Wednesday, March 28, 2012

MODULE 2 - Heather Rogers

Conversations in blogs about cognitivism and learning theories in general are abundant. The two conversations linked below are examples of fascinating discussions in 2007 on cognitivism and behaviorism among three important thinkers: Bill Kerr, Stephen Downes, and Karl Kapp. While the discussions are several years old, the issues and questions they raise are still relevant today. Read these two blog posts, and then form a response to post in your own blog. Be sure to link to these posts in your blog and add tags for “learning theory” and “cognitivism,” along with any other topics you explore.

After reading the conversations on both blogs by Kerr, Downes and Kapp, all three theorists hold and argue valid points about learning theories. Even though these theories are dated, they still hold true are remain relevant in 21st century learning and as these theories, and possibly new theories expose how people learn, researchers and educators will gain a deeper understanding of the individuals learning process (Kerr, 2007).

Of all three points of view, I feel that Kerr makes the most valid statements about learning theories; he argues that the basis of superior educational instruction is formed around that basis that components from all learning theories are imperative to address the individual learner (Kerr, 2007). Kapp also shares a similar view, we must consider the fact that all learners are not equal, and therefore we must take necessary components from some or all the learning theories to best address the individuals learning style (Kapp, 2007).  

In the conversation, Downes and Kerr (2007) made points about cognitivism in relation to the idea that learning occurs internally and through social interactions. However, there was a counter argument that I felt did not coincide with this argument; Downes stated how minds are similar to computers. I agreed with Kerr, to an extent, in which minds are not like computers. I feel the mind is similar to a computer; however I feel it is more complex in the way it can store and retrieve information and memories. However, with advances in technology, it could very well supersede how the mind works.

I feel that even though many still carp on the behaviorist ideals for not considering what occurs in the mind during learning, however I feel that the idea of actions and rewards are still relevant and important to learning. No matter the theory or theories we use we must ensure our selection meet the needs of all learners.
The following links provide great information about the learning theories and education, both traditonal teaching and educational technology.

References
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Wednesday, March 14, 2012

MODULE 1 - Heather Rogers

 Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

Upon reflecting on the metaphors given by Siemens (2008), educator as a concierge and educator as a curator, I openly accept the meaning behind the two and feel these are superior metaphors for educators both in the traditional and online learning environment. The role of the educator should “guide students toward understanding” and allow the students to explore presented content in the best way that will allow them to acquire lasting knowledge (Driscoll, 2005, pg. 22). The educator in terms of a concierge and a curator refers to the teacher’s ability and willingness to direct the students to learning opportunities and resources; the teacher must also possess the tools to provide students with relevant information that is engaging and applicable to the student, but at the same time allows the students to explore learning concepts that best suits their learning styles and abilities. I feel that these qualities are imperative to possess in the online learning environment to allow students the flexibility to take responsibility for their learning experience.  As Siemens stated, “students are not limited to learning based solely on the expertise of the instructor” (2008, pg 15). Students that participate in the learning environment tend to gain a large amount of expertise from their peers through collaboration and discussions.

There was one metaphor that I did not totally support based on the term used, educator as a master artist. I feel the term “master” means an individual is superior in the field. As a teacher I feel that the world of education is ever changing and evolving to adapt to the changes in our society; therefore the educator’s expertise must evolve with these changes to better their teaching practice.

Additional Resources:
This blog addressed the same question, but brought about a variety of thoughts that different from my own. It is interesting to see how other perceive the role of the online educator in terms of these metaphors.
This short presentation was taken from Siemens presentation on the teacher as the curator. It provides information about how the teacher can be a curator in the online environment.
This blog gives insight to how teachers are curators as well as provides examples of how to be a curator in the learning environment.

References 
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf%20