As we head into a new era for teaching and learning, there have been profound changes in the purpose of education and the way we teach. The memorization of theoretical knowledge of the past is changing into the the human development of people and the technological application of the future. The trends show major influences of technology on the way people want to learn and thus change the way educators teach. This includes flexibility and convenient learning, equity and inclusion, and the need for lifelong learning. Although all these trends have been around for awhile, the need to adapt is increasingly omnipresent due to economics; student affordability and return on investment (ROI) along with decrease public funding for higher education. How is technology shaping the future of universities? Check out Helen O’Sullivan, | TEDxUoChester
Working with Databases
Here is my webpage at http://www.personal.psu.edu/dmb47/phptest.html that shows how I use php to create ‘middleware’ files to communicate with a database and support the following functionality:
- A button that, when clicked, displays the contents of your database.
- A form that lets you add or remove records from the database and
- Allows students’ first and last names to be added or deleted from the gradebook, and
- Allows you to enter assignment numbers and assignment scores.
- A page that allows you to view all the scores for any given student.
Working with Video Module
YouTube videos are great for showcasing and augmented learning for kids!
https://youtu.be/zA7ABB4ltF8
The video includes
HTML, CSS, and jQuery
Here is a link to my personal website: http://www.personal.psu.edu/dmb47/
I updated my site for LDT 550 to include jQuery and a responsive design.
Social, AR, and Podcast Case-Studies & Course Reflection
Social Software Case Study
Case Study. The first case study I chose was in a book chapter written by Laru & Jarvela (2015) titled “Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context” in the book Seamless Learning in the Age of Mobile Connectivity. I was interested in this chapter because it focused on mobile learning to assist with the integration of social software tools in supporting a seamless learning experience. This is the type of experience I am planning on developing for the capstone project for LDT 505. Laru & Jarvela (2015) state that “In practice ,the increasing use of mobile social media in education is stitching together the formal and informal learning contexts of learners and bridging individual and social learning, which is leading towards seamless learning.” (p.472). The case study included 21 undergraduate students (76% female) in groups of 4-5 students who used RSS readers to help combine individual, group, and class feeds from multiple social software (Flikr, WordPress, and Wikispaces) in order to gather information of individual pictorial metaphors. The students then went through an individual phase where each student analyzed and reflected on the group work. Finally the students collaborated to reflect and synthesize a wiki based on their individual blog work.
Instructional Design Aspects. The conclusions by Laru & Jarvela (2015) included three main points that dealt specifically with instructional design with emergent technologies. First, the environment should be ill-structured with fuzzy guidelines to allow problem-solving of authentic nature through collaboration and constructivist methods. There is no final conclusion and each solution may have their own problems. Second, this environment needs to be supported by scaffolding. Laru & Jarvela (2015) noted Belland’s (2011) guidelines for the creation of appropriate scaffolds: (a) support problem reformulation through qualitative problem modeling, (b) do not give specific end goals, (c) enable students to make comparisons between cases, and (d) enable students to work collaboratively. Third the content should be elaborated on by having students re-visit the material in multiple ways with different conceptual interpretations through individual and collaborative methods. I agree with these instructional concepts which follow sociocultural theory with specific techniques of scaffolding and elaboration methods. The case-study design also incorporates principles of mobile learning, e.q. Looi et. al (2010) seamless learning between informal and formal contexts, Bransford et. al (2006) implicit or metacognitive learning applications, Kearney et. al (2012) framework pedagogy of personalization, authenticity, and collaboration, and Sharple (2013) learning between contexts across environments.
Regulation Theory. The article also discussed how regulation theory (self-, co-, and shared regulation) fitted into seamless learning. The authors defined co-regulation as when the individuals’ regulatory activities are supported, assisted, shaped or constrained by and with others (p. 474). Self and co-regulatory activities help with individual learners learn on their own and by the help of others. This allows for individual improvement processes along with social improvement processes. They also defined shared regulation as when groups co-construct plans or align monitoring perceptions to establish a shared evaluation of progress, they are engaged in shared regulation. Therefore, socially shared regulation of learning refers to processes by which group members regulate their collective activity. Self-regulating allows students to learn on a metacognitive level. Bransford et. al (2006) states that helping students take a metacognitive stance in their learning helps them form deep conceptual understandings and especially helpful in science learning. This type of learning is enhanced by social and cultural contexts. (p. 230-231). This goes well with my thoughts on how to integrate mobile and social learning within a science context.
Figure 24.1 Relationship between the distributed cognition system and self-regulated learning they used to inter-relate the concepts of these regulation processes: (Laru &Jarvela, (2015) p.474)
Augmented Reality Case-Study
The next article I read was Augmented Reality Simulation System Application in a Chemistry Course by Cai, Wang, & Chiang (2014). was interested in this article due to working in chemistry laboratories, so this application was relevant to my specific context that I teach. The participants in this study were junior high school students located in Shenzhen, China, that interacted with 3D models of micro-particles using markers and completed a series of inquiry-based experiments. The researchers concluded that the AR tool significantly improved learning as a supplemental tool, especially for low-achieving students and that students were more positive in using the software as a learning tool. Kamarainen, (2013) notes that AR is an “immersive” interface (Dede, 2009) utilizing mobile, context-aware technologies (e.g., smartphones, tablets), and software that enables participants to interact with digital information embedded within the physical environment (Dunleavy & Dede, in press). Cai et. al states that AR (2014) creates a seamless interface for users that combines the real world and virtual world (p.31). I think virtual realities can help students visualize and experience applications of experiential and inquiry learning situated in a virtual environment.
Podcast Case-Study
The last article I chose was Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning during General Chemistry Laboratories by Powell & Mason (2013). This study looked at six sections of undergraduate students at Abilene Christian University that used mobile devices to view podcasts in order to prepare for their first year general chemistry laboratories. Powell & Mason (2013) results showed no difference in learning outcomes between pre-lab lectures and podcast lectures between groups who used them and ones that did not. However, highly engaged participants in lecture courses were found to exhibit higher learning outcomes when part of the podcast group compared to the pre-lab lecture group (p.165). This shows that students who were highly engaged benefited from the ability to assess pre-lab podcasts. I think the addition of mobile podcasts can add personalization of learning methods at “just-the-right” time, with ready in hand devices. Personalization was one of Kearney et. al feature in the pedagogical framework for mobile learning and Pea mentioned that “hand-held” are more portable than the slimmest laptops, allowing students to use them anytime, anywhere.” (p.428)
Course Reflection
My view of mobile learning has stayed the same as learning occurring in using portable devices to learn more about the environment. However, it has expanded to include practical ways to integrate them into student learning, such as for situated, inquiry, and experiential learning. Also I learned that traditional constructivist and social theories can be applied to mobile learning to facilitate learning experiences. Finally, I realized the advantages of mobile learning in personalizing the experience, providing implicit/metacognitive experiences, creating authentic experience across contexts, and allow learning to occur at any time in formal or informal places.
References
Bransford, J., et al. Learning theories and education: Toward a decade of synergy. Handbook of Educational Psychology. Alexander, P. and P. H. Winne. Mahwah. Lawrence Erlbaum. 2006. 0805859713. pp. 209-244.
Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31-40.
Kamarainen, A. M., et al., EcoMOBILE: Integrating augmented reality and probe ware with environmental education field trips, Computers & Education (2013), http://dx.doi.org/10.1016/j.compedu.2013.02.018
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research In Learning Technology, 20:1, 1-17. doi:10.3402/rlt.v20i0/14406.
Laru, J., & Järvelä, S. (2015). Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context. In Seamless Learning in the Age of Mobile Connectivity (pp. 471-484). Singapore: Springer. DOI: 10.1007/978-981-287-113-8_24
Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154-169. doi:10.1111/j.1467-8535.2008.00912.x Click here for PDF. ./images/looi_48035657.pdf
Powell, C. B., & Mason, D. S. (2013). Effectiveness of podcasts delivered on mobile devices as a support for student learning during general chemistry laboratories. Journal of Science Education and Technology, 22(2), 148-170.
Pea, R. D. and H. Moldonado. WILD for learning: Interacting through new computing devices anytime, anywhere. Cambridge handbook of the learning sciences. Sawyer,K. ed. New York. Cambridge University Press. 2006. 0521607779. pp. 427-441.
Advancing Mobile Integration
I. Socio-Cultural Theory Applied to Mobile Learning
The article I chose to help advance my thoughts of integrating mobile technology was “Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media,” by Gikas & Grant (2013). The article was a qualitative study that focused on a meso-level of analysis as described by Vavoula and Sharples (2009), which in particular looks at learner experience. Nine students from three different higher learning institutions were interviewed about mobile learning. The students were able to create, interact with course content, and collaborate with each other using mobile learning. I chose this article because the students learned through social experiences integrated by mobile technology. The case presented supports socio-cultural theory which was the basis of Kearney et. al (2012) features of personalization, authenticity, and collaboration in a pedagogical framework for mobile learning.
II. Personalization and Seamless Learning
The students in this case found that mobile learning was beneficial in blurring the lines between formal and informal learning, allowing them to learn without boundaries and time constraints. Kearney et. al (2012) mentions that M-learning has the potential to transcend these spatial and temporal restrictions, which is often found in formal learning. This allows the student to personalize their learning. Personalization was one of Kearney features in his pedagogical framework for mobile learning. Students are able to regulate their own learning according to their own style. Kearney et.. al (2012) mentions that “They may have control over the place (physical or virtual), place and time they learn, and can enjoy autonomy over their learning content.” As educators, I think we can use the affordances of mobile technology to blur a student’s perception that learning stops at the class bell. We can extend learning beyond classroom walls and time, letting formal learning bleed into informal learning, creating a seamless learning environment. Looi (2009) states “With mobile technologies at hand, students can learn seamlessly- both in classroom and out of classroom, both in school time and after school time.”
III. Collaboration and Presence
The students also commented on how mobile devices allowed them to connect and collaborate with others. Gigas & Grant (2009) stated “Mobile devices provide learners opportunities to collaborate, discuss content with classmates and instructors, and create new meaning and understanding.” Personally, I am interested in using social media with mobile devices to support learning and help create a social “presence” within higher education. Kearney et. al (2012) mentions Danaher et. al (2009) refer presence as being aware of self and others…encompassing the emotional element of being human and can be broken down into three interaction types of: cognitive (student-content), social (peer) and teaching (student-teacher). I think mobile learning with social media can support all three interactions types. Students can absorb content in class and on the internet, then use that acquired knowledge in communicating with other students and teachers on social media.
IV. Authenticity and Community of Learners
Besides interactions between content, peers, and the teacher, I think students can use social media to connect with professionals online. This would provide an authentic experience for students. Gigas & Grant (2009) stated that “…social media provides for collaborative and engaging opportunities for students (Hoffman, 2009 and Pang, 2009). Mobile learning can allow students to participate in authentic tasks that relate to real-world practitioners. Kearney et. al. states “ …under a participation model of authenticity, students participate in the actual work of a professional community..” Creating a presence between all learners produces a learning community and if professionals are part of that community, then it becomes more of an authentic social experience for students.
How do you think you can integrate mobile technology to promote social learning?
