Analysis of an Open Course

This blog post looks at an open course available from Yale, Physics 200:Fundamentals of Physics ,1 found at http://oyc.yale.edu/physics/phys-200#overview.  Since I have a science background, completed college physics courses and have previously taught physics at the high school level, I thought this would be a good course to analyze.  I will look at how this course works as a distance course in terms of planning, effectiveness and active learning. 

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

The course appears to be pre-planned, but not necessarily for distance learning environment.  When you first look at the course, it seems to be recorded lectures with weekly problems to solve.   The lectures and problems sets are all found on the course site.   The video quality is good; it is clear to see the instructor and what is being written on the chalkboard. There is opportunity to join in a study group through www.openstudy.com, but it is not incorporated into the course.  This is an optional activity to help with answering questions. You post your quesiton and a helper may answer your question. There are some open questions that have been posted for some time without being resolved completely.  You are at the mercy of the helpers.The sequence of topics and progression of course content is typical for introductory calculus based physics.  Overall, this is not what would be designed as a distance learning course (Simonson, Smaldino, Albright, & Zvacek, 2012).  It is a face-to-face course put on the web.

Does the course follow the recommendations for online instruction as listed in your course textbook?

The textbook discusses several recommendations and considerations for online instruction (Simonson et al., 2012).

1. Online instruction must know who the learners are.  The instructor for this course did address which learners would be sitting in the classroom with him, but the online version of the course does not necessarily take this into consideration. 
2. The presentation of learning did not vary.  The lessons were lecture with drawings and equations on the chalkboard.
3. The instructor on the video states that he is presenting the essential content for a physics course and took into account the amount of time available for coverage in a semester long class. 
4. Instructional goals and objectives were not specifically shared with students – the purpose of the video cameras and an overview of the course occurred in the first lecture, but objective and course goals were not provided on the website or in the course materials. 
5. By definition active learning is something other than sitting and listening to a lecture in the classroom (Paulsen & Faust, n.d.).   The video lessons do not provide opportunities for active learning and allow students to recognize what they are struggling with (Classroom, 2009).  The video instruction provides a lot of information, but there is little active discovery in the lesson.
6. The visual materials included video, but do not include other items, except for lecture notes for a few of the lessons.   According to Simonsen et al. (2012)  “Handouts are an essential communication link with students” (p. 167).   This course misses the communication opportunity available through handouts as well as an opportunity to help with transfer of knowledge.

Did the course designer implement course activities that maximize active learning for the students?

Active learning is defined as a classroom activity that allows student engagement in the learning process.  By definition it is something more than just attending and listening to lectures (Prince,  2004).  In this online physics class, there would need to be more activity to the lesson structure to be considered active learning.  Since the information is obtained through lectures on video and the lesson structure does not incorporate other activities within the lesson, active learning is not being implemented in this course.  An interactive online quiz from the lecture or reading material in which students are able to get immediate feedback would be a good step in making the lessons more active. Online discussion could be a possible activity incorporated into the lesson structure.  Since this is an open course, the online discussion would be a challenge to implement easily.

Concluding Thoughts

The course appears to be an experiment in online learning.  I would recommend the use of this course for anyone wanting to see how quickly a college course moves as well as a refresher course in using calculus in the physics classroom.  I would also recommend high school students looking at a science or engineering degree to view the lectures in this course to introduce college level lectures and problem solving expectations.  For this course to be more effective it will be important for designers to incorporate more active learning components with some interactive web based materials.  This could interactive online quizzes and additional problem solving activities.

References

Classroom Activities for Active Learning. (2009, November). For your consideration: Suggestions and reflections on teaching and learning.  Chapel Hill, NC: UNC Center for Faculty Excellence. Retrieved from http://cfe.unc.edu/pdfs/FYC2.pdf

Paulsen, D. R. & Faust, J. L. (n.d.). Active learning for the college classroom.  Retrieved from http://www.calstatela.edu/dept/chem/chem2/Active/

Prince, M. (2004, June).  Does active learning Work? A review of the research.  Journal of Engineering Education, 93(3), 223-231.  Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

Art History - Museum Distance Learning Solutions for a Classroom

Scenario - Interactive Tours

A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

Introduction

Since this teacher is a novice to distance learning and the potential technologies available for distance learning, it will be important to look at technologies that require some basic knowledge or knowledge that can be easily learned or supported.  This way the technologies are not the focal point of the course and the instructor will feel comfortable using them in the classroom. Secondly, it will be important to identify the outcomes that are critical for the lesson and the students.  The scenario does not specifically address the outcomes for learning.  It does share some specifics like touring the museum, interacting with the curator, seeing the artwork on display and critiquing artwork.  As an instructional designer, I would make sure the learning outcomes are understood before moving forward (Simonson, Smaldino, Albright, Zvacek, 2012.) Using details from the scenario, I will proceed with some recommendations regarding distance-learning opportunities available to this novice teacher.

