I just completed my first screencast using jing.com. The focus is on evaluating a website. Here is the link. I hope you enjoy it.
http://www.screencast.com/users/robbinson307/folders/Jing/media/7fb8d241-6c1b-4d5e-a019-06a7e3d91eea
Saturday, November 28, 2009
Tuesday, August 18, 2009
A Reflection on Change
This is the final blog for the course "Bridging Learning, Theory and Instruction". At the beginning of the course, I posted my personal theory of learning. Now I am reflecting on changes that I have made and will be making based on what I have learned.
In the original blog, I described my chosen learning theory as Behaviorism. I also said that would probably change while taking the course. Indeed it has. I still see behaviorism playing a role in classroom management. My understanding of learning theories and instructional strategies has greatly improved. This is already influencing my preparations for the beginnings of a new school year.
I now see the majority of my emphasis being on constructivism and connectivism. The activities I will be using to begin the school year involve cooperative learning and constructivism. I will be using concept mapping frequently. I think it fills a void that has been present in all of my classes. I also plan on using more peer teaching. I believe adding the social and visual elements into my instruction will make learning more effective and interesting for my students and for me.
I have set two long terms goals. Both involve me being the learner. I will be meeting once a week with the computer applications teacher for 45 minutes. I will be learning how we can have our classes work together using technology. She will also help me learn how I can use Excel and PowerPoint with my students. In addition, I will spend 1 hour a week becoming more proficient with social networking and online technology learning tools; like Google Docs and Voice Threading.
I know myself well enough to know that once I feel more comfortable with the technology-based instructional strategies; I will implement them more in the classroom. As a result of this class, I have shed the fear of students knowing more than me when it comes to technology. I used to avoid any technology I didn't understand. I am now ready to have my students become our teachers. I will be there to guide and motivate; something I have always wanted to do.
In the original blog, I described my chosen learning theory as Behaviorism. I also said that would probably change while taking the course. Indeed it has. I still see behaviorism playing a role in classroom management. My understanding of learning theories and instructional strategies has greatly improved. This is already influencing my preparations for the beginnings of a new school year.
I now see the majority of my emphasis being on constructivism and connectivism. The activities I will be using to begin the school year involve cooperative learning and constructivism. I will be using concept mapping frequently. I think it fills a void that has been present in all of my classes. I also plan on using more peer teaching. I believe adding the social and visual elements into my instruction will make learning more effective and interesting for my students and for me.
I have set two long terms goals. Both involve me being the learner. I will be meeting once a week with the computer applications teacher for 45 minutes. I will be learning how we can have our classes work together using technology. She will also help me learn how I can use Excel and PowerPoint with my students. In addition, I will spend 1 hour a week becoming more proficient with social networking and online technology learning tools; like Google Docs and Voice Threading.
I know myself well enough to know that once I feel more comfortable with the technology-based instructional strategies; I will implement them more in the classroom. As a result of this class, I have shed the fear of students knowing more than me when it comes to technology. I used to avoid any technology I didn't understand. I am now ready to have my students become our teachers. I will be there to guide and motivate; something I have always wanted to do.
Wednesday, July 29, 2009
Voice Treading
Voice threading is a new experience for me.
Here is a link to my voice thread. I appreciate your comments and suggestions.
http://voicethread.com/share/567315/
Here is a link to my voice thread. I appreciate your comments and suggestions.
http://voicethread.com/share/567315/
Connecting Social Learning Theories to Instructional Strategies
This week in the course ‘Bridging Learning, Theory, Instruction and Technology’, we looked at cooperative learning as an instructional strategy. We also explored the learning theories of Social Constructivism and Connectivism. First let me briefly describe the learning theories. Then I will discuss how cooperative learning supports these two theories.
With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).
One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.
A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.
Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.
References
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).
One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.
A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.
Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.