References:
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. http://doi.org/10.1016/j.iheduc.2013.06.002
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research In Learning Technology, 20:1, 1-17. doi:10.3402/rlt.v20i0/14406. Note: open access journal, click the link to access article. This article is not in the course reserves. http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406.
Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154-169. doi:10.1111/j.1467-8535.2008.00912.x Click here for PDF. ./images/looi_48035657.pdf
Mobile Learning Cases and Integration
I. Mobile Learning Case Summaries
The article “Abductive science inquiry using mobile devices in the classroom” by Sohaib Ahmed and David Parsons is interesting. The article was about 86 high school students who used a mobile device app called ThinknLearn which allowed students to enter data and answer multiple choice questions in sync while they performed the experiment. The second article I read was “Exploring the use of mobile technologies for the acquisition of clinical skills.” This was a small case of 8 midwifes that used ipods to watch information videos on how to perform examinations on newborns from birth up to 8 weeks old. They were able to watch the videos in sync while they performed the procedure. The third article I chose was “Mobile Learning: Two case studies of supporting inquiry learning in informal and semiformal setting,” that discussed semi-formal learning of forty 14-15 year olds in an after school club that used nQuire along with software to complete simple inquiry experiments at home (observing rotting bananas, smelling different cheese, etc.) and informal learning of five adults during GeoCatching activities.
II. Mobile Learning Challenges, Advantages, and Applications
The main challenges with mobile learning in these studies included usability, access to devices, access to wireless networks, learner motivation, system support, social support, and technological support. Advantages included “just in time” information, learner control, location situated learning, increased access to information, and the ability to support inquiry processes. The impact on learners’ lives allows more choices in the learning process and allows the learner to connect information in context in the exact time that they need it. Kukulska-Hulme and Traxler (2007) claim that mobile technologies are particularly suited for supporting personalised, situated, authentic and informal learning: these include location based inquiries which may be semi-formal. Jones, et. al (2013) stated that mobile devices (e.g. smart phones) that can be used in different locations and include a camera to aid identification are valuable digital resources. They enable learners to locate resources and information in context (p.22). Mobile devices allow learners participate in ready-to-hand activities that allow then to interact with their environment. Pea (2006) noted that Martin Heidegger first introduced the complex concept of ready-to-hand (zuhanden) to describe the condition of interacting with the world as mediated through the use of objects when we care about them, objects whose design allows us to remain engaged in the tasks to be accomplished, rather than to focus on the devices themselves (Heidegger, i927h973; Winograd & Flores, i987) ( p.429) Ahmed et. al (2012) stated that one of the main reasons for developing a mobile web application in classroom settings was to provide an environment which assisted students where they are performing hands-on-activities. In comparison with desktop machines, it is suggested that the use of mobile devices within classroom activities offers different learning experiences in which students can access digital information and means of communication with other students or instructors with convenience, efficiency and immediacy (Curtis, Luchini, Bobrowsky, Quintana, & Soloway, 2002).
III. Mobile Learning Integration
This video shows how mobile learning is used at McGill University for an environmental biology laboratory experiment. This is an example of how I would like to use mobile technology, having students interact with their environment, with mobile devices in a ready-to-hand inquiry based experiment.
Video 1: “Using mobile technology to engage students in inquiry-based learning”.
The main insights that these cases gave me into integrating mobile computing in my specific context of chemistry laboratories for undergraduate college students include providing “just in time” information, implementing ready-to-hand activities, supporting location situated learning, and facilitating scientific inquiry. I think mobile learning could be integrated in an environmental chemistry laboratory course to assist with location situated learning as they collect and analyze water and soil samples. The EcoMobile (see Lesson 6 blog post for summary), Geocatching, and YouTube video on Environmental Biology at McGill University cases show how mobile devices can be used to assist in collecting data at specific locations. The EcoMobile, midwife clinical skills, abductive science inquiry, and nQuire cases showed how mobile learning can provide access to information and questions just in time for the user. Providing access to material at anytime also increases learner control over their learning. I think mobile learning could provide student access to laboratory information, including specific techniques that will be used to conduct the experiment. Also, mobile learning could be used to facilitate structured inquiry learning experiences as demonstrated in the abductive science inquiry and nQuire cases where students exploration was guided by a series of questions in sync with the activity at hand. The YouTube below shows an example of how Abilene Christian University is using mobile technology to prepare students for laboratory. These cases show various ways to integrate mobile technology into a lesson.
https://www.youtube.com/watch?v=wea7yc_Wb_s
Video 2: Mobile learning at Abilene Christian University by Cynthia Powell.
References:
Ahmed, S., & Parsons, D. (2012). Abductive science inquiry using mobile devices in the classroom. Computers & Education. 63: 62–72 Doi: 10.1016/j.compedu.2012.11.017.
Clay, C. (2011). Exploring the use of mobile technologies for the acquisition of clinical skills. Nurse education today, 31(6), 582-6. Elsevier Ltd. doi:10.1016/j.nedt.2010.10.011
Jones, A. C., Scanlon, E., & Clough, G. (2013). Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings. Computers & Education, 61, 21–32. http://doi.org/10.1016/j.compedu.2012.08.008
Pea, R. D. and H. Moldonado. WILD for learning: Interacting through new computing devices anytime, anywhere. Cambridge handbook of the learning sciences. Sawyer,K. ed. New York. Cambridge University Press. 2006. 0521607779. pp. 427-441.
Personalized Learning using Digital Badges and AR
I. Introduction
I am interested in digital badging and augmented reality (AR) to be incorporated into higher science education to provide personalized learning. “Kearney et al. refer to personalization as a concept that supports the “just enough, just-in-time, just-for-me” aspect of mobile learning which can allow learners to create their own pathway of learning.” (Gamrat and Zimmerman, p. 16) The articles I chose were related to science and included either digital badging or augmented reality that provided examples of personalization in the learning process. After summarizing the articles and giving examples of personalization in those articles, I came up with several ideas of how these technological tools could be used in the context of higher education.
II. Article Summaries
The first two articles focused on digital badging by Chris Gamrat, Heather Zimmerman, et. al. Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program and An Online Badging System Supporting Educator’ STEM learning. Both articles were on the same case study of 36 teachers in evaluating the effectiveness of a digital badge system, Teaching Learning Journals (TLJ), in personalizing professional development (PD). Teachers came up with their own learning goals, chose their own content to study, and their own level of assessment. The results showed that the flexibility and choices provided by the TLJ badging supported teacher’s ability to personalize their own self-development process according to the context of their workplace.
The other article I chose was EcoMobile: Integrating augmented reality and probe-ware with environmental education field trips, by Amy M. Kamarainen. This article showed how augmented reality (AR) personalized the experience of 71 sixth graders in a science field trip analyzing water and organisms at a pond. The students were given smartphones that included AR trigger points over-laid on the landscape of the pond created by FreshAir software (www.playfreshair.com). At each trigger point the AR prompted students to make observations, answer questions, take water measurements with probes, interpret results, make comparisons, and offered feedback on their results. AR allowed students to personally control their experience and learning during the field trip. Statistical results showed student affective and cognitive gains from pre- to post- test results, thus proving that mobile technology was effective as a learning tool.
III. Personalization of Learning
Both articles showed that when learners have personalized ownership over their learning, they are more motivated to complete those activities. For example, one of the participants in digital badging project was “Erin” who was a leader in her own STEM school and needed enhanced PD on STEM material. She was one of the most productive TLJ users and in her logs stated how she could apply the TLJ materials for teaching students with different abilities and for training teachers. As a STEM leader, Erin had high interest in learning more about STEM material. Therefore, she was a very active participant in completing TLJ badges (Gamrat and Zimmerman, p. 19, 20) Personal ownership of the learning was also observed In the EcoMobile. One teacher commented on this saying
…so rather than having whole group of kids clustered in one muddy, wobbly spot at the edge of the pond, they were all at sort of different spots going through it at their different paces and because they were moving independently through the different parts, I felt like it gave a different ownership over the experience than if teacher had been just one teacher voice and a crowd of kids. (Kamarainen, p. 9)
AR allowed the activity become student-centered and the teacher became a facilitator that assisted students one-on-one.
IV. Conclusion: Ideas for Higher Education
I could see badges useful in higher learning to allow students personalize their path of learning within their subjects. For example, if a learner was interested in pharmacy, then while taking a chemistry course the learner could complete a customized digital badge involving chemistry in pharmacy. Or if a learner was interested in engineering, then while taking the same chemistry course that learner could complete a chemical engineering badge. Badges involved with different fields could be accessed by any student. Therefore students could explore different fields of study. Chi et al states that experts’ knowledge is much more than a list of disconnected facts about their disciplines. Instead, their knowledge is connected and organized around important ideas of their disciplines, and it includes information about conditions of applicability of key concepts and procedures (Bransford, et. al, p. 222). Allowing learners to personalize their study by connecting discipline knowledge with general course knowledge and help learners begin to develop their discourse and identity in that field of study.
Besides digital badges,AR can also personalize a learners experience by giving students ownership of their learning and allow learning across contexts in informal or formal learning spaces such as museums and galleries. AR triggers embedded in text could provide additional information for learners to access if learners have problems in understanding specific content or if students are interested in learning more about a topic. Also AR triggers in text could provide accessible methods for those with disabilities, such as text readers or providing other accessible formats. In my specific context I could see augmented reality being used as a visual journey where learners could explore 3D molecules and use AR laboratory instruments that are too expensive for institutions to afford. The YouTube video below shows students using augmented reality for 3D shapes of molecules at time mark 1:44 .
Figure 1. Shows students using augmented reality learning media, Learngears in a classroom to learn shapes of molecules at time 1:44.
I think digital badges and augmented reality can help personalize the learning experience for learners. Are you interested in digital badging or augmented reality for learning? How do you see these tools applicable in your context?
References:
Bransford, J., et al. Learning theories and education: Toward a decade of synergy. Handbook of Educational Psychology. Alexander, P. and P. H. Winne. Mahwah. Lawrence Erlbaum. 2006. 0805859713. pp. 209-244.
Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. (pages 1136-1148).
Gamrat, C., & Zimmerman, H. (2015). An Online Badging System Supporting Educators’ STEM Learning. In D. Hickey, J. Jovanović, S. Lonn, & J. E. Willis (Eds.), Proceedings of the 2nd International Workshop on Open Badges in Education co-located with the 5th International Learning Analytics and Knowledge Conference (LAK 2015) (pp. 12–23).
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
Augment -3D Augmented Reality App Review
- Name of app:Augment – 3D Augmented Reality
- Reviewed by: Dana Brinkel
- Details: Augment -3D Augmented Reality/version 2.10.3 , operating systems: Android and IOS (iPhone, iPad)
- Cost: free
Review: Augment mobile app lets you view 3D models in Augmented Reality. You can add your own 3D models and custom trackers for free with an educator account at http://augmentedev.com/augmented-reality-education.php I rated Augment high on almost all skills needed for the 21st century,global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health literacy, environmental literacy, creativity and innovation, critical thinking and problem colving, communication, collaboration, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills. Augmented reality could help student view and manipulate 3D images for learning business concepts, geography, anatomy, languages, shapes, mathematical concepts, develop characters for storytelling, etc.