The “Tour”

In order to take a tour of the museum, hopefully there is some sort of tour available for students to access, or perhaps the teacher will need to contact the curator about options for this in the classroom.  An interactive tour like the one that is available from the National Gallery of Art would allow for students to get a feel for what an art exhibit in a gallery is like as well as how the artwork is arranged.  Maybe the use of a 360-degree view of the gallery at various points would provide students with a feel of the museum.  The American Museum of Natural History provides examples of this approach to sharing exhibits.

If no tour is available, then hopefully the curator will be able to give a tour of the museum using videoconferencing, create a short video or provide a presentation that would share how the exhibits are displayed.  If none of these are options, then the teacher will need to access the websites and show the artwork available at the museum in the various exhibits (an example from the National Gallery of Art is provided here http://www.nga.gov/collection/)

Interaction with the Curator

If possible, it may be good for students to talk specifically with the curator in order to have their questions answered, as well as get some personal comments directly from the curator.  A videoconference through a program like Skype would provide this opportunity.  Stephenson (2009) describes an example of using Skype to interact with a curator.  There was a lot of interaction in this project between the students and the curator because these students already had a lot of information they created and posted in a blog.  The curator was able to view the student work and discuss this work with the students.  This suggests that perhaps the critique of the artwork should happen first and then get feedback from the curator on their critiques.  The video interaction may also provide unexpected facts and observations that expose students and allow for understanding (Roy Rosenzweig Center for History and New Media, n.d.).  A micro blog using Today’s Meet (http://todaysmeet.com/) could be set up for students to comment and ask questions during the videoconference.  The curator or teacher could view the comments and questions.  The curator and teacher could then answer the questions.  The micro blog could even be shown on the screen at the same time as the curator.

In typical secondary classrooms, teachers tend to teach more than one section of a course. This means that there is a possibility that the curator will not be available to speak with each section. The instructor will want to plan for this contingency in one of two ways.  The first way would be to arrange for all students to be present for the videoconference.  The second option would be to use a camcorder to make a video of the conference to share with the other sections

If the curator is not available for a videoconference, the instructor could ask for participation through a blog in which students can post questions and the curator would then be able to answer them.  Students could comment on the responses and answer the questions from the curator on the blog.  This would require the instructor to create a presentation on the art, or use the museum website to access the art.


A third option would have the teacher make a presentation with the art of the museum itself.  The teacher would make a blog created to interact with the curator where students can provide questions for the curator and then the curator can reply to the questions or comments made.  This option would not be real time, but would provide some interaction with the curator. If the curator is able to create a podcast or vodcast of their answers, that would be another option.

Student Involvement

As described earlier, during the discussion students could micro blog with the curator to share questions and comments.  This would provide opportunities for students that are uncomfortable asking questions live to the curator.

Students could create a wiki or blog to post their critiques of the artwork, with a link to the actual artwork on the blog for others to see.  Students or the teacher could easily create these pages for collaboration.  (An example of students critiquing their own work with photos of the work is found at http://www.vivacritique.com/Student+Wikis.)  The teacher could provide some thought provoking questions for the critique or a template for students to follow.  Completing this portion of the project first would allow for additional conversation points with the curator.  Recommendations to the teacher should encourage moving this portion of the project to be completed before videoconferencing with the curator.

Concluding Thoughts

The use of wiki and blogs for collaboration are effective for classroom use.  These provide a place that students can interact and store their thoughts as they collaborate (Pitler, Hubbell, Kun, & Malenoski, 2007; Beldarrain, 2006). The interaction with the curator and the tour of the museum provide an opportunity to make connections to their learning.  The use of technology in this example serves to enhance the learning process and must not take the central role of learning.  The lesson also allows for using the web in learning as well as move the learning beyond the textbook.  These characteristics are important for making distance learning effective and appropriate for the learning outcomes (Smaldino et al., 2012).

