Cognitivism as a Learning Theory

7105 Mod 2 Blog Post

Which –ism to use?

This seems to be a controversial area when it comes to learning. So which –ism shall be used: Behaviorism, Cognitivism, Constructivism, or Connectivism? You ask yourself the question, “How does one determine if learning has actually occurred?”  Bill Kerr and Karl Kapp converse over learning theories and the influence it has on student learners. After reading the blog by Kerr (2007), I believe that all –isms should be given the opportunity to be presented to the learner, so the learner can figure out which way is the best way to learn. I believe in the “mixed” bag effect. Karl Kapp (2007) wrote to Bill stating, “I particularly like your comment about the concept of taking a little bit from each school of thought, I really believe that is the essence of good educational design. Creating learning utilizing an entire tool kit of philosophies, techniques and ideas”. Dreana Marshall-Stuart supports Kapp’s (2007) statement by saying,  “It is true that no one theory can stand alone and be strong in itself, but if we apply different aspects of each theory to fill a particular learning need then we may be able to design a course that can be consider exceptional in terms of the learning processes”.

After reading the blog by Kerr (2007), this quote sums it all up. I love it! “Since no two people are alike, we will never get to a point where one -ism will serve all”.

There are so many level of learners in one classroom, I don’t think just one theory would suit all. Since I have been taking this class, I find myself wondering about what theories are used in the special education learning environment. So my question to you is, “What do you think is the best theory for learning for students with learning disabilities?” I found an article on the web that briefly talks about learning theories and special education by Gwen Hardy:

 http://www.achildwithneeds.com/education/learning-theories-and-special-education/

http://www.achildwithneeds.com/education/social-cognitive-theory/

These articles describe many theories that might meet the needs of a special needs child. Hardy goes on to say, “there is a long list of theories that can be applied as different strategies to help teach children, so one is not working, find a new one”. I agree with her that not one theory will benefit all students just as Kapp’s (2007) blogs confer.

 

 “Since no two people are alike, we will never get to a point where one -ism will serve all”. Retrieved from: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Hardy, Gwen.  A Child with Needs

 http://www.achildwithneeds.com/education/learning-theories-and-special-education/

http://www.achildwithneeds.com/education/social-cognitive-theory/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

What do teachers make?

What Do Teachers Make?

EDUC 7105

Mod 1 7105

It is very important that we do not become narrow minded in our teachings because everybody learns in a different way.   The 3 main ways a learner can learn: auditory, visual and tactile-which one are you? I am a visual learner, especially since I am hearing impaired.  Take this fun quiz I stumbled upon (go to learning style), assess your learning preference: 

http://www.educationplanner.org/students/self-assessments/learning-styles-styles.shtml

There are many beliefs and theories on how people learn best in the educational setting. Behaviorism seems to be a foundation of most learning theories. Not only is it based on programmed instruction, sequenced curricula, workbooks and work stations, it is learned through practice and reinforcement. Behaviorism is based on observable behavior that is measurable, whether a desired behavior or undesired. The reason my beliefs are influenced by the Behaviorist point of view, is my teaching background. I have taught in the special education field, first at The Maryland School for the Blind and now Ridge Ruxton. Ridge Ruxton School, where I formerly work, provides programs for students from three to twenty-one years of age who have been identified as developmentally delayed, intellectually limited, autistic-like, and/or multiple disabilities. We use IEP’s (Individualized Education Program) which demonstrate the need to teach each student individually because of their learning needs.

Siemens (2008) suggests that “The change pressures within society (millennium learners, information growth, advancing technologies) are increasingly being confronted within education, suggesting the need for research on tools and required educational approaches in order to meet learners needs” (p.7). There has been discussions that some higher institutions are not meeting these needs. In reality, we need “to align teaching and learning with the realities of the new global century” (p.8). In actuality, we are in a new era and will continue to push the boundaries with educational innovations.

 For your viewing pleasure, please click on link below as it will ease us into this class.

Learning Theories Overview

                                                           References

Siemens, G. (2008, January 27). Learning and Knowing in networks: Changing roles for     educators and designers. Paper presented to ITFORUM. Retrieved from http://itforum.coe.uga.edu/Paper105/Siemens.pdf

What’s Your Learning Style? The learning Styles    Retrieved from Web: http://www.educationplanner.org/students/self-assessments/learning-styles-styles.shtml    

 

Learning Theories Overview   Retrieved from the web and created by http://animoto.com

 

 

 I have replied to:
Joy  https://avery7105.wordpress.com/
Bianca   http://distanceedandlearning.blogspot.com/
heather   http://edtechist.blogspot.com/

 

 

 

Project assignment-video

I have commented on:

http://jachenevert.blogspot.com/

http://durffsblog.blogspot.com/

http://fuller8842.blogspot.com/

http://olufemigordons.blogspot.com/

http://crjoneswaldenu.blogspot.com/

http://ballinteach44-atl.blogspot.com/

http://shermansdistanceedblog.blogspot.com/

Concept Map: Static versus Dynamic Technologies mod5

Static verses dynamic…where do I fit in? I find myself in the middle of the continuum moving slowly but surely towards the dynamic side. Before entering Walden University I was definitely on the static side using power points, texting and face book (along with others). However, now that I am attending Walden I have found myself moving to the dynamic side using tools such as; googledocs, teleconferencing, discussion boards, visual stimulations, and evaluating content.

