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Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
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  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
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    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. 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.
    • Rose Molter
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Tonya Thomas

elearn Best Practices & Tips Articles - 45 views

  • In the Google Age, Information Literacy is Crucial
  • Lights, Camera, Learn!: Five tips for using video in eLearning
  • Improving Motivation in eLearning By Matt Guyan / October 8, 2013
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  • Synchronous Learning: Is there a future? By Martin Sivula / September 26, 2013
  • eLearning and Digital Cultures: A multitudinous open online course By Jeremy Knox / September 24, 2013
  • The Rock Stars of eLearning: An interview with Connie Malamed By Rick Raymer / September 19, 2013
  • The Rock Stars of eLearning: An interview with Karl Kapp By Rick Raymer / September 5, 2013
trisha_poole

QUT | Journal of Learning Design - 4 views

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    Designing active and authentic learning experiences The Journal of Learning Designis an educational journal which moves beyond a focus on technological applications in educational settings, to encourage more critical analysis of approaches to the design of learning environments and the extent to which they result in enhanced learning outcomes for learners. Traditional, didactic, delivery-focussed models of teaching in higher education are still common, whether in the lecture theatre or in the online environment. The Journal of Learning Designaims to raise awareness beyond such transmission models of education, to the design of more active, collaborative, authentic and engaging learning experiences. The Journal of Learning Designaims to provide a forum for critical debate and professional exchange about models, theoretical positioning and best practice in learning design.
Randolph Hollingsworth

MOOCs and Beyond - eLearning Papers 33 released | eLearning - 11 views

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    "Guest edited by Dr Yishay Mor, Senior Lecturer at the Open University's Institute of Educational Technology (UK), and Tapio Koskinen, Director of the eLearning Papers Editorial Board, MOOCs and Beyond seeks to both generate debate and present a variety of perspectives about this new popular learning model."
donnawesley

New Zealand Ministry of Education. (n.d.). Learning with digital technologies PLD for... - 10 views

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    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography.
Jon Tanner

Is Brick & Mortar Education Going to be Left in the Dust by Online Learning &... - 52 views

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    "Cognitive theories of education that anchor approaches like Constructivism have been suggested as preferable approaches for many decades. Unfortunately traditional educational institutions, as well as certification bodies and most notably political administrations have long favored didactic instruction (basically drill and kill, lecture-centric approaches to education) because the results of these methods are far simpler to track and report. "
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    This quote explains what I've been trying to articulate for a while.
Roland Gesthuizen

The Innovative Educator: Think you're a Digital Immigrant? Get Over It! - 103 views

  • educators hesitant to use the modern tools of today, to stop relying on others and take ownership of their learning and suggests this can be done through developing a personal learning network
  • educators must take ownership of their learning rather than waiting for/relying on others to provide it.
  • Teachers do not need to be technology experts to allow students to use it to retrieve information, collaborate, create, and communicate
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    There is less tolerance for educators who do not believe it is their responsibility to move their teaching out of the past. Those stuck in the past... those who are not developing their own personal learning networks... those not taking ownership for their learning... are doing a great disservice to our students and themselves.
Glenda Baker

E-Learning Academic Journals : Guide to Online Education - eLearners.com - 6 views

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    Academic journals with an elearning flavor
Sasha Thackaberry

E-learning on the rise - 28 views

  • ​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).
  • E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.
  • Eighty-four percent of respondents believe e-learning is a valuable educational tool.
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  • The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
  • When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
  • Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
  • “Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCE President and CEO Heather Van Sickle.
trisha_poole

50 Best Education Technology Blogs You Aren't Reading Yet - 173 views

  • Early EFL: Leahn is located in Spain, where she works as a freelance language assistant teacher and as a teacher trainer in workshops for primary and secondary school teachers.
  • Box of Chocolates: Join this EFL teacher from Recife, Brazil, who is very passionate about teaching
  • Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
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  • Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme
  • An A-Z of ELT: This blog is managed by the man who wrote An A-Z of ELT in 2006, Scott Thornbury.
  • Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London
  • Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.
  • Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
  • Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.
  • So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
  • Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
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    Technology and teaching - two words that seem to fit together perfectly today for most teachers and learners. So much so that a slew of new blogs have come on board to talk about education technology - or, edTech. This list of the 50 best education technology blogs are not inclusive, as there are so many new blogs available; however, if you look at links provided by many of these blogs to other edTech blogs, you may learn about even more blog that you aren't reading yet.
Susan Smith

Top News - ED: Blended learning helps boost achievement - 1 views

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    A new analysis of existing online-learning research by the U.S. Department of Education (ED) reveals that students who took all or part of their class on line performed better, on average, than those taking the same course through traditional face-to-face instruction. Most of the studies examined by researchers dealt with college-level courses, and ED officials cautioned against generalizing the report's findings to the K-12 level. Still, the report could help educators as they seek to create effective learning environments for all students.
Wayne Holly

23 Microsoft Free Teaching Tools for Educators - 222 views

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    Are you interested in a list of 23 free teaching tools that you can use on your classroom? From helping students learn through interactive 3D experiences to transform ordinary classroom experiences into extraordinary immersive education and much more…
Susan Smith

More Remote Learners in Your Future | From the Bell Tower - 7/16/2009 - Library Journal - 0 views

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    What does this have to do with higher education? High gas prices got adult learners questioning the value of driving an hour each way to a college campus. Suddenly, online learning became vastly more attractive to a whole segment of higher education's market. Articles about fuel prices driving students to online courses became as prevalent as those about the impact of the recession on higher education are right now. While the price of fuel has retreated to a more manageable range, the number of Americans flocking to online higher education has shown no such decline.
clconzen

"Game Changers: Education and Information Technology" a free publication from EDUCAUSE ... - 7 views

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    published by EDUCAUSE, 2012 - asks "How can we reach more learners, more effectively, and with greater impact?" also.... * How will your institution negotiate the new geography of learning? * In a world where information is always accessible, how will teaching and learning change? * What will constitute an institution of higher education in the future? * How do we ready our institutions, our students, and ourselves for what higher education can-and must-become?
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    'Game Changers: Education and Information Technologies explores the tools and processes that can improve the quality, flexibility, and scalability of postsecondary education. The book takes a hard look at the education landscape today and asks what that landscape might look like tomorrow. It asks important questions and pushes us to open our minds about how technology will shape the universe of possibility for tomorrow's students' Edited by Diane G. Oblinger
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    "Game Changers: Education and Information Technology" a free publication from EDUCAUSE (pdf) http://t.co/uLJEi8vP
nicole lamoreaux

KneeBouncers | Free Toddler, Preschool, Educational Games and Fun - 53 views

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    KneeBouncers is a whole lotta fun. Educational games, fun and activities to stimulate your baby or toddler and begin the learning process. Colorful animated graphics combined with great sound effects, excite and entertain babies and toddlers alike. Kneebouncers is educational. Your budding genius will start to understand the cause and effect principle, ABC's, numbers, colors, shapes, but mostly they'll just squeal with delight. So if you have a little one clamoring for the keyboard, plop them on your knee and let the bouncing (and learning) begin!
Tony Bollino

Directory of Learning & Performance Tools « Centre for Learning & Performance... - 45 views

  • Tools for creating, delivering, managing and/or tracking learning and/or providing a formal social learning environment.
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    Over 2,000 tools for learning and working in education and the workplace
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