Resources

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007).  Using Technology with Classroom Instruction that Works. Denver, CO: Mid-continent Research for Education and Learning.

Roy Rosenzweig Center for History and New Media. (n.d.). Skype. Retrieved from http://teachinghistory.org/digital-classroom/tech-for-teachers/23569

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

Stephenson, N. (2009, February 15) The many roles of skype in the classroom.  [Blog message]. Retrieved from http://www.iste.org/connect/iste-connects/blog-detail/09-02-15/The_Many_Roles_of_Skype_in_the_Classroom.aspx

The Past, Present and Future of Distance Learning

The Past

Before starting the MSIDT program, my understanding of distance learning was very limited, and my definition was very narrow.  In the early 1980s, my mom went back to school and completed a degree through correspondence.  She had to meet at the beginning and end of the semester with her instructors and complete weekly assignments that were mailed to the instructors.   The instructors then commented and returned the assignments.  I also experienced correspondence coursework in the early 1990’s due to a misunderstanding with my university counselor and the degree requirements.  (I enrolled in a third history course and needed a course in another area.)  I was able to complete an anthropology course through correspondence and proctored testing.  This correspondence course was self-paced and had one fee for completion within a 12 month period. 

My first teaching position was in Southeast Missouri.  Having a Biology degree, I did not think I had to take additional biology courses in order to teach Biology in other states.  This assumption was wrong, and I had to complete a plant biology class.   I also had to enroll in an exceptional learner class.  (Both of these areas were covered through my undergraduate degree, but since there was not a course labeled botany or exceptional learner on my transcript, I had to complete these two courses.)  These two courses were completed through correspondence and proctored exams.  The courses were somewhat self-paced, but had a final deadline for completion.   The secondary school in Southeast Missouri had a Spanish class offered through a satellite class because there was not a Spanish teacher.  Assignments were sent in by the facilitator and students watched the instructor through the satellite lessons.  As this school was able to get e-mail and internet access, the class was able to interact with instructor more. 

About ten years ago, I also had the opportunity to enroll in an online course that was an experimental class.  This course was completed through online modules and quizzes. There was a final project that had to be completed and presented on-site in a seminar setting.  I was not very happy with this course because of the experimental design and unclear expectations for the assignments and final project.

All of the previous experiences influenced my definition of distance learning.  This initial definition included correspondence coursework, satellite video and learning modules with pencil and paper tests.   These experiences moved me toward Walden’s Program when I decided to work toward a masters degree.  I was looking for a little more than correspondence assignments and wanted to incorporate technology in my learning process.  I was not sure that I wanted a completely self-paced program, even though I am at a point now that I would consider that for future coursework.

Definition of Distance Learning

My definition of distance learning has been enhanced through my experiences and the MSIDT program at Walden University.  I do not feel that there is one definition of distance learning, since there are situations that require different approaches to distance learning.  My current distance learning definition includes the four components of distance learning as described by Simonson, Smaldino, Albright, and Zvacek (2012).  Distance learning (DL) is based in an institution.  DL also separates the student and teacher by distance or time at some point in the instruction. DL is technologically enhanced, or there is some type of assisted communication. Interaction of learners and instructors is important for effective distance learning.  Depending on the situation, you should be able to see most, if not all, of these included in each instance of distance learning. 

What will the future bring for DL? 

There will be changes for distance learning in the future.  This is especially true for the secondary classroom, since public education seems to lag behind in regards to technology implementation and use.  I see an expanded role of communication tools being used for connection of classrooms and students to others around the world.  Skype, instant messaging, and VoIP will allow learners easier access to instructors and experts (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Computer technology will be used for instructors and students to know what standards they have met and where they still need to work to gain mastery (Tracey & Richey, 2005).  There will also be access to additional content that traditionally was not accessible to students in the secondary classroom.  This is one area that is part of the current use of computers, but will be more integrated into the curriculum.  The teacher in the classroom will become more a facilitator of learning.  A teacher that is a facilitator will be able to work toward differentiation of the instruction to meet the needs of each student present in the classroom.  DL may also allow instructors to streamline the education process for learners, thus reducing time spent on learning.  This will require Instructional Designers to focus on quality of instruction and needs assessment in order to accomplish this possibility (Moller, Foshay, & Huett, 2008).  Homebound students and students with extended absences will be able to stay with or complete the learning goals for courses enrolled much easier that with the traditional approach to learning (Huett, Moller, Foshay, & Coleman, 2008).  I envision that DL will become more accessible and available to all learners, not just the postsecondary environment.  This would include primary and secondary students, parents, grandparents and any individual looking to learn more.  I have looked at Kahn Academy (www.kahnacademy.org), and this is one example of a place where people can go to learn more. 

