational Technology. Information Age Publishing Greenwich, CT
Siemens, G. (2006). Knowing Knowledge.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Siemens, G. (210). Various Topics. Retrieved from http://www.connectivism.ca/
Trochim, M. K. and Donnelly, J. P. (2007). The Research Methods Knowledge Base. (Third Ed.). Thompson Custom Publishing Mason, OH
Thursday, July 22, 2010
Connectivism
In Module 4 for this week, I wrote: What we are discussing here refers more to the way that Connectivism is relabeling concepts instituted in the Social constructivism. Another concept, taking the economic view of Toffler, and utilizing it as a key to changing the learning with technology of Toffler’s Third Age or rather connecting the two concepts as closely as possible to make it more feasible to the educational intellectual. Since Toffler’s three ages deal mainly with economics and how all other areas of a person’s life relates to that age and the change in the economics. But, yes, there are relevancies that exist with connectivism. Siemens talks of Chaos theory as it relates to education and technology usage. Chaos, per Siemens, is the breakdown of being predictable as evidenced in “complicated arrangements that initially defy order.”(2004, p. 3).
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.”(Siemens, 2004, p. 2).
Do people learn differently? No, it is just being expanded upon from the constructivists and given a new term of knowledge learning. The connectivists are trying to interpret what is going on in the learner’s head as it relates to behavioral changes in knowledge gathering.
How should the role of the educator change to aid learners develop connections? What connections do learners need? Siemens believes, “learning and knowledge rests in diversity”, meaning teachers should not be limiting discussions to what the teacher believes, but should include all opinions, within reason. (p. 4). Learning may be found, according to Siemens, outside the student and in the available technologies. For instance, the use of computers, net pads, phones, etc. (p. 4). “Nurturing and maintaining connections is needed to facilitate learning.” (p.4). Siemen believes, “the ability to see connections between concepts, facts, and ideas is a core skill.” (p. 4). This provides the teacher with more creativity that needs to be utilized to encourage students to think, “Outside the box” at how different concepts relate to one another.
“Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations.”(Siemens, 2004, p. 2).
Do people learn differently? No, it is just being expanded upon from the constructivists and given a new term of knowledge learning. The connectivists are trying to interpret what is going on in the learner’s head as it relates to behavioral changes in knowledge gathering.
How should the role of the educator change to aid learners develop connections? What connections do learners need? Siemens believes, “learning and knowledge rests in diversity”, meaning teachers should not be limiting discussions to what the teacher believes, but should include all opinions, within reason. (p. 4). Learning may be found, according to Siemens, outside the student and in the available technologies. For instance, the use of computers, net pads, phones, etc. (p. 4). “Nurturing and maintaining connections is needed to facilitate learning.” (p.4). Siemen believes, “the ability to see connections between concepts, facts, and ideas is a core skill.” (p. 4). This provides the teacher with more creativity that needs to be utilized to encourage students to think, “Outside the box” at how different concepts relate to one another.
Subscribe to:
Comments (Atom)