YouTube App Review
- Name of app: YouTube
- Reviewed by: Dana Brinkel
- Details: Google Inc/version 10.20.11604 , operating systems: Android and IOS (iPhone, iPad)
- Cost: free Age: 17+
Review: YouTube app allows people to access videos and cast videos from their mobile devices. Depending on what videos are viewed on YouTube or if students create videos, this application is rated high on all skills needed for the 21st century, including: global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health literacy, environmental literacy, creativity and innovation, critical thinking and problem solving, communication, collaboration, information literacy, media literacy , ICT literacy, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility. This is because of YouTube’s wide applications for formal and informal learning. I have used YouTube in the class for informational and tutorial videos. There are privacy concerns and explicit material might found on YouTube. Therefore this application should be used for higher education.
Molecules by Theodore Gray App Review
Figure 1. Children Technology Review YouTube Video on “Molecules by Theodore Gray.”
https://itunes.apple.com/us/app/molecules-by-theodore-gray/id923383841?mt=8
- Name of app: Molecules by Theodore Gray
- Reviewed by: Dana Brinkel
- Details: Touchpress Ltd/ launch 2014/version:1.1.0 2014, and operating systems: iPhone and iPad IOS 7.1+ Age: 12+
- Cost: $13.99
Review: The features and layout in Molecules are very well designed and interactive. This app is great for those who love chemistry and want to play around and “geek” out. I rated this app high on all skills needed for the 21st century, for creativity and innovation, communication, and initiative and self-direction. The Molecules app helps build visual literacy for students to understand information presented through visible actions, objects and symbols, natural or man-made page 24 http://www.imls.gov/assets/1/AssetManager/21stCenturySkills.pdf . Content shown on this app would be applicable in class for overhead projection of movement and 3D modeling of molecules. The app would be excellent for science “geeks”, who want to learn more or “geek out” about molecules outside of class (informal learning).
Inorganic Acids, Ions, and Salts App for Chem
- Name of app: Inorganic Acids, Ions, and Salts
- Reviewed by: Dana Brinkel
- Details: Andrey Solovyev/ Version 1.3 2014, and operating systems: Android and iPhone and iPad (IOS system 6.0 or later)
- Cost: free, additional questions and no adds for $0.99 and unlimited hints for $2.99
Review: Inorganic acids, Ions, and Salts app allows students learn names and formulas for important inorganic acids, polyatomic ions, and their salts . I rated this app high for 21st century learning skills for financial, economic, business & entrepreneurial literacy communication and social/cross-cultural skills. This is because chemistry formulas are essential in the professional field of chemistry and is an international “language” and symbol system. Naming formulas and compounds are important in the industry. I have used this app while tutoring a student. This app is available for students on both major formats, android and IOS systems.
Yammer App Review
https://about.yammer.com/product/features/
- Name of app: Yammer
- Reviewed by: Dana Brinkel
- Details: Microsoft/ launch 2008/version:2015, operating systems: Windows and IOS
- Cost: free for students/faculty, additional features are $2.50/month for – students and $4.50/month for faculty
Review: Yammer allows teams to have conversations, collaborate on files, and organize around projects. I rated Yammer high on all skills needed for the 21st century, including global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health literacy, environmental literacy, creativity and innovation, critical thinking and problem colving, communication, collaboration, information literacy, media literacy , ICT literacy, flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility. This is because of Yammer’s social networking abilities for students to interact with different Yammer Groups. The app can be used for formal and informal learning. I have used it in class for students to summarize and discuss current events with each other. Also, I have used it to connect experts in the field with my students. They also look up a job posting in their career and make a post about it on Yammer. I think Yammer can help students create an identity online. Yammer contains features that allow you to create a network that is private. However, cyber-bullying is a concern when using social networks for learning, therefore instructors should monitor the social network for inappropriate comments.
Helping Students Develop a D-Identity
“Helping Students Develop a D-Identity”
What is a D-identity?
Personal traits make up a person’s discursive perspective or D-identity. Discourses are ways of being “certain kinds of people,” which is supported by discourse (lower case d) or dialogue of other people (Gee (2000/2001), p. 110, 103). D-identities are the way others recognize you as a person and involves how others perceive you in the way you express yourself. D-identities include combinations of how you express yourself in the way you walk, talk, dress, your values, beliefs, feelings, and even your use of specific tools, objects, or technology (Gee (2000/2001), p. 109). For example, my office contains a bookshelf of chemistry and education books, I wear a lab coat and safety goggles, I teach chemistry techniques, and I use tools such as a scientific calculator and Excel. Therefore, others recognize my D-identity as a chemistry educator. However, if I had art books, talked about the recent art gallery I visited, and had art brushes on my desk, then people would associate me as an art enthusiast instead. What is your D-identity?
Developing a D-identity
People can have several identities developed for themselves and continue to develop those identities throughout their life. Turkle (2008) states that “We never graduate from working on identity; we simply work on it with materials we have at hand at a particular state of life” (p.125). I think it is important that educators provide materials and assist students in building an academic D-identity. Bransford (2006) stated “.. other researchers have highlighted that learning involves changes in people’s identities—who they understand themselves to be and who others position them to be (Becker, 1953; Holland, Lachicotte, Skinner, & Cain,1998; Lave & Wenger, 1991; Nasir, 2002; Wenger, 1999).”(p.220) Mobile technology can help students develop an academic D-identity by allowing them to connect with professional institutions and participate in affinity groups that share the same interests. This learning can occur formally inside the institution and informally outside within online networks.
Instructors and Experts as Facilitators
Instructors inside an institution or experts within the field have the ability to model behavior that can be imitated and assimilated by learners. Learners can then express and interact with others using the combination of traits learned from those experts. Gee (2000/2001) states that “some institution or set of institutions, or some group or groups of people, must work across time and space to underwrite and uphold the ways in which certain combinations get recognized in certain ways and not others.”(p.110) Once a student starts imitating combinations that are recognized in that professional context, then they too will be viewed as part of that profession. Others will begin to perceive their new academic D-identity. What types of traits exhibit professionalism in a field? One area that I consider a trait is students acquiring the language or discourse that supports their identity. Here is a YouTube video that The Open University produced about the perspective of discursive psychology, how it affects our identity in relation with others and how discourse changes over time.
Face-to-Face Interactions in Identity Development
When dealing with identity development, it is also important to consider face-to-face interactions as part of the process. Emotional well-being is important in stabilizing an identity. Pea et. al (2012) states that “Face-to-face communication was positively associated with social success.” (p. 332) Although this was based on girls between the ages of 8-12, I still think it is an important aspect to consider for all ages. Therefore, besides the development of a professional online identity through a social network, the student should experience face-to-face meetings with professionals. Examples that I think that could provide face-to-face experiences for higher education include apprenticeships, conferences, professional meetings, or attending academic institutions. Mobile technology can also help others connect and meet face-to-face in virtual meetings. People need these type of interactions to support their self-wellness and their identities. Becoming more comfortable in working with others in the same context that matches your D-identity will strengthen that D-identity. What type of interaction do you rely on in fostering your D-identity?
References:
Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., … Sabelli, N. (2006). Learning theories and education: Toward a decade of synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 209–244). Mahwah, NJ: Lawrence Elerbaum Associates.
Gee, J. P. (2000/2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-111 and 119 – 121
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012). Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls. Developmental psychology. Advance online publication. doi: 10.1037/a0027030.
Turkle, S. (2008). Always-on/always-on-you: The tethered self. In J. E. Katz (Ed.), Handbook of mobile communication studies (pp. 121-137). Cambridge, MA: MIT Press. Retrieved from http://web.mit.edu/sturkle/www/pdfsforstwebpage/ST_Always%20On.pdf.
Dana’s Meme Post
Critical Periods in Life to Learn and Designing Across Contexts
Critical Periods for Learning?
I am curious if one’s ability to learn becomes slower as an adult. This is why I liked the section in Branford et. al. (2006) article about critical periods of learning. This section focused on implicit learning or acquiring knowledge effortlessly without knowing that it is happening. During this process the brain creates networked patterns of knowledge. I was relieved to read the statement below that supported the idea that critical periods for learning do not exist.
“Brain research shows that the timing of critical periods differ significantly depending on whether one is discussing the visual, auditory, or language systems. Even within different systems, there is emerging evidence that the brain is much more plastic than heretofore assumed, and that the idea of rigid “critical periods” does not hold” (Branford, et. al. 2006, p. 213)
However, as I read further I realized that the statement meant that learning can occur at any age, but as you get older it is more difficult to learn new knowledge that replaces old knowledge. Brains with established neural connections are committed to those connections, called neural commitments, and more difficult to “re-wire.” A classmate shared a YouTube video to me (thanks Zach!) that illustrated this concept perfectly. The video shows a man trying to learn how to ride a bicycle that was engineered backwards. He successfully rode the bike after 8 months. His six year old son, however, was able to ride the backwards bike in two weeks, showing the son’s higher level of neural plasticity. Watch at timestamp 3:10 to 4:48,
In relating this concept to mobile learning, I can see that young children can benefit in using mobile learning to help expand knowledge while their neural plasticity is high. I also see mobile learning in providing additional activities for adult learners to overcome neural commitments. This makes mobile learning valuable to all ages for life-long learning. Do you think mobile technology can assist in helping adult learners maintain their neural plasticity?
“Designing Mobile Learning across Contexts”
Designing mobile learning seems like a relatively new concept, since mobile technology was recently developed. Therefore, there are challenges in innovating practices that integrate mobile technology that support academic conservations in a seamless flow across contexts. Sharples et. al (2009) stated that “ A central task in the design of technology for mobile learning is to promote enriching conversations within and across contexts.” So what is considered a context? Bransford (2006) clarifies the meaning of context in two related senses:
The first sense of context has been a setting-based one, with settings such as “work,” “play,” “school,” and “street” forming the bases for comparative analysis. A second sense of context is more analytically fine-grained and is often embedded within the first, with comparisons being made across activities, forms of participation, and types of interaction in the respective settings. (p. 219)
I see mobile learning as contributing and enhancing classroom instruction. The use of mobile technology should enable the student to absorb, collect, and connect information in ways that simplify interactions and increase accessibility to resources. Design principles that align with this objective include making interactions simple, prepare flexible materials that can be easily accessed, consider affordances given by mobile devices, and use mobile technology to facilitate learning (Sharples et. al, 2009 p. 237). Overall students would use mobile technology to interact with each other and learning material that is not afforded in traditional methods.
At first this made me think that I had no need for mobile learning in my classroom. Since I instruct laboratories, students are capable of interacting each other by simply talking to each other. They also have notebook computers that would allow them to access collaborative software. However, I realized that mobile technology could help students learn across contexts outside the classroom. Students could access information, connect with each other, and contribute to activities outside the classroom through mobile applications. They could do this through a computer, but I think having simple activities accessed through mobile devices may help students stay connected. How can you use mobile learning within your context as an educator?
Reference
Bransford, J., et al. Learning theories and education: Toward a decade of synergy. Handbook of Educational Psychology. Alexander, P. and P. H. Winne. Mahwah. Lawrence Erlbaum. 2006. 0805859713. pp. 209-244.