References
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 22, 2009
Constructing Learning through Meaning
This week in class we are looking at constructivist and constructionist learning theories and the strategies that are used to support them. In the DVD, Dr. Orey speaks to the difference between constructivism and constructionism. With the first, students actively construct her/his own meaning when they learn. Constructionism ‘builds’ upon that theory. It adds the components of artifact and sharing. Students create an artifact and share it with others, thus solidifying their learning (Laureate, 2007).
Instructional strategies and technology tools support the constructionist approach to learning. Two strategies we learned about are project-based learning and problem-based learning. I have used the first and look forward to using them both next year. With project-based learning students choose and organize their project, do research and then synthesize their information (Orey, 2001). My accounting students participate in a lengthy project as a year-end activity. In it they apply all the concepts learned during the year.
I can see that problem-based learning has a place in my personal finance course. In this learning strategy students are challenged to address real-world problems. With the current credit crisis in our country; I see problem-based learning as being very appropriate. They can create an artifact (PowerPoint presentation, podcast, voice thread, brochure etc.) that will be shared with fellow students, their parents, and perhaps the world.
Spreadsheet software is a technology tool I currently use. In the future I can add the artifact and sharing aspects to a car-selection activity that teaches decision-making skills. Whether it be spreadsheets, computer-based simulations, decision-making matrices, webquests, educational games, student-created PowerPoint presentations, or podcasts, all of these technology tools will assist students in creating their own learning.
At the Chautauqua Institute last week, Dr. Thomas Insel, the director of the National Institute of Mental Health, elaborated on how our brains learn. Based on what I learned at the Institute and through our readings this week, constructionism should have a bright future in the educational community.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.
Alexandria, VA: ASCD
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Instructional strategies and technology tools support the constructionist approach to learning. Two strategies we learned about are project-based learning and problem-based learning. I have used the first and look forward to using them both next year. With project-based learning students choose and organize their project, do research and then synthesize their information (Orey, 2001). My accounting students participate in a lengthy project as a year-end activity. In it they apply all the concepts learned during the year.
I can see that problem-based learning has a place in my personal finance course. In this learning strategy students are challenged to address real-world problems. With the current credit crisis in our country; I see problem-based learning as being very appropriate. They can create an artifact (PowerPoint presentation, podcast, voice thread, brochure etc.) that will be shared with fellow students, their parents, and perhaps the world.
Spreadsheet software is a technology tool I currently use. In the future I can add the artifact and sharing aspects to a car-selection activity that teaches decision-making skills. Whether it be spreadsheets, computer-based simulations, decision-making matrices, webquests, educational games, student-created PowerPoint presentations, or podcasts, all of these technology tools will assist students in creating their own learning.
At the Chautauqua Institute last week, Dr. Thomas Insel, the director of the National Institute of Mental Health, elaborated on how our brains learn. Based on what I learned at the Institute and through our readings this week, constructionism should have a bright future in the educational community.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.
Alexandria, VA: ASCD
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Sunday, July 19, 2009
Worth a Mint
I just finished a concept map that ties into a virtual field trip found at the U. S. Mint website http://www.usmint.gov/mint_tours/index.cfm?flash=yes.
I found creating my first concept map to be extremely time consuming; yet very valuable. Although time consuming; the process was 'worth a mint' for I will be able to use it in my classes. I love the concept mapping software and can see using it frequently at school.
I am still trying to figure out how to add the concept file to this blog. Please be patient:)
Enjoy,
I found creating my first concept map to be extremely time consuming; yet very valuable. Although time consuming; the process was 'worth a mint' for I will be able to use it in my classes. I love the concept mapping software and can see using it frequently at school.
I am still trying to figure out how to add the concept file to this blog. Please be patient:)
Enjoy,
Standardized Rush
In the post above Gwendolyn responded that she also felt a need to rush through topics to cover the standards. Our society is still oriented towards teaching students facts and figures. Somehow, someday we will transition to teaching students essential 21st century skills; such as decision-making, collaboration, creativity and invention. These can't be rushed or avoided. I wish we had less 'content' to cover. With 45 minutes in a class period, it is difficult to accomplish what our standards say we must. With the concept mapping tools I learned to use this week, I will begin though.
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