Conclusion

This description of the future is but a drop in the bucket, as there are many different routes the future will be able to take.  What will the future hold?  This is a great question and one that I remind my students regularly.  Since the future is unknown, we must prepare ourselves with the skills necessary to move with the future and not remain in the past.  I have many students say “My dad did not need this to get his job.”  Many of the future jobs that students today will have are not known today.  Who would have thought the field of Instructional Design would be moving as quickly as it is.  I had not even thought of this field of work as a possibility.  As I worked with microcomputers in the 1980s, I would not have considered they would be integrated into the lives of people so quickly.

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). 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). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007).  Using Technology with Classroom Instruction that Works. Denver, CO: McREL.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–2.1

Distance Learning Mind Map

Distance Learning

I am excited to learn about distance learning and how it can be used for the typical classroom. I am not sure exactly what I will be able to learn through the current course. If the pattern holds true from the other courses in this Masters Program, I am sure I will not be disappointed.
As I look through the course requirements, I am glad this class is happening during the summer months where I am not teaching full time. This looks to be a very demanding course and may prove to be invaluable in understanding the full implications of distance learning from the designer's point of view.
I recently researched the flipped classroom and even ventured into my first vodcast.
If anyone is intersted in learning more about the flipped classroom please check out the following two items. I think that this idea may help the traditional classroom become more versatile and begin to bridge the gap in the needs of many secondary school students.


Created by Knewton and Column Five Media

Reflection

Again I am amazed, but not surprised, at the learning that has occurred during this course of study.  This is the second course in my MSIDT program.  I was surprised with the amount of knowledge gained in the first course (Walden University's EDUC 6105) as compared to what my expectations were.  This course also enlightened me in terms of why online and adult learning fits my current learning situation.  This course again went beyond my expectations.  My reflection will describe what I have learned in terms of how I learn, how people learn, my understanding of learning in terms of theories, styles, technology and motivation as well as how this course will apply to my future. 

The surprising aspects of how people learn ties into previous understanding of how learning occurs.  I have always thought that classroom teachers can construct opportunities for students to gain knowledge, but this is not always the case.  No matter how well an instructor presents or develops learning opportunities, learners do not receive information the same way and the learner determines the outcome of learning (Jenkins, 2006).  This would encourage instructors to develop multiple learning opportunities for learners in their course or classroom, which increases the challenge of instruction.  As an instructor, this may cause one to believe that there is no way to reach all learners, but it will be important for instructors to recognize why the learner answers a question a certain way and develop an understanding of how to affect change in the learner.   This concept was also surprising, because before this course I did not realize that my classroom was formed around constructivist theories.  The concept  also reminded me to revisit the idea that cooperative learning is important in this type of environment.  I will need to work harder to encourage cooperative learning in my classrooms.

My personal learning process includes many concepts that I had not previously considered.  As an adult learner, I had not thought about adult learner factors, since I am a classroom teacher.  As I considered some of the learning issues facing adults, I did realize that my learning was affected by responsibilities and situations (Cercone, 2008).  Understanding that prior experiences were also factors was something that I knew in regards to my young learners, but really did not consider for myself.  Memory has not been a consideration, but as an adult learner I realize that memory is not as effective as when I was young (Conlan, Grabowski & Smith,  2003).    This explains some of my issues with learning and recalling information.   My learning journey guided me to look at using technology with concept maps and organizers in order to organize information (Pitler, Hubbell, Kuhn & Malenoski, 2007).  This will allow me to use a cognitivist approach in using technology and provide an opportunity for information to be processed, encoded and eventually elaborated upon (Ormrod, Schunk, & Gredler, 2009). 