Sharples, M., Arnedillo-Sanchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning: Small devices, big issues. In N. Balacheff, S. Ludvigsen, T. Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 233-249). Dordrecht: Springer Netherlands. doi:10.1007/978-1-4020-9827-7
Rules and Monitoring for Children use of Technology
“Rules and Monitoring”
The portion of “rules and monitoring” of the Yardi & Brukman (2012) study on family technology compared lower and higher socioeconomic parenting styles in regulating their children using technology. Parents in both groups wanted their children to communicate with them using their cell phones, limited their children’s time on devices, and found it difficult to monitor their online usage. Strategies parents implemented included cutting off the internet and checking the computer’s history information. The general consensus was that parents found it difficult to monitor their child’s technology use. Some parents wanted to monitor their children all the time, while others felt only the need to monitor use when issues came up. (Yardi & Brukman, 2012, p.3045).
I understand that parents want to monitor their children’s use of the internet, however do you think there is any need to give rules or monitor student activity in higher education? For example, I discourage students using mobile phones in lab, such as texting to friends, yet I give them suggestions of apps useful for chemistry. I believe that rules are necessary to prevent distraction or harm to other students. What type of rules or monitoring do you think is important in your field of work?
Here is a YouTube video on appropriate screen time.
I also found this article in a WebMD magazine (March/April 2015 issue) on how to handle your children with mobile devices http://www.mediabistro.com/portfolios/samples_files/260900_aRHyypmmyp8_o1eSYXvFWorTz.pdf
“Outside In- Inside Out Challenge”
The outside in-inside out challenge is having students bring informal learning context from the outside world inside the classroom, where the learning is enhanced and then re-entered into the outside world (Pachler, et al. (2010), p. 75) I think this type of learning reminds me of show n’ tell with a twist of improving or adding on to the show before you go. With the two different types of online practices friendship-driven and interest-driven in mind, the interest-driven students would probably benefit from this type of activity. Going back to the rules and monitoring. I would suggest that instructors using this method discuss appropriate “cultural resources” from the outside world. Instructors giving appropriate “choices” of interests that students could choose from might also encourage students to explore different interests. What are your opinions about the outside-inside challenge?
“European Advances in Higher Education”
I was surprised to see that there were not many mobile learning projects being implemented in European universities, according to Kukulska-Hulme, et al. (2009) statement “university and college mobile learning projects are currently less mature and more experimental than those in schools, though wireless support for students with laptops is becoming widespread.” (p. 10) However, I probably should not be surprised. We do not currently use any mobile technology, besides clickers at my college.
The projects mentioned by Kukulska-Hulme, et al. (2009) were SMS to relay student emails and texts to promote communication and feedback. I did find teaching strategies in learning in the professional development and workplace that could apply to higher education. Some of the strategies included accessing up to date reference material and learning through videos that support experiential and situated learning in realistic work situations (Kukulska-Hulme, et al. (2009, p. 14). Did you find any other strategies that may work for older students?
References:
Kukulska-Hulme, A., et al. (2009). Innovation in mobile learning. (pages 13 through 35). Available in course e-reserve.
Pachler, N., et al. (2010). Mobile devices as resources for learning. (pages 73 through 93). Available in course e-reserve.
Yardi, S., & Bruckman, A. (2012). Income, race, and class: exploring socioeconomic differences in family technology use. In Proceedings of the 2012 ACM annual conference on Human Factors in Computing Systems (pp. 3041-3050). ACM. Click here to download the pdf.
Learning with Mobile Computers
My own definition of learning with mobile computers would be a person who uses a portable electronic device to consume, create, or share information to learn more about their environment.
Constructive Learning with Mobile Technologies
Lesson 1 LDT 505 Blog:
In my opinion mobile technologies should use constructive activities to promote learning. The constructive use of ready-to-hand mobile devices can assist students in building career skills needed for the 21st century. These skills include student’s learning how to create, collaborate, and communicate with technology. However, improper employment of mobile devices can impede student achievement, when these devices are primarily used for developing basic skills in student consumption of information or function as a device in providing rote learning experiences. Therefore I think it is important to implement constructive learning while using mobile technologies to promote 21st century learning.
Partnership for 21st century learning established a framework for 21st century learning http://www.p21.org/index.php?option=com_content&id=254&Itemid=120 .1 This framework includes (1) mastery of content knowledge in core subjects, (2) learning and innovation skills, (3) information, media, and technology skills, and (4) life and career skills. MacAuthor and Pearson Foundations support these components and produced a YouTube video “Rethinking Learning: The 21st Century Learner,” which helps define the needs of modern students
Constructive applications of mobile technology can assist in student development of skills in the P21 framework. What skills do you think are important for students to learn in the 21st century? Constructive applications in the classroom using mobile devices for 21st century learning include: students participating in lectures, communicating with others, engaging in participatory simulations, creating visual information (maps, graphs, models, etc.), collaborating with others, playing educational games, and reflecting on their progress. Specific examples on constructive uses of mobile learning can be found in Pea and Maldonado (2006) article pages 435-437 and Sharples (2013) article pages 4-8. Pea and Maldonado (2006) states:
“We are particularly interested in applications that maintain an emphasis on inquiry processes, social constructivist theories, and distributed cognition designs: although there are many applications designed for individual use, we concentrate on those that favor collaboration among students.” (p. 435)
Sharples (2013) supports the fact that hand-held devices can enable new forms of collaborative learning (p. 10). Zurita and Nussbaum (2004) study showed improved 1st grade reading skills after applying hand-held mobile technology in a constructive way.6 http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2004.00089.x/pdf Do you think there is an age group where constructive activities are more appropriate or effective? Constructive learning activities have shown to increase student test scores. However, mobile technology misused in predominately lower socioeconomic areas had a negative effect on learning (3, p. 204).
Warshauer and Matucniak (2010) noted that schools in lower SES areas used technology to perform drill and practice activities that promoted shallow and rote learning, while higher SES used technology for individual and collaborative student centered work that encouraged deep constructivism (p. 199). What factors contribute to the misuse of technology in lower SES areas? Also lower SES students were more likely to use technology to consume information rather than construct new information (p. 194). This improper use of technology can actually impede student learning. Therefore I think students must be encouraged to apply constructive activities while using mobile devices in learning 21st century skills. What advantages are there in using mobile devices for constructive activities compared to desktop computers?
References:
- Framework for 21st Century Learning – P21. (n.d.). Retrieved May 22, 2015, from http://www.p21.org/index.php?option=com_content&id=254&Itemid=120
- Networked Student (2008, Nov 26). Wendy Drexler (Producer). Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA
- Warschauer M., Matuchniak T.(2010) Review of Research in Education, 34, Chapter 6: New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes (1) pp. 179-225.
- Pea, R. and Moldonado H. (2006) WILD for learning: Interacting through new computing devices anytime, anywhere. Cambridge handbook of the learning sciences. Sawyer,K. ed. New York. Cambridge University Press. 2006. 0521607779. pp. 427-441.
- Sharples, Mike (2013). Mobile learning: research, practice and challenge Distance Education in China, 3(5) pp. 5–11.
- Zurita, G. and Nussbaum, M. (2004), A constructivist mobile learning environment supported by a wireless handheld network. Journal of Computer Assisted Learning, 20: 235–243. doi: 10.1111/j.1365-2729.2004.00089.x
Dana’s Learning Philosphy
Student activity is my core philosophy on how students learn. I believe that students learn through active participation; however Web 2.0 technologies provide a new participatory medium where students can actively learn in a social network. Students learn by connecting, communicating, and collaborating with others who have common interests. Different points of view and learning occurs through these social connections, which ultimately affects the role of the educator and student. John Brown and Richard Adler state “Web 2.0, has blurred the line between producers and consumers of content and has shifted attention from access to information toward access to other people. ” (http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20)
In Web 2.0 learning, students acquire knowledge and skills from other people, based on personal interests. The learning principle that addresses learning outside oneself is Connectivism . This is different from traditional philosophies that focused on principles that looked at individual learning within, instead of the perspective learning through outside connections or organizations.Connectivism allows updated learning in a constantly changing environment, where a person connects with others to develop personal knowledge and understanding. Therefore, learning how to access information through people is more important than trying to know everything. I like Karen Stephenson statement on this:
“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends is an axiom for collecting knowledge through collecting people.’ http://www.netform.com/html/icf.pdf
Because of the new learning principle of Connectivism, the role of the student changes. I think that the concept of the learner in the digital age of Web 2.0 is to be an active participant in producing, creating, or reflecting on personal interests in a learning community as shown in the YouTube video of a networked student https://youtu.be/watch?v=XwM4ieFOotA Another video that shows connectivism is Rethinking Learning. An example of a connected learner is Clarissa, a case study in “The Connected Learning Report.” Jeff describes Clarrisa establishing a “third” space to attain learning goals in this Animoto produced by Dr. Priya Sharma, Animoto – 3rd space.
The role of the educator also changes. The role of educator changes to a facilitator mode, whereas instead of controlling content and conversation, the facilitator guides student learning by helping them develop and shape their own learning network. According George Siemens, facilitators they will need to develop a:
“…persistent presence in the learning network……to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline” http://www.connectivism.ca/?p=220
Facilitators also need to design content and learning experiences that incorporate student interests, that changes according to their needs. This is a flipped version of traditional philosophy, whereas instead of establishing student interest, you let the students use their own interests to guide their learning. I liked Katie thorns comment on establishing a culture of learning in her classroom:
“My goal is to create a culture within my classroom, and this culture will change with every group of learners. Within our own culture, we bring in the French culture and the French language. I teach the language to my students, but I give it to them to adapt. They have opportunities to create with the language and to use it in new ways. I want my students to take the French world and make it a part of their world… and vice versa, http://sites.psu.edu/katiethorn/”
Finally, facilitators need to be comfortable in using new Web 2.0 technological tools. Web 2.0 technologies enables students show and enhance their learning experiences through Blogs, Wikis, Twitter, YouTube, Animoto, Prezi, Voicethread, Flikr, Diigo, Feedly, Yammer, and other technologies. Keith Pritts mentioned the importance of this by stating:
“Teacher’s roles need to change pretty fast. If you don’t take a leap and jump into learning how to use technology in teaching, you’re going to be missing out on incredible opportunities to help future learners.” http://sites.psu.edu/keithprittsedtec467/
For example, facilitators can use blogs that helps shift learning from surface learning to deep learning as mentioned in Blogging to learn (Barlett-Bragg). Bloggers can link content to experiences, self-reflections, and to other links on the web. Also, students can benefit learning through podcast or video media. Wikis can develop collaboration and social networks, such as Yammer and Facebook are capable of increasing student engagement and social interactions, as Victoria Raish states:
“When transitioning a traditional face-to-face class into an online format there are several Web 2.0 tools that can be used to enhance the experience. These tools often have a social directive to help people come together in the often-isolating experience of using a personal computer. Tools such as Twitter, Facebook, Google Drive, Voicethread, and Pollshare are used in both physical and virtual classrooms to improve collaboration, participation, and critical reflection on the part of the students. http://elearnmag.acm.org/featured.cfm?aid=2517042
Overall, Web 2.0 technologies and learning allow students creative ways to learn and represent their work through connections with other people. This changes the viewpoint of how learning occurs and how to facilitate that learning within this new philosophy of learning.