Blogging has been a very new experience for me and I find it very interesting. The dynamic side of the continuum introduces many new tools to me and I look forward to using them soon. The opportunity or availability of such tools and hardware/software is ever-so increasing or developing each year-it seems! The ability to connect/educate people through computers has come a long way from the face2face instruction.  Social media, for example, has generated a whole new platform from education, business, communities, and marketing.  Fahy concurs that “where normal software links people to the inner workings of a computer or network, social software links people to the inner workings of each others’ thoughts, feelings and opinions”  (Fahy,2008, p. 186).

I look forward to learning more of the tools on the dynamic side which can be challenging for the first time user. Since there are some many options out there, I hope to find some that will benefit my line of work-special education-which would benefit special needs students.

Fahy, P.J. (2008). Characteristics of interactive online learning media. In Anderson, T. (Ed.), The theory and practice of online learning. (2nd ed.) (pp. 167-199). Edmonton, AB: Athabasca University Press.

I am having troubles embeding map from slideshare so please follow link below to view map-thank you

http://suebeerblog.wikispaces.com/concept+map+mod+5

Engaging Learners with New Strategies and Tools

http://suebeerblog.wikispaces.com/EDUC-7102-2+Principles+of+Dista

The educational aspect of online learning is shifting as technology becomes a part of our daily lives. As new technology emerges into the 21 century, educators have opportunities to interact and collaborate with the learners, therefore establishing a learning community. Through the use of online tools and strategies from educators, online participation can enhance the learners experience in communication, collaboration and content. Online tools include; wikis, skype, instant messaging, individual study, resources, blogs, forums, discussions and small groups. Strategies include; asynchronous/synchronous learning, guidelines, rubric assessment, and problem solving activities.

Sandy Wenzel’s blog agrees that you now have a network view instead of a geographical view in the educational setting through the web by means of communication and content. The convenience of the online tools creates an atmosphere where students are able to engage and collaborate in the areas based on their learning desires. Tawana Stiff posts in her blog that “it is the learner who constructs the knowledge by creating the experience or the collaborative discourse that yields new knowledge”.

Siemens (2007) and Durrington, Berryhill, & Swafford (2006) both indicate that student satisfaction and achievement outcomes can result from strategies and tools used in an online environment. So converting face-to-face courses to online learning, the educators must take into consideration the learners needs and the availability of the 21^st century online tools. So through content, communication and collaboration, successful engagement of learning can be established by using new tools and strategies as stated in first paragragh.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved from: http://search.proquest.com/docview/274679812?accountid=14872

http://drwenzel.blogspot.com/2009/10/engaging-learners-with-new-strategies.html

Siemens, G. (2007). George Siemens-Curatorial Teaching. Retrieved from:

http://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Stiff, Tawana http://educ7101diffusion.wikispaces.com/file/view/BLOG+Post+Week+7.docx

You can find my graph at:

http://suebeerblog.wikispaces.com/Engaging+Learners+with+New+Strategies+and+Tools

New site:
http://suebeerblog.wikispaces.com/EDUC-7102-2+Principles+of+Distance

EDUC-7102 Principles of Distant Education mod3

Assessing Collaborative Efforts         Module 3

What are the best measures for involving students to participate in an online community environment? Siemens (2009) states in his podcast “in a society where individual contributions are highly acknowledged, collaborative learning communities can be a challenge for many students”.  Many students are unwilling to participate in discussions due to shyness/unfamiliar area, exhaustion, boredom, low self-esteem/confidence and disinterest- just to name a few.  It seems that some students are more willing to participate in a small-group discussion than a whole-class discussion as I was with my first experience in online learning. Online learning should be a great learning experience where all students are actively involved and become at ease with the process and expectations asked of them.

So the question is; how do you get everybody to participate equally in an online community? I think the basics are to include, scholarliness, encouragement towards each other, being truthful and reliable, and frequent interaction. Frequent interaction would not only encourage others to contribute more but it will also enhance their learning skills.   

 In an online learning community, you must make an honest effort to communicate with others in order to actively exist in the virtual world. However, considerations must be well planned for learners to shape the participation level, both in structure (number/kind of postings) and in content (organizing the discussion of subjects interesting to them). I believe instructors who purposefully design learning activities to create opportunities for students to learn about each other, decreases transactional distance and increases social presence are likely to improve learners’ sense of classroom community.

Siemens (2009) concurs that the greatest way to involve participation in a learning community is to use the activity of role-play and change the assessment tools with an emphasis on working together. The goal is to help each student find their voice and feel part of a community. Cooperation and collaboration seem to be the key words here.

Anderson, T. & Misanchuk, M. Building community in an online learning environment:   communication, cooperation and collaboration. Retrieved from: www.mtsu.edu/~itconf/proceed01/19.html

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