There is a connection between learning theories, styles, technology and motivation.  Ertmer & Newby (1993) conclude that there is not one learning theory in itself that applies to all learning situations.  Learning (and instruction) would need to incorporate aspects of behaviorism, cognitivism and constructivism depending on the situation and the learner's needs.   Gardner (2003) and Willingham (2009) have much to say about learning styles, but the main concept that should be learned from this is that learning styles are appropriate to consider, but should not be used to drive instruction.    If learning requires math, then you need to learn through mathematical intelligence.  This also means that if you are expected to demonstrate knowledge mathematically, then you need to use that mode of learning or intelligence.  Motivation can be addressed through learning styles and by proposing problems that can be solved (Willingham, 2009).

As an instructional designer, this course has provided me with some insight into how individuals learn and has reinforce other ideas that are already part of my instruction.  If I become an instructional designer for adult learning, incorporating aspects of  andragogy (Cercone, 2008) and the multidimensional aspect of adult learning (Merriam, 2008).  As a current instructional designer for secondary students, this course has caused an evaluation of various aspects of my instructional design.  These areas include incorporation of more behaviorist teaching (Ertmer & Newby, 1993), motivation of students, and possible incorporation of aspects of ARCS into the classroom and would be important to consider when developing an online course.  The parts of ARCS that I need to consider include increasing attention, making learning relevant and building confidence in students (Huett, Moller, Young, Bray, & Huett, 2008).

In conclusion, I realize my understanding of learning theories has increased, but has much room for growth.  This, of course, is another feature of an adult learner and is one I am amazed is not being developed more in schools today.  As I learn more, I see that there is more that I do not know.  As an instructional designer, this understanding will play a critical role in my development and as a classroom teacher.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf 

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved fromhttp://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Huett, J., Moller, L., Young, J., Bray, M., & Huett, K. (2008). Supporting the distant student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113–126. 

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Siemens, G.  (2005). Connectivism: A Learning Theory for the Digital Age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Willingham, D. T. (2009).  Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom.   San Francisco, CA: Josey-Bass.

Putting the Pieces Together - A Start

The study of the various learning styles has expanded my understanding of learning and how I learn.  I initially felt that I learned best using a combination of theories with emphasis on constructivism.  I still feel that I do learn best that way,  but now I understand that as an adult learner, I probably learn best through connectivism.    Siemens (2005) describes several  principles of connectivism that fit right into my learning style.

1.  " Learning and knowledge  rests  in diversity of opinions." - The more viewpoints I am able to gather information on, the more likely I am able to make a good decision.

2 . "Learning is a process  of connecting specialized  nodes or information sources." - I use many different information sources to inform my decisions.   My network shows a lot of different sources.

 3. "Learning may reside in non- human appliances." - I use TV, Radio, Computer, and iPad as I gather and use information. I spend a lot of time searching and looking for information online.  I keep finding information.  Sometimes I never do find what I am looking for, but I always learn something else in the process of searching.

4.  "Capacity  to  know more is more critical than  what  is currently known"  -  I feel that curiosity fits directly into this as well.  I am always wanting to know more or learn more that what I currently know.  Perhaps this is where I have difficulty in teaching my students, I expect them to have the curiosity as well, but I need to realize not all people have this capacity.

5.  "Ability  to  see connections between fields, ideas, and concepts is a core skill." - This is something that I constantly try to instill in my students in the classroom.  I try to show them how things are all connected - math, science, history, reading, writing, etc.  I know that many of them are not ready to listen to this, but hopefully the message will eventually get through.

6.  " Currency  (accurate, up-to-date knowledge)  is the  intent  of all connectivist learning activities." - This ties directly into #2 above - with connected "nodes" one is able to receive the most accurate and up-to-date information.

7.   "Decision-making  is itself  a learning process.  Choosing what  to  learn and the meaning of incoming  information is seen through the  lens of a shifting  reality.  While there  is a right  answer now, it may be wrong tomorrow  due to  alterations in the information climate  affecting the  decision." - This should be something everyone should understand in terms of learning.  Humans learn as they struggle and make mistakes.  What you think is correct now, may change when you receive more or better information.  This is another skill I try to practice with my students, many times they are unwilling to make a decision or look at the information to make a best decision.  Adolescents are really  stubborn sometimes.