References
Animoto – 3rd space. (n.d.). Retrieved April 8, 2014, from http://animoto.com/play/LMN9ZK61PEE0rYZnwXPT1w
elearn Magazine: Yammer in the Classroom. (n.d.). Retrieved April 8, 2014, from http://elearnmag.acm.org/featured.cfm?aid=2517042
elearnspace. Connectivism: A Learning Theory for the Digital Age. (n.d.). Retrieved February 8, 2014, from http://www.elearnspace.org/Articles/connectivism.htm
It’s Blo-og! It’s Blo-og! | Just another weblog. (n.d.). Retrieved February 12, 2014, from http://sites.psu.edu/katiethorn/
Keith Pritts’ site for EDTEC467 | Blog for EDTEC467. (n.d.). Retrieved February 13, 2014, from http://sites.psu.edu/keithprittsedtec467/
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE.edu. (n.d.). Retrieved January 18, 2014, from http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
Networked Student (2008, Nov 26). Wendy Drexler (Producer). Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA
Rethinking Learning (2010, December 1) MacArthur Foundation and Pearson Education. Retrieved from http://www.youtube.com/watch?v=c0xa98cy-Rw
Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., et al. Connected Learning Report. Digital Media and Learning Research Hub. Retrieved from http://www.nwp.org/cs/public/download/nwp_file/17070/ConnectedLearning_report.pdf?x-r=pcfile_d
Stephenson, K., (Internal Communication, no. 36) What Knowledge Tears Apart, Networks Make Whole. Retrieved December 10, 2004 from http://www.netform.com/html/icf.pdf.
Teaching in Social and Technological Networks « Connectivism. (n.d.). Retrieved February 13, 2014, from http://www.connectivism.ca/?p=220
Learning with Social Networks
The following blog contains comments on learning with social networks using the EDTEC 467 course reading material listed below:
- Online social networks as formal learning environments (Veletsianos & Navarette, 2012)
- The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement (Junco, 2011)
What do you see as the role of social networks in learning? I see social networks role as facilitating communications and interactions involved with learning. Collaboration on projects or ideas through social networks fortifies online identities and fosters motivation. The case study presented in “Online Social Networks as Formal Learning Environments” by Valestianos & Navertte (2012) noted that “The dominant theme that arose from the interviews concerned the social nature of the learning experience. Social interaction, combined with meaningful knowledge building, was a significant element in the course.” I think social networks are good as a supplement activity for learning. Any extra time spent on discussing or thinking about a topic will increase student engagement and learning.
In what ways might social networks be appropriated effectively for learning? Please provide examples of your own experience if possible to support your suggestions. I think social networks can be effective as a mode to review, reflect, and integrate learning within personal context in the present moment. Also, I think social learning helps develop communication skills, information management, and time management.
In my personal experience, within this course, learning through a social network was effective in all of the above mentioned attributes. For example, social learning helped me with information and time management. I tried so hard to capture and understand everything in my blog for each assignment, and also come up with new ideas. Then I would try to find new information and give insightful comments for classmate blogs. This took a lot of time. I thought Betty’s comment was perfect in the article noted above by Veletsianos & Navarette (2012). Betty stated that,
reading all of my classmates blogs and comments, commenting on the blogs and/or comments, reading the material for the course, trying to find and read any supplementary material, and then composing a blog is taking significantly more [time than] the course is supposed to take. I am taking two other courses, and I find that I do not have enough time to devote to all of my classes.
I know now that everything is not to be discovered and discussed, but common themes emerge that are emphasized and elucidated through personal views and experiences. I think the aggregated focus and repetitive examination of themes presented in blogs (in example writing and reading blogs/blog comments), helps review and reinforce learning those concepts.
Also, I have learned by reflecting on other people’s opinions; one example is my reflection on Wikipedia as a resource in learning after reading everyone’s blogs. Although, the most interesting aspect in this type of learning, in my opinion, are the new ideas that transpire as we learn. This helps integrate or change old material into new material that might be more meaningful in our personal lives or applicable in the present moment. Finally, I feel that my personal communication skills have improved over this course.
Do you think Facebook can increase student engagement in learning activities within an educational context? After reading the article The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement (Junco, 2011), my opinion is that students would have to actively provide comments in order to learn within a social network. Table 1 in the article noted above lists positive and negative predictors of engagement scale score. If you look at the list, the top three negative predictors were playing games, posting photos, and Facebook chat (this surprised me).
The top three positive predictors were creating/RSVPing an event, commenting, and viewing photos (this surprised me, I thought viewing photos would predict less engagement then posting them). I did not include the gender predictor of “male” in my observation since this predictor is listed in both columns. Overall, the correlation between creating/RSVPing an event and student engagement makes sense. Students who attend or create events are active. However, I don’t think creating/RSVPing to an event can be used inside an educational context. Therefore, the only predictor that I can see helpful in student learning is commenting. Facebook commenting could provide the balance in commentary length between a Twitter comment and a blog comment and also provide a faster feedback response time. What do you think?
References:
1. Online social networks as formal learning environments: Learner experiences and activities | Veletsianos | The International Review of Research in Open and Distance Learning. (n.d.). Retrieved March 28, 2014, from http://www.irrodl.org/index.php/irrodl/article/view/1078/2077
2. The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. (n.d.). Retrieved March 28, 2014, from http://www.sciencedirect.com/science/article/pii/S0360131511001825
Learning with Podcasts & Pictures
The following blog includes a podcast interview with Dr. Waddell on the use of technology in learning and teaching. Further down there are also comments on two texts
- Educational uses of podcasting (Harris and Park, 2008)
- Pedagogical uses of Flickr (Chu and Dusen, 2008)
Podcast Interview: This podcast shows how an auditory medium can be used to learn about technology use in the classroom through the experience of Dr. Daniel Curtis Waddell.
Dr. Waddell http://www.altoona.psu.edu/now/search_alpha.php?value=W earned his doctorate at the University of Cincinnati and is currently an Assistant Professor of Chemistry at Penn State Altoona. I chose him for this interview, because of Dr. Waddell’s innovation in helping students learn and present material through Web 2.0 technologies.
Podcast interview of Dr. Waddell about using technology to facilitate student learning:
Interview Reflection: The interview went well, Dr. Waddell is an excellent speaker. There were several good practices that I learned through the interview. One good practice of technology that I would adopt is how Dr. Waddell engages students through videos of experts or demonstrations using an iPad. Another practice that I agree with is his view about keeping technology simple and focused on learning activities, rather than using too much technology which could distract or overwhelm students.
Do you think blogs or wikis promote feelings of isolation and apathy for some students? Dr. Waddell’s concept of web “isolation” is an interesting topic revealed at the end of the interview. He describes that students may feel isolated through online activities, affecting their personal motivation. I agree that some students may feel isolated and this could lead to a lack of motivation. In my opinion transactional distance caused through online learning through blogs and wikis can cause self doubt by not knowing other people’s perceptions in real time. This damage in self efficacy from a lack of feedback could lead to motivation problems in distance learning.
What types of trends do you see in the ways audio and still/video media are being used to support learning?I used the two articles to help me determine the trends in using audio and still photos in supporting learning. In the article “Educational uses of Podcasting” by Harris and Park (2008) mentions that current podcasting usages are driven mainly by four characteristics: teaching, service, marketing and technology. These trends include using podcasts to disseminate information in a quicker manner then text could accomplish. Podcasts can be used to summarize lectures, broadcast new information, give tours, recruit students, and to learn new methods of teaching or using technology.
In the article “Pedagogical uses for Flickr” by Chu and Dusen (2008) mentions that still/video media can support student with their language skills, geography, heritage, and visual information (art and fashion). Students can improve their grammar and vocabulary if they comment or critique on photos posted. Students can also use photos to tell a story or assist in adding meaning to blogs or articles. Photos can show information in a way that crosses cultural and language barriers. They can be used to disseminate information about different environments or architecture in different parts of the world, this helps students learn about geography and heritage. Flickr can also help students learn about art or fashion by seeing visual photos of different styles and modes of design.
NOTE** I attended Stevie Rocco’s session on “Copyright and Creative Commons” at the TLT symposium 2014 http://symposium.tlt.psu.edu/ and learned that Flickr is a great place to find material without copyright restrictions. Here is the address to her site with resources linking to media that can be used “freely” http://learning.signpostwebdesign.com/?q=node/2
Specifically, how do you see these media enhancing participatory learning within the Web 2.0 context beyond that possible by text media? I see audio and still/video media being helpful in the web 2.0 context in that it can promote a two-way dialogue between people that can be quicker in discussing information compared to text media. Web 2.0 photos and videos can help others learn about geography or cultures that would be hard to learn through text written in a different language.
How do you see the experience of creating and using the podcast yourself affecting your thoughts about media for learning?
After making the podcast and exploring the site about “Teaching with Technology Podcasts” http://powertolearn.typepad.com/teaching_with_technology/ I can see that audio can be a quicker method to learn about a specific topic. In general I think audio and visual information is easier to process cognitively compared to reading and interpreting textual information.
References:
Learning with Blogs
This blog comments on three articles and viewing example blogs involved with EDTEC 467 :
- 10 Good Resons to Start a Blog by Balsley
- Educational Blog Management; strageies & tools (Bartholomew, Jones, & Glassman)
- Blogging to learn (Bartlett-Bragg)
What do you see as the role of blogs in learning within formal learning environments? At first I saw the role of blogs in learning for students/teachers as an e-portfolio for learning where participants can display thoughts, questions, and knowledge on a topic. This can help the blogger or others access and understand their level of learning. An interesting idea in the article, Blogging to learn (Barlett-Bragg), was that the intention for educational blogs is to shift from surface learning to a deep learning. This added a new dimension to my thoughts on the role of blogs for learning. Bloggers can make more connections by linking content to experiences, self-reflections, and to other links on the web. Extra connections takes the learning to a deeper level. Here is a blog on encouraging the practice of using links in blogs.Weblogg-ed “Weblog-best-practices”.
**Note for “sites.psu.edu” users: You can add a link by clicking on “Add Media” button while writing your blog and then click on “Insert URL”. Copy and Past URL in box with http:// You can give your link a title.
What do you see as the role of blogs used for learning in self-initiated and informal blogging? I could see self-initiated blogging as a good source of learning for individuals. Blogging takes effort and sustainability. Individuals who blog are going to be motivated to learn on their own. In the article 10 Good Reasons to Start Blogging states that blogging excites and inspires learning. Sole blog ownership also holds the blogger accountable for content published on posts. Individual blogs can also establish dialogue with others who have the same interests. The article Educational Blog Management concludes that “open blogging” is more successful in learning then formal approaches. Individuals with more blog ownership are more responsible and reflective in their work (Bartholomew, et al). This can be seen between the Mrkt 3311 blogs and the Cornell blogs.
The Cornell blogs are more developed since the topic is more open about their study abroad trips. For example look at Mrkt 3311 students Gillian Grant’s site http://gillgrant.wordpress.com/ which includes one sentence posts compared to Dani Corona’s site http://blogs.cornell.edu/cuadnc37/ with paragraphs, videos, and pictures. However, without obligations or feedback from the others, the blogger could become disinterested in up-keeping their blog. Notice that Gillian whose site has no comments made her last post on March 4th, while Dani whose site has comments made a post March 15th. I thought it was interesting the Gillian wrote more on her Twitter account compared to her blog! This is probably because she is followed more on Twitter. I think the role of learning in informal blogging could help people explore areas of interest and connect to others with the same interest.
