Toward a personal theory of Learning and Instruction

This was a great class. Prior to this class, I knew little about selecting a theory nor did I know what evidence looked like, now I do. In selecting a theory, I have moved away from not knowing how learning is transferred to having a framework for understand how the outcome unfolds and that is important to me. This new thought process , has for me, moved me away from why to how and what. More than ever, I am concerned with the transfer of the outcome of learning and how my decisions contribute to the consequences  that brought about the learning outcome.

You have had numerous educational experiences, both in an online and in a face-to-face learning environment. What impact do you believe technology has on the way you learn?

In order for technology to impact my learning, I look at technology from the number of learning options it provides. Take for instance, portable learning devices, they have changed the way I thought from a confined classroom setting because wireless or wire-less allows me to observe more from my surrounding in a context relevant to my learning needs. I think in some instances, the traditional classroom has outlived its usefulness it is not conducive to the fast learning pace of a mobile society. One thing I dreaded from undergraduate was evening classes because by the time it took to arrive on campus all the parking was 

gone. Online learning has made the campus commute less stressful.

Online learning as of late has impacted my self-confidence and has left me with a feeling of isolation. I know a lot of it has to deal with the lack of human contact because when I attend residency, I get a sense of belonging to a community.  I also find that once something goes wrong with an online class assignment, there’s a feeling of lowliness that turn dark and ugly because the experience is so impersonal. I find that is the case with me at Walden. The experience causes me to withdraw into myself as my self-confidence takes a hit. Although, I like the indepence from working alone it to visit the student lounge and  find a colleague experiencing the same stress.  

In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment? 

Online learning can be liken unto a scene from the movie Star Trek, in which the ship’s computer creates a hologram training environment for the members of the Star Trek’s crew.  Online learning engages my senses and offers me a stimulating context where I can explore topics relevant to my learning needs. Like actors online learning forces us to improvise by challenging us to become creative and imaginative in a virtual classroom while still present in our physical location. I find that facet of student-teacher centered online learning model different and beneficial because it forces you to be resourceful by harnessing the imagination of their mind to produce change. Face-to-face learning does challenge me, but I am relying on the teacher-student centered model which is passive knowledge. 

What do you believe is critical and non-negotiable in teaching and learning?

I find learning concepts essentially non-negotiable. As educators we should always strive to make clarification and communication of concepts our top priority. When I mean clarification of learning concepts, it is important for the learner to explore ways of integrating and ways of applying the meaning information through measurable verbs, it is through this practice ownership is obtained (Driscoll, 2005). As facilitators, it is our job to help the learner make their goal decisions and selections, this practice allows the learner to become an active participant in the learning process.

When I mean communication of a learning concept, I am referring to learning the acquisition of outcome. Again as facilitators, it is our job to dialogue with the learner about their explanation and identification of the selection process that lead to the outcome. Understanding outcome is important because it enables the learner to observe learning from their own line of reasoning. A consequence is a great teacher of lessons and makes the learner accountable for their actions.

Driscoll, M.P. (2005). Psychology of learning for instruction (3^rd  ed.). New York: Pearson Education, Inc.

I responded to the following colleagues:

Keith Philips

http://ksphilli.blogspot.com/2012/02/module-six.html

Belinda Van Norman
http://belindavannormaneduc7105.blogspot.com/2012/02/module-6-learning-in-digital-world.html

Module4 Connectivism

How has your network changed the way you learn? My network has changed the way I vet information, as a result, it is small. It caused me to become more reluctant to admit negative information that can influence my thoughts. This gives me a sense of control over my learning.  In my learning environment, I enjoy the ability to decide the time/place when I learn.

Which digital tools best facilitate learning for you?
Graphic organizers, particularly continuum are at the top of my list because they encapsulate concepts that are difficult to explain in words. If we can become skilled at using a continuum, we are able to anticipate problems as they arise (Siemens, 2006). I have grown attached to the continuum concept because it simplifies the extreme ends of a spectrum and makes it easy for me to move in the appropriate direction.

How do you learn new knowledge when you have questions? I tend to construct my research question around a measurable verb. I think the verb standardizes the discovery process and facilitate the integration of learning concepts that makes the question answerable. In addition, the verb improves my ability to make progress and make my ideas specific.

Siemens, G. (2006). Knowing Knowledge. Location: Author.

http://www.cnn.com/
youtube.com/
http://sayoc.com/

Ivan Pavlov

This is the man that inspired my principle of progressive stimulus, it is my tribute to a great thinker:
http://www.muskingum.edu/~psych/psycweb/history/pavlov.htm

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

I am a behaviorist true and true. After reading Driscoll (2005), I believe people learn best when their thinking is stimulated about what emerging technology trends means for an education practitioner. People also, learn best when their ability to manage challenges within the e learning context reduces the impact of issues that surface.
I believe that the purpose of a learning theory in education technology is to provide a framework within which e tools can be used to assist education tech practitioners in their tasks to present their ideas clearly and logically. In other words, a learning theory is the foundation of educational analysis because it comes from perspectives which the practitioner acquires and discovers principles to make effective decisions. Learning theory provides the education tech practitioner with a vehicle to increase learner knowledge and explain how they learn about problems. For instance, from behaviorism I discovered the principle of progressive stimulus. I believe that learning must include progressive stimulation in order to achieve the successful conditioned response. The mind must be stimulated so that it has to expand further than normal. As the mind adapts to a particular stimulus (e.g., accommodate new duties, responsibilities, and dilemmas), the person should progress to a higher order of thinking. For example, to evolve to meet the learning behavior of the learner, the mind must be stimulated beyond its normal parameters. As the mind grows accustomed, the new condition has to be increased to stimulate new knowledge.

Driscoll, M.P. (2005). Psychology of learning for instruction ( 3^rd ed.). Boston, MA: Pearson Education, Inc.