Since I am an adult learner, there are several aspects of adult learning that affect my ability to be successful.  I don't know if this would be categorized as how I learn, but it is a factor in the learning process.   With adult learners responsibilities (like family) and situations (like your job) play a role in how effectively one can focus on studying during the learning process.  Prior experiences in learning and memory declination affect the ability to process information  (Conlan, Grabowski & Smith,  2003).  I do now understand some of my learning issues in terms of storing and recalling information.   I need to take to heed some of the recommendations for using technology in a cognivitist role and use the computer and iPad to create concept maps and organizers as I read information  (Pitler, Hubbell, Kkuhn & Malenoski, 2007).  This will provide an opportunity for information to be processed, encoded and eventually elaborated upon (Ormrod, Schunk, & Gredler, 2009).  If anyone has ideas to help, please let me know.

With my personal learning network that includes individuals, print sources, video and various digital materials.  I find that technology plays more and more of a role in the process.  I find that writing information down on paper is starting to become cumbersome, as I am unable to locate the information easily.  Hopefully,  I will become more adept at using mobile devices for recording and storing information on the fly.    I hopefully can pass this on to my students in the classroom as well (maybe they can help me learn a new way of doing it as we learn.)

References:

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Siemens, G.  (2005). Connectivism: A Learning Theory for the Digital Age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Connectivism

As I analyze my personal learning network, I would be remiss to include that I would consider myself somewhat of a digital native.  I grew up as technology grew up.  I remember TV's with knobs to turn channels and volume.  I remember Beta and VHS.  I remember using my first computer in elementary school - (an Apple II I think) to play games and learn some programming.  I bought my first and second computers (Commodore Vic-20 and Commodore 64) with money from my paper route.  I remember using the internet for the first time during my first years of teaching in the classroom.  Prensky's two categories of people, digital immigrant and digital native, might be missing the group of people that grew up as the technology was developed and perhaps we need a third classification (Timeline of the History of Learning).

My personal learning network has changed drastically since the end of high school.  I would never have dreamed that I would be able to easily contact individuals from around the world.   It can be much easier now to locate information to answer a question, but one must be more discerning of the sources available.

As an individual that always has enjoyed reading, I feel that I still look for sources of information that allow me to read, but I am expanding my horizons.   I now use an RSS feed for various blogs to keep up to date.  I use my Ipad to connect to information through apps like Flipboard.  I can also connect to CNN news and the NY times easily through apps as well.  I am drawn more and more to podcasts and online videos for learning information.  The digital tool, however, that I use the most is my computer and connect to the internet for information.

When I have questions I many times go to a search engine to attempt to locate information, but as a classroom teacher I find myself asking colleagues for their input as well. 

Siemens (2005) lists several principles of connectivism.   The following principles of connectivism are represented in my learning network:  

• ·         Learning and knowledge  rests  in diversity of opinions.  (The mind map shows this diversity.)
• · Learning is a process  of connecting specialized  nodes or information sources (The mind map does not directly show this, but some of the individuals in the listserve have specialized knowledge.  The AMLE publications Middle Ground and Middle School Journal as well as the NSTA publication Science Scope  have specialized information for middle school and science education.)
• ·         Learning may reside in non- human appliances (Computer, Ipad, TV, Radio)
• ·         Capacity  to  know more is more critical than  what  is currently known  ( I think that this is one area that I feel is hard to show in the mind map, but may be associated with the desire or intent to learn.  I'm not sure how "capacity" can be truly evaluated in this context.)
• ·         Currency  (accurate, up-to-date knowledge)  is the  intent  of all connectivist learning activities. (This can be found by using websites, listserves, journals, teaching colleagues and university coursework.)

Even though I feel that I exhibit the following principles of connectivism, my PLN map does not directly show evidence of these (Siemens, 2005)

·         Nurturing and maintaining  connections is needed to  facilitate continual learning.

·         Ability  to  see connections between fields, ideas, and concepts is a core skill. 

·         Decision-making  is itself  a learning process.  Choosing what  to  learn and the meaning of incoming  information is seen through the  lens of a shifting  reality.  While there  is a right  answer now, it may be wrong tomorrow  due to  alterations in the information climate  affecting the  decision.

 References

Flash Media Program "Timeline of the History of Learning"    http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Connectivism - My Personal Learning Network

Some More Online Resources

For those of you using mobile devices in the classroom or would like to learn more about using them in the classroom, I would recommend checking out iSchool at iSchool.com or the following blog.  Travis Allen is impressive and has an interesting vision for education.

http://blog.ischoolinitiative.com/2011/06/01/donate-to-educate/


The Curriculum 21 website (http://www.curriculum21.com/home)  has a lot of great resources for educators that have computer access in the classroom.  Check out the clearinghouse tab for access to the resources.