What do you see as the most important aspects to consider in using blogs for learning? Blogging for students is problematic for unmotivated individuals. So I think managing blog student motivation is essential. First, structure is an important part in establishing motivation. Structure establishes student comfort level with blogging and increases interest in learning the topic at hand. Students with limited posts is a self-correcting problem as they become more comfortable with their “blog voice” and they take the blog more seriously (Bartholomew et al.). Second, another aspect to consider in motivating the learner is to upkeep blog momentum for the blogger. Requiring students to post within deadlines helps them maintain a blog easier. Third, establishing rules for commenting is beneficial, since dialogue provides positive reinforcement for bloggers . Finally, instructors can motivate students by providing blog examples or “modeling” ideas contributed by the students. Blogging structure, momentum, commenting, and modeling are important aspects in motivating students in using blogs for learning.
Did you establish your “blog voice”? What do you think your blog voice “sounds” like?I think the concept of a blog voice is interesting. After reading other blogs I can get a sense of a person through their blog voice. Some blogs are soothing to read. Personally, I think my blog sounds rigid and conveys a “matter of fact” feeling, which is hard for me to shake when expressing an opinion (a product of writing and reading science reports all the time!). I was going to try to establish a more easy going “blog voice”, but it would end up sounding fake. I like to joke around, but I’ve learned over the years that my humor only works for me when people truly know me. What does my blog voice sound like to you?
Here are some resources on establishing a blog voice:
http://goinswriter.com/writing-voice/
http://www.quickanddirtytips.com/education/grammar/understanding-voice-and-tone-in-writing
http://www.blogbloke.com/blog-world-finding-your-voice/
http://www.problogger.net/archives/2011/05/22/finding-your-blog%E2%80%99s-unique-voice/
References
Balsley, J. (2012, June 1). 10 Good Reasons to Start a Blog. Arts & Activities, June 2012, 14.
Bartholomew, M., Jones, T., & Glassman, M. (2012). A Community of Voices: Educational Blog Management Strategies and Tools. TechTrends, 56(4), 19-25.
Kapp, K., & Neal, L. (2006). Blogging to learn and learning to blog. eLearn, 2006(12), 3.Weblogg-ed »
Weblog Best Practices. (n.d.). Retrieved March 13, 2014, from http://weblogg-ed.com/category/weblog-best-practices/
Learning with Wikis
The following blog contains comments on two articles concerning for EDTEC 467 Week 7: A systemic and theoretical view of knowledge building using Wikis (Cress & Kimmerle, 2008) and The power of wikis (Schweder & Wissick, 2009)
What is a wiki? The power of wikis article describes the wiki as “ a collaborative web sit whose content can be edited by anyone who has access to it. It can be public or private. Educational wikis can be used for collaboration, sharing, organzing, and instruction purposes. ” (Schweder and Wissick, 2009)
What is your sense of how knowledge building could occur in wikis?The common theme between the two articles in my mind concerning knowledge building with wikis occurs through individual learning and collaboration. Piaget’s model of equilibration explains that new knowledge is developed through a balance of dealing with new information from the environment and prior knowledge. Cognitive conflicts between the two can lead to new knowledge. Wikis collaboration between people gives the opportunity for people to assimilate and accommodate new information internally and externally (Cress and Kimmerle, 2008).
How does learning occur in a wiki? The article A systemic and theoretical view of knowledge building using Wikis uses Luhmann’s systems theory principle to describe learning knowledge through a wiki. Systemic systems are defined as operations that produces elements with the help of the elements of the same system. Systemic operations are self-developing, autopoietic, self-referential, dynamic, and develop over time. The two systemic systems involved with wiki’s include social and cognitive systems. Both of these systems include assimilation, accommodation, externalization, and internalization which involves individual learning through collaboration within a systemic view (Cress & Kimmerle, 2008)
Are wikis the environment that affects the growth of a systemic system? Cognitive systems operate via processes of consciousness, whereas social systems operate by means of communications (as a product of social systems in this case). Systems exist in environments that are more complex than the system itself. Sometimes the environment stimulates system growth through the introduction of new information. Social systems and cognitive systems are connected in this environment and rely on each other(Cress & Kimmerle, 2008). In my opinion this makes the wiki the environment that “irritates” people that leads to learning. Do you think wiki is the environment or do you think the environment is outside of the wiki?
What is the process of learning? The process of learning happens though internalization and externalization on a social and individual level. For example, before posting something on the wiki, a person must process and clarify the information internally, increasing individual knowledge. Externalization involves people placing their individual knowledge (cognitive system) on the wiki (social system). Internalization also occurs when a person processes and integrates wiki information to develop their own knowledge. One can learn new knowledge by internalizing new information. Also, this new information can interact with prior knowledge to create new knowledge. This emergent knowledge would not exist without the collaborative work involved with the wiki (Cress & Kimmerle, 2008).
Assimilation versus acommodation, which one do you think leads to cognitive or social change? Assimilation occurs when new information is added quantitatively and accommodation occurs when new information changes prior information qualitatively. “Cognitive and social systems develop mutually; co-evolution of systems constitutes the foundation of collaborative knowledge building” (Cress & Kimmerle, 2008) .I consider that accomodation is the process that creates change in cognitive and social systems. Do you think adding information can also create changes in these systems?
This table shows how I categorized these systems and processes together. Wiki “adder”, an author adds content to existing pages or adds new pages. Wiki “synthesizers” in which authors integrates, reorganizes pages, or rewrites complete paragraphs. Do you agree with or disagree with this table? Would you add or change anything to this table?
Internal(cognitive system) | External(social system) | |
Assimilation | Individual adds to personal knowledge | Social network adds to wiki knowledge |
Accommodation | Individual synthesizes personal knowledge | Social network synthesizes wiki knowledge |
What do you perceive as the validity of the knowledge and the knowledge building processes on wikis? I perceive the validity of knowledge and knowledge building processes on wikis are determined by the community in which the wiki is based on. If this community is knowledgeable then this will create a wiki with more valid information. I think wikis should include references to experts who study within that field of knowledge. However, I think the authors themselves do not have to be an expert in the field. They can aggregate or collect information on a web site, just like the Princeton student’s Siberia project Myths and Memories of Siberia. However, when adding “new information” that has not been proven could be misleading and misinform people if that information is not correct. So caution would be expected in using information within a wiki without checking the references first. Do you agree or disagree?
New Information:
Should wikis only be used in higher learning? Confusion has been linked to higher learning. However, this confusion can lead to frustration in students if they do not have the skills to assimilate or accommodate information. A way to overcome this would be to establish scaffolding to help individuals through this process. Wikis in my opinion do not have scaffolding mechanisms built in them and seem to be more appropriate for higher learning activities. Below is an excerpt from “Confusion can be beneficial to learning” that deep learning occurs in challenging environments. I consider wikis to be a challenging environment to learn in.
“Learners complacently experience a state of low arousal when they are in comfortable learning environments involving passive reading and accumulating shallow facts without challenges. However, these comfortable learning environments rarely lead to deep learning. In contrast, deep learning is expected to be higher in environments that present challenges to inspire deep inquiry, provided that the learners attend to impasses and the resultant confusion. Learners also need to have the requisite knowledge and skills to resolve the confusion or alternatively the learning environment needs to provide appropriate scaffolds to help with the confusion resolution process”(D’Mello, Lehman, Pekrun, and Graesser, 2012)
What are possible wiki scaffolding mechanisms? I think scaffolding could be built into future wiki technology. Some examples could be “chat boxes” or “discussion forums” that could let authors or participants to communicate with each other in order to overcome confusion. For example blogs shows what a person thinks, whereas a wiki is a product of collaboration. I think it would be beneficial to include discussion areas in wikis to guide learners in their thinking.
References:
Cress, U. & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. Computer-Supported Collaborative Learning, 3, 105-122. doi: 10.1007/s11412-007-9035-z
D’Mello, Lehman, Pekrun, and Graesser, (2012).Confusion can be beneficial for learning. (n.d.). Retrieved March 1, 2014, from http://www.sciencedirect.com.ezaccess.libraries.psu.edu/science/article/pii/S0959475212000357 ISSN 0959-4752, 02/2014, Volume 29, p. 153
Schweder, W., & Wissick, C. A. (2009). The power of wikis. Journal of Special Education Technology, 24(1), 57-60. Retrieved from: https://cms.psu.edu/WorldCampus/201314SP/201314SPWD___REDTEC467_001/ReadingMaterials/SchwederWissick2009.pdf
Teaching in Networks
The following blog contains comments on two articles concerning for EDTEC 467 Week 5 “Teaching in Social and Technological Networks” by George Siemens and Becoming a Networked Learner. Personal Learning Networks: Using the Power of Connections to Transform Education by Richardson, Will and Rob Mancabelli.
What do you see as the most important areas of professional development for educators to become 21st century educators? In order to grow as an efficient educator in the new learning environment of the 21st century, the educator will need to let go of control and let the learner take active control of their own learning. The role of the educator will change from controlling content and conversation to instead influencing student learning by shaping the network in which learning occurs.
How will the lack of control change the view of the educator, compared to being an authoritative figure, and will this view cause the revered persona of an educator to dissipate? In general I find that students like educators that are approachable. In my opinion this holds true, who wants to ask questions from someone who is unapproachable? I think the educator will be viewed in a better way as a co-learner and facilitator. The revered view won’t dissipate in my opinion, but change into a different type of respect. What is your opinion?
How can educators shape a network to facilitate learning? In order to shape a learning network, educators will need to develop skills that amplify important concepts, through social media available through technological tools available online. These tools include Twitter, Diigo, Blogger, and Facebook, that aggregate content information. “.If you build your network well, it’s almost like having a whole research team working for you constantly. Obviously, you’ll want to be a part of that team as well.”(2)
What will the design of these networks look like? Teachers will also need to “arrange key elements of a subject in such a manner that learners will “bump into” them throughout the course.” (1) This helps the learner focus on important concepts, reflect, and interpret those concepts in a space arranged by the educator. This space needs to be designed to provide learner functionality in finding and filtering information.
Will this design be biased according to views of the instructor on what content is included? I think this design would be biased according to the instructor, unless that instructor is able to include different perspectives from their own in this environment. In my opinion the educator will have to balance their own perspectives along with the perspectives of the learning network. This also has to incorporate the interests of the students in order to inspire them in establishing their own network. “As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.”(1)
Is there a way to develop a learning environment that changes to accommodate the constant influx of knowledge? To accommodate constant change, educators need to do develop techniques (or be able to use advance technology) in order to monitor and aggregate fragmented content and conversations.Filtering information will be important. Educators can filter material explicitly through choosing resources or implicitly by writing summaries of students’ thoughts, emphasizing important ideas. This information can then be analyzed to find common themes, relevant information, and missing concepts. Course structure can then be manipulated to create learning experiences in the moment, which is constantly changing. This is different than the static “set in stone” courses commonly used today. In a sense the course will be less valued for their content, but instruct students how to find current information in that field of study that interests them.