The Brain, Learning and Problem Solving

I noticed as I researched various websites and resources for information on the brain and learning, information processing theory and problem-solving methods during the learning process that there is a lot of research happening in these areas.  As a classroom teacher and instructional designer, it is important to be aware of developments in learning and information processing in order to be more effective. 

One resource that has some information on the brain and learning is Brain Connection (http://brainconnection.positscience.com/)  This website has a lot of resource information that gives insight as to how the brain functions.   The Library window gives options to find more specific information on many topics that Instructional designers should be interested in.   In the explore section, there is additional information on the brain.   The Image gallery as more than just images, as it shares information on the brain.  Brain facts shares information about the brain and even sheds light on some misconceptions about brain development.

Another resource is found at education.com (http://www.education.com/reference/article/brain-and-learning/).    This resource is a good description of the brain and relates some information about reading, writing and math and the brain.  Since most learning in the classroom requires at least one of these skills, this website is a good source to start .  The article does give a good conclusion for why educators and instructional designers should study the brain.

For those of you interested in how the brain works and changes in the brain during adolescence , I would also recommend the book "A Student's Brain: The parent/Teacher Manual"  by Kathie F. Nunley.  I found the book shared a good amount of information, especially in regards to the brain during puberty.  (Information on this book can be found at http://www.brains.org/).

I found an interesting article about problem solving and addresses cognitive load issues with students in the classroom.  I describe some of the ideas as - big picture first, then give supporting details and information second.  The article describes the problem solving strategy as Flexible Problem Solving.  The big idea is that in any class, there comes to be a point in which the cognitive load is too great for the students to proceed further.  According to the article Students need to be flexible and must have strategies in place to deal with acquiring new knowledge.   The article itself discusses research of cognitive load theory and may be of use.

Here is the article http://www.springerlink.com.ezp.waldenulibrary.org/content/v70666n76r04p447/

The research journey this week showed me that there is much information out on the topics I was searching about.  It seems a bit overwhelming and I hope that the coming weeks will provide additional resources and information to improve my instructional design.

With more and more information being made available about current research on the brain and learning, the future changes to education and instructional design will require educators and instructional designers to be more diligent in keeping up with this information.   I also thing that  there will be more discoveries and insights made on these topics and as an instructional designer, I will need to stay current on the information available to be effective.

Some Relevant Blogs

I have included 5 blogs or resources in this initial posting.

I am currently teaching 8th grade physical science and I am constantly checking to see if what I am asking students to do in the classroom is consistent with other classrooms.  I have found that what I am doing in the classroom is consistent with other middle school programs across the country.  Two great resources for the science classroom have been sciencespot.com and middleschoolscience.com.  The authors of these websites regularly post ideas and resources for teaching and designing instruction for middle school students.  I have included items from these two teachers in my instruction and have shared these sources with colleagues at my school.  The sites have a lot of information on chemistry and general science topics.  There are handouts set up for immediate use and if you use interactive notebooks, some are ready for that as well.

http://mysciencelessons.wordpress.com/

http://trimpe.blogspot.com/

As a National Science Teacher's Association member, I find that there are a lot of resources available for instructional design in the science classroom.   The NSTA blog has information on many areas of education as well as insight into new ideas on science education.   There are posts from researchers in education as well as classroom teachers.

http://nstacommunities.org/blog

The last two blogs look at some new areas of instructional design.  I am considering the incorporation of these ideas in my classroom.  The first blog shares information on the flipped classroom.  The flipped classroom moves lectures and presentation of material from the classroom to podcasts and out of class assignments.   The in-class assignments and work are for what traditionally is done as homework.  I am still at the evaluation stage of this as many of my students do not have access to internet and technology from home.  There will need to be some alternatives for these students, which are suggested by the authors.  Kelly Morgan has moved to a mastery learning approach to instruction in her classroom.  She has some interesting ideas that may be possible to incorporate into the middle school classroom, but will have to be adapted since her experience is in high school.

http://blendedclassroom.blogspot.com

http://kellymorganscience.blogspot.com