Do educators have to give up more of their privacy in order to establish connections compared to others in society? A teacher online presence is needed to accomplish these attributes of becoming a 21st century educator. Modeling is important to educate students on the “process of becoming” or applying information rather than just knowing information. In order to model this learning they will need to develop a “persistent presence in the learning network……to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline” (1) I think educators will sacrifice privacy in order to establish all of these connections and learning networks. However, do educators have the right to expect students to give up their privacy in connecting with others?
What are specific steps you would consider as part of your effort to become a 21st century connected educator? I consider myself a total beginner or “starter” in the literacies of the 21st century. My first goal would be to become comfortable in using social media tools in learning. After this I think developing a “filter” for relevant and important content would have to be developed. After filtering, participation is next. This step is hard since I analyze myself for mistakes way too much. Like the article “Becoming a Networked Learner” states “The real test of your commitment will come as you ride the emotional roller coaster of participation that every learning network beginner experiences.” The next stage would be to share or model this to other instructors and students. Finally, I would incorporate “small portions” of technological activities to inspire students to develop their own network of learning.
Additional Information from Defining the Connected Educator:
The article describes that we learn best through each other. Collaboration is the key in learning rather than learning as an individual. This involves educators learning from each other and establishing this type of learning students through technology. The individual educator is responsible in directing their own learning. The article states that “Personal knowledge building is important in a collaborative culture, in part because it adds to the value we bring to the collective space.” (3) Not only sharing knowledge is important, but accepting new ideas and criticism from others is also important. I constantly learn from my colleagues. Do you have a collaboration that you learn from?
I agree that learning individually first by finding resources and information is important before collaborating with others. I think students today are socially connected and learn from their peers. Although I suspect they are more interested in developing relationships as friends rather than ones that establish learning acquaintances. Do you think students use social media to learn?
References
(1)Teaching in Social and Technological Networks « Connectivism. (n.d.). Retrieved February 13, 2014, from http://www.connectivism.ca/?p=220
(2) Richardson, Will and Rob Mancabelli. Becoming a Networked Learner. Personal Learning Networks: Using the Power of Connections to Transform Education. Rosolina, Rachel. ed. New York. Solution Tree Press. 2011. 193554327X. pp. 33-57.
(3)Nussbaum-Beach, Sheryl and Lani Ritter Hall. Defining the Connected Educator. Connected Educator: Learning and Leading in a Digital Age. New York. Solution Tree Press. 2012. 1935543172. pp. 9-24.
Connectivism Group Blog Summary
Hello everyone! I want to thank my group members for giving personal perspectives concerning the new way of learning through technology. I believe personal reflections create lasting memories. Therefore I impart each group member’s personal statements and concerns within my summary. I apologize in advance if I misinterpret or forget information; please leave comments to correct or to contribute information. For a quick summary, here is a Prezi:Connectivism: Learning in the Digital Age
Connectivism’s Goal, Requirements, Environment, Framework, and Connections:
Goal: Katie states “My goal is to create a culture within my classroom, and this culture will change with every group of learners. Within our own culture [her French class], we bring in the French culture and the French language.” She relates this experience to the goal of learning found in the Arc-of-Life Learning article that states embrace the unknown, ask questions to learn more, and take the world in to make it our own Katie’s concern is about technology’s ability to promote imagination and higher ordered thinking within this learning construct. (1)
Requirements: Jeff positively views Google, a massive information network stating “I use Google for everything!!!” He exemplifies his belief in that “The new culture of learning infuses present day technology, interests, and useful information into the process of learning. It gives learning a purpose and connects it to what is going on in the real world.” He notes that this learning is enjoyable. Jeff’s concern is about educating students in finding accurate information. (2)
Environment: Keith discovers that technology plays a rather large role in his learning. He gives examples of technology driven tools such as Skype, Adobe Connect, Webinars, and Blogs as part of his learning environment. He emphasizes the quote “It (learning) takes place without books, without teachers, and without classrooms, and it requires environments that are bounded yet provide complete freedom of action within those boundaries.” Keith notices that learning not only helps learning content, but it also allows others learn to interact with each other socially and professionally. Keith’s concern relates to Jeff about finding reliable information. (3)
Framework: Victoria synthesizes connectivism through several theories, including: network theory, systems theory, chaos theory, and self-organization theory. She thinks connectivism derives a lot from systems theory. Also she conveys chaos as a challenge in pattern recognition, networks bring fields together, and self-organized systems are built through re-constructive processes (New Orleans School System). Victoria notes that healthy organizations flow around nodes of information and connections with individuals can amplify their learning through them, even if they make mistakes during the process. Victoria concerns is about methods used in schools today maybe broken and if so should they be fixed or completely transformed from a mechanistic view to an environmental view of learning?(4)
Connections: My personal view is that this type of learning occurs outside compared to former theories of behaviorism, cognitivism, and constructivist theories where learning occurs inside. This is where connections become important to connect learners to information and other people. These connections must allow learners to adapt to knowledge that is growing and changing rapidly due to technology. My concerns are the role of boundaries in this environment and whether access to information is more important than the information itself.
Group’s Summary, Disagreements, and Implications:
Summary: Our group views that connectivism needs a massive network of knowledge, learners, and connections through technology. Learning in this ecology requires play, imagination, questioning, and experimenting. This allows the learner to amplify their learning by embracing the world’s knowledge in a fun way, ask questions, and learn from mistakes. This learning environment requires technological tools and is based on change. Because of this change it will be important to find patterns and evaluate information for accuracy.
Disagreements: Boundaries were an area of disagreement within our group: Katie thought boundaries should be free in order to stimulate imagination and allow cross-curricular learning. Victoria thinks boundaries are essential so that unorganized chaos does not result. Jeff also things boundaries are good to keep students focused. Keith thinks that boundaries maybe extended when a learner knows more. I thought boundaries should be determined based on if the setting was formal or informal.
Implications: The implications for my group with this type of learning includes that an individual’s learning can be amplified in making network connections with massive information and others (including organizations), through advances in technology. This learning is interest driven and can make learning enjoyable. However, there are concerns with finding accurate information, promoting higher order thinking (innovation), and how it should be implemented in schools.
I like this point of view from Jeff, as our group moves towards this new ecology of learning:
“Ultimately we are coming together as connected learners to gain knowledge on various concepts within this setting. My personal feeling was we could come together as a group of connected learners to develop a great product for us to use going forward”-Jeff
References:
(1)It’s Blo-og! It’s Blo-og! | Just another weblog. (n.d.). Retrieved February 12, 2014, from http://sites.psu.edu/katiethorn/
(2)Edtec467 | Emerging Web 2.0 Technologies. (n.d.). Retrieved February 13, 2014, from http://sites.psu.edu/miele467/
(3)Keith Pritts’ site for EDTEC467 | Blog for EDTEC467. (n.d.). Retrieved February 13, 2014, from http://sites.psu.edu/keithprittsedtec467/
(4)Web 2.0 Tools for Learning: Collaborative Community Building | EDTEC 467. (n.d.). Retrieved February 13, 2014, from http://sites.psu.edu/victoriaraishweb20toolsforlearning/
Connectivism
The following blog contains comments on two articles concerning “The New Ecology of Learning” for EDTEC 467 Week 4– Arc-of-Life Learning: New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Thomas Douglas and John Seely Brown, and “Connectivism: A Learning Theory in the Digital Age” by George Siemens.
In what ways do the texts envision a new framework or ecology of learning? The Arc-of-Life Learning text envisions a new ecology of learning through play, imagination, questioning, and experimenting. The Connectivism text envisions a new theory of learning that incorporates learning outside of oneself and learning within organizations. This new ecology of learning emphasizes accessing knowledge through connections.
What are the basic tenets or requirements of new learning environments? The basics tenets of new learning environments are a massive network of knowledge and a way for people to connect with that information. The World Wide Web provides a massive network of knowledge that allows an incredible amount of information to be easily accessible. This information, along with students and teachers, are all intertwined to make up the learning environment in this new ecology of learning.
What aspects of the theories and perspectives put forward by the authors most resonates with your own view of learning; and conversely, which aspects do you find more challenging in reconciling with your view? In the Arc-of-Life Learning it mentions the culture of learning is changing from a teaching-based approach to a learning-based approach. This learning approach is about emerging in an environment, engaging with that environment, and asking questions to help improve understanding. The Connectivism learning theory involves learning that occurs outside of oneself through connections that helps learners acquire and actuate knowledge that is constantly changing.
I like that both perspectives focus on active participation of the learner to interact with the environment and learn from it. I also like the thought of cultivating minds through incredible resources that are now available through technology. However, as an educator there are two concepts that challenge my view on learning. First, is the lack of the teachers role involved with these perspectives. Also, it is hard to accept that knowledge is not important anymore, only one’s ability to access it.
Comments of Arc-of-Life Learning:
Do you think boundaries are necessary and if they are do you think they help increase imagination or hinder it? Do boundaries inhibit cultivation of the mind? The article Arc-of-Life Learning states that boundaries are necessary saying “Encountering boundaries spurs the imagination to become more active in figuring out novel solutions within the constraints of the situation or context.” (1) However the text also notes that “One of the basic principles of this kind of cultivation is that you don’t interfere with the process, because it is the process itself that is interesting. In fact, the entire point of the experiment is to allow the culture to reproduce in an uninhibited, completely organic way, within the constraints of medium and environment- and then see what happens.”
Boundaries in my opinion are not needed in informal learning, but are important in cultivating minds in a formal learning environment. I think the environment should be without boundaries in informal learning environment. For example Sam’s story he learns programming skills in a free learning environment that allows him to use other players coding without restraint. Another example is Becky and Nick could play games together without boundaries of age limitations or ability constraints.
However, in formal learning environments there should be boundaries. For example, course expectations set boundaries for Douglass’ class which helped them keep their learning focused on connecting gaming theories to their experiences. Also in the case of Tom connecting with others with diabetes online, there were boundaries set that prevented people from giving medical advice. These boundaries were necessary to guide and cultivate the mind in appropriate ways.
Other questions: Do you think Sam’s copying other peoples code is learning? Do you think the result from Douglas’s class is a biased portion of the article since he is the co-author?
Comments on “Connectivism: A Learning Theory in the Digital Age” by George Siemens.
Do you think technology should dictate the way we learn? In this article George Siemens acknowledges that learning needs to adapt in acquiring and actuating knowledge that is growing exponentially due to advances in technology. I agree that advances in technology will impact the way we learn. However, I don’t think learning should depend solely on technology. What is your opinion on this?
In a new ecology of learning are older learning theories invalid? What is the concept of “learning outside” of us? Siemens gives a background of learning theories of behaviorism, cognitivism, and constructivism. These theories consider knowledge as an object attainable by reasoning and that learning occurs inside a person. However, these theories are limited and do not address learning that occur outside a person or within an organization. Connectivism addresses these issues.
I think the learning theories mentioned above are still valid and workable in today’s digital age. Learning outside of ourselves I guess means acquiring skills or knowledge through others instead of creating it ourselves. Even though learning occurs outside a person, I still think it needs to be internalized at some point for learning to occur. I think principles from former learning theories and the newer principles described in the theory of connectivism are useful in accomplishing this. What are your thoughts on this?
Do you think learning to access information is more important than knowledge itself? “Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.” (2) Connectivism learning occurs in a constantly changing environment where learning can reside outside a person and is focused on connections. The individual can form networks where learning can increase personal knowledge and understanding. Learning how to access information will be more important than knowledge itself and is essential for learners to succeed in the digital age.
I think learning to access information is important, but knowledge is needed to understand and evaluate the information that is gathered. Besides access there needs to be a level of competency on the learner to know what to access and how to apply it. What are your thoughts on this?
Other Information: George Siemens Blog on Designing Ecosystem versus Designing learning
Do you think ecosystems will replace courses in the new ecology of learning? Instead of designing instruction he mentions that instead the teachers role is to focus on designing ecologies in which learners can “forage knowledge, information, and derive meaning”. (3) Rather than have a course which is static, it is replaced with an ecosystem that constantly changes and gives the learner to explore and learn what they are interested in. Objectives become “implicit instead of explicit”. Teachers would provide sources and allow students to use technological tools in their learning: blogs, wikis, groupware, collaborative tools, any connection-forming tool (Skype, phone, email, face-to-face), RSS, social network tools.
He notes “Experts and gurus still exist within an ecology. The key difference is that they no longer dictate the environment.”(3) I think experts do dictate the environment, they are a resource in a digital environment compared to a resource in the classroom. What do you think?
(1) Thomas, Douglas and John Seely Brown. Arc-of-Life Learning. New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington. CreateSpace. 2011. 1456458884. pp. 17-38.
(3) Ecosystem « Connectivism. (n.d.). Retrieved February 8, 2014, from http://www.connectivism.ca/?cat=8
The Networked Student
The following article contains comments on one article and two YouTube Videos concerning The Networked Student for EDTEC 467 Week 3-The Networked Learner MacArthur Foundation report on the Connected Learning Research Netowrk, Networked Student Wendy Drexler’s video describing networked learning, inspired by a Connectivism course offered by George Siemens and Stephen Downes, and Rethinking Learning MacArthur Foundation video on how digital media is changing the way students learn.
What are the ways in which the learner role is being conceptualized within the context of Web 2.0? After viewing the material I think that the concept of the learner in the digital age of Web 2.0 is to be an active participant in producing, creating, or reflecting on personal interests in a learning community. This community has a common goal to develop and support each other in learning concepts or applying those concepts in context. Is there research to validate this method of learning?
In a sense the learner will be in a network of learning or involved in connected learning. As defined in the article The Networked Learner: “Connected learning represents a framework for understanding and supporting learning, as well as a theory of intervention that grows out of our analysis of today’s changing social, economic, technological, and cultural context.” (1) Since the 21st century is constantly changing, this means the learner’s role will also involve developing life-long learning habits. Networking and information management will become increasingly important in this development. What do you think will be important for the future role of the learner?
Is it different from how it has been conceptualized in the past, and why?In the past learners role was a consumer of content rather than a producer. Diana Rhoten in the Youtube video Rethinking Learning mentions that the current thinking to have students use learning tools in order to remake content as the creator or producer.(3) Also, learners in the past have been expected to achieve educational outcomes based on defined objectives whereas learners today involved with connected learning are encouraged to attain understanding of personal interests. This is shown in the Youtube video Networked Student, where it shows a student choosing his own topic, psychology, to investigate.(2) Do you think young learners can choose appropriate interests?
It seems to me that past learning was didactic in nature where the learner possesses a knowledge base. In contrast connected learning deals with open learning experiences where the learner participates and produces knowledge within a community. Outcomes for connected learning have re-focused from individual objectives to community growth; changing the learner’s role to be more supportive and collaborative in nature rather than competitive. Do you think the individual is less valued and appreciated when learning in a community?
What do you see as challenges to implementing this view of the learner in formal and informal contexts? I am unsure the meaning of formal and informal contexts? What are your thoughts on differentiating formal and informal learning? In my comments below I relate formal context to that of public education and informal context to that of outside formal (forced?) education.
I think a challenge in implementing the networked learner in the formal context of public education is persuading the public and politics to support open learning experiences through technology. The public opinion may be hard to sway when parents either have a lack of knowledge of Web 2.0 technology or consider that technology to be a “waste of time”. Politics may have the same doubts, but in addition be burdened by the costs of supporting such a measure in public school systems. Technological hardware and maintenance can be expensive. Besides support there is also an issue of training teachers to new methods in facilitating this type of learning. Without support or formal training, this type of learning would not be successful in our current education system. Do you think teachers would embrace this type of learning when they are proud being “on stage” and conveying their expertise?
I think the challenge in implementing the network learner in an informal context could also involve economics and social systems. Areas that are economically underprivileged would have difficulty in implementing a technology based learning. In economically underprivileged areas the learner may not have access or be able to afford a computer and wifi service. Without these components it would be impossible to have connected learning. Also, communication skills are needed to communicate within learning networks. For example, social systems create barriers in communication through the use of local dialect (slang, foreign languages, etc.) and experiences that are uncommon to others. Also certain social systems have their own beliefs and values that can cause misinterpretations in learning. I hope technology can overcome these barriers. How can technology be made more accessible and support diversity ?
The bigger picture in implementing this type of learning may incorporate the informal context of learning within the structure of the formal context. This was noted by Mimi Ito, Associate Researcher Irvine and Lead Researcher for The digital Youth Project, when she stated in Rethinking Learning that the two should work together in a much more coordinated way. (3) Do you think formal education should incorporate informal learning in their curriculum?
References:
(1) Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., et al. (2013). Connected Learning Report. Digital Media and Learning Research Hub. Retrieved from http://www.nwp.org/cs/public/download/nwp_file/17070/ConnectedLearning_report.pdf?x-r=pcfile_d
(2) Networked Student (2008, Nov 26). Wendy Drexler (Producer). Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA
(3)Rethinking Learning (2010, December 1) MacArthur Foundation and Pearson Education. Retrieved from http://www.youtube.com/watch?v=c0xa98cy-Rw
Learning and Web 2.0
Learning in the Digital Age
–Learning, Working & Playing in the Digital Age(1999) :http://serendip.brynmawr.edu/sci_edu/seelybrown/ Minds on Fire: Open Education, the Long Tail, and Learing 2.0(2008).http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
After reading the articles noted above it seems that Web 2.0 learning can be achieved through a social community online between experts in a field who mentor novices who are interested in that field. Beginners start from a peripheral way of learning by watching and observing those with more experience. As experience develops then they become more active in contributing to the group. The traditional role of facilitator has changed from an authoritative “supply-push” mode of delivering information to a cooperative co-learner in a “demand-pull” swapping of information. The traditional learner has changed from an inactive student to a participatory member in a learning community. These roles are valid with my philosophy of learning as I agree with active participation for learning to occur. Do you think facilitators are in general uncomfortable with this new type of co-creation of knowledge?
Designing learning environments will be a challenge in establishing new modes of objectives, instructional methods, assessments, and evaluation. The old method of evaluating an individual on content knowledge will change to one where it will be more important to judge an individuals ability to apply that content within context. John Seely Brown who has published a lot on technology and learning as seen in his bibliography. Even though the articles are outdated, they are still relevant, attesting to his analogy of Web applications being slowly integrated into society as was electrification in the 19th century. Although I suspect this application has sped up recently due to Web 2.0 insurgence through mobile technology.
An interesting topic in Learning, Working, & Playing in the Digital Age article was about student thinking in the digital age by constantly multi-processing. Brown notes that students are multi-processors who simultaneously listen to music, view TV, talk on the cell phone, etc..(1).He found this impressive and idealistic for the corporate world, since he says that most of us seldom spend more than five minutes concentrating on one topic during the daytime. I disagree. I find it hard to believe that most of us don’t spend five minutes concentrating on something and what does the daytime have to do with it? I think multi-processing is distracting for students. Yes, it is a form of concentration, a divergent one with a lack of depth or long term memory processes. Recent support for this can be found in an article Students can’t resist multi-tasking, and it’s impairing their memory by Annie Murphy Paul. (Paul) What happens when our youth remembers nothing? I see it all the time; kids constantly looking up information because they do not remember. Does this create a tendency for an ADHD society?
Will students lack creativity or originality, in a sense create a “copy and paste” society? Another topic in Learning, Working& Playing in the Digital Age that is unsettling in my opinion is student reasoning with “bricolage” style logic.(1) This type of logic is discrete and literal interpretation of knowledge. As a scientific person I find this thought unsettling, since abstract thought is used for mathematics and science. While being concerned with those topics, I do see positive attributes in Brown’s thoughts on social learning through Web 2.0 technologies in the Minds on Fire article. Brown describes social learning as different then Cartesian learning by being a “demand-pull” system rather then a tradition “supply-push” system of knowledge in students’ heads. Shifting focus to actively participating in flows of action where one can be cultivated in a community of practicing knowledge (2).Social learning is part of my philosophy of learning as learning through activity. Personally I have seen this type of learning effective with Penn State Altoona students who perform research with professors. These students form their own social community together as they work together on research projects.
Brown notes that Web 2.0 can provide an ecosystem of “learning 2.0.” Where social communities can learn through participation on the Web 2.0 on common interests. “People engage with blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites while mastering content.”(2) Obviously I consider this course a Learning 2.0 ecosystem since we are using blogs. Do you think Facebook a Web 2.0 or Learning 2.0 system? What is the line between learning and entertainment? Is there a definitive distinction between the two?
What are your thoughts about the future of learning with this YouTube video?John Seely Brown’s SMU Commencement Speech 2013 In summary he talks about the “big shift” of a predictable world to an exponential changing one, where “scalable efficiency” no longer works for our society. Instead we have to look at augmenting our capabilities using a team effort between human and machine to re-invent and design institutions to provide a “scalable learning” structure. This structure will focus on emerging systems that will always be changing and must constantly be scrutinized for secondary consequences (3). I believe this will change the way in which our future educational systems are going to provide instruction. Online education using learning 2.0 will become more significant in reaching and educating people around the world.
References:
(1). John Seely Brown: Learning, Working & Playing in the Digital Age. (n.d.). Retrieved January 18, 2014, from http://serendip.brynmawr.edu/sci_edu/seelybrown/
(2). Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE.edu. (n.d.). Retrieved January 18, 2014, from http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
(3). SMU Commencement 2013 The Big Shift From Scalable Efficiency to Scalable Learning, by JSB – YouTube. (n.d.). Retrieved January 24, 2014, from https://www.youtube.com/watch?v=6h0G6wjH5Hk
(4). Students can’t resist multi-tasking, and it’s impairing their memory — Education — Bangor Daily News — BDN Maine. (n.d.). Retrieved January 24, 2014, from http://bangordailynews.com/2013/05/07/education/students-cant-resist-multitasking-and-its-impairing-their-memory/
Introduction
Hello Everyone,
My name is Dana Brinkel. Currently, I work as a Chemical Technician and Laboratory Instructor for Penn State Altoona. This blog is a portfolio of learning and discussion for EDTEC 467 course on emerging web technologies and learning. This course investigates social media and Web 2.0 technologies, which have changed the way people learn from being “side” learners to becoming “participatory” learners. Social media and Web 2.0 technologies that I mainly use at the present time include ANGEL (course management system), Facebook, Twitter, YouTube, and Pinterest. I am taking this course to learn more about using technology in my professional and personal life.