Responses to Learning in a Digital World

Comments were sent to the blogs of the following classmates:

Beth Robinson – Blog Address: http://www.jenniferbethrobinson.blogspot.com/


Amanda Darlington - Blog Address: http://darlingtonsblog.blogspot.com/2011_11_01_archive.html

Learning in a Digital World Blog Post 6

     Technology allows me to access information more quickly and efficiently. The technology gives me access to research databases. I am able to use database filters towards finding pertinent journal articles. I am also able to narrow my search on the research topic. My ability to learn occurs differently in an online setting in comparison with a face-to-face setting. The online environment has its own situated possibilities – constraints (SPC) systems where there is, “a range of what is possible for the learner to learn as well as the appropriate instructional methods and media is to be employed” (Driscoll, 2005, p. 414). Access into the classroom of an online setting is through a course page. There are essential bi-weekly resources which include books, journals, blogs, video webpages, etc. for the learner to review. All assignments go through an online classroom. Interactions take place through asynchronous classroom discussions. As a learner, I am able to reflect on the literature and assignments more easily and develop self-regulatory learning skills.

     Multiple sources of information and problem-solving allow me to develop my own personal theory for learning and instruction. Driscoll (2005) emphasizes teaching and learning instruction as (a) prescriptive – oriented to solving problems of instruction, (b) systemic – focused on relations among possibilities and constraints produced in a situated instructional context, (c) wholistic – based on integration of contemporary learning theory, and (d) humane – founded on respect for the personality of individual learners (p. 413). The Universal Constructivist Instructional Theory (UCIT) covers a, “variety of different learners, different learning environments, and different subject matters” (Driscoll, 2005, p. 413). Instructional designers create learning systems that relate to instructional systems. Instructional designers need to be reflective. New theories provide instructional designers with different experiences. Instructional designers gain different experiences. Practical knowledge will serve to temper theoretical understandings. Instructional designers enable instruction to be as good as it can be (p. 416).

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).

Boston, MA: Pearson Education.

 

Responses to New Technologies

Comments were sent to the blogs of the following classmates:

Beth Robinson – Blog address: http://www.jenniferbethrobinson.blogspot.com/


Elizabeth Scroggs - Blog address: http://escroggs.blogspot.com/

New Technologies Blog Post 5

• Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate? Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners to encourage success.

Interactive whiteboards became the new technology instrument for middle school teachers to use and design lessons. The whiteboards allow teachers to create lessons on flipcharts. The members of the leadership team and I did insist that teachers learn the new technology and create their own flipcharts. Most of the teachers thought the new technology was exciting. There were also teachers who did not feel comfortable with having to learn the new technology. There was a sense that learning the new technology was too overwhelming. Resource teachers and the members of the leadership team were able to attend workshops on how to design flipcharts. During the summer, resource teachers were able to create 3 introductory flipchart lessons. The initial flipchart lessons were for the teachers within their department. Using Keller’s ARCS model, I was able to support resource teachers. Our goal was to get teachers within each of the departments to design lesson flipcharts for the interactive whiteboards.

Resource teachers gave a fall introductory lesson on how to design lesson flip charts for the interactive whiteboards. They were able to sustain their teachers’ attention by demonstrating the use of the whiteboard features. A stylist or pen drags icons and text-features along the whiteboard. Teachers are able to show learners 5 minute video clips that demonstrate a new concept as part of the teacher’s lesson. Teachers are also able to have their students cast active-votes. The instrument allows teachers to check for understanding or take a quick poll from a question the teacher will give students. Students who receive an active-vote are able to anonymously cast their response. The student’s response will show on a line/bar graph along with the response from the other students.

As teachers began to see the features from the interactive whiteboards, they began to realize how relevant it was to implement the new technology. Interactive whiteboards support learners in achieving important goals and outcomes from a lesson. The features on the interactive whiteboards encourage student involvement. Learners have many opportunities to demonstrate their understanding of what they are learning with the use of the stylist. The active-vote is another beneficial feature relevant to show teachers how well their students are learning. 

     The resource teachers are also able to build the confidence levels of teachers from their department. The resource teachers establish a positive expectation for success in giving the message that interactive whiteboards support all types of learners.  The interactive whiteboards provide an opportunity for learners to utilize technology and demonstrate what they are learning. The resource teachers were also able to instill confidence by assisting/supporting their teachers in learning how to design and create lesson flip charts.

     In department meetings, the teachers are able to analyze other colleagues’ lesson flipcharts as a method to generate satisfaction with the implantation of the new technology. During meetings, “the use of positive consequences such as verbal praise, incentives, or real or symbolic awards, may be effective in generating satisfaction” (Driscoll, 2005, p. 337). In using Keller’s ARCS model, “satisfaction within particular achievement might be dimmed by the observation that everyone else performed just as well or better” (Driscoll, 2005, p. 338). The new interactive whiteboard technology allows teachers to share their ideas and their own flipcharts with colleagues’. The teachers receive satisfaction in knowing their students will achieve the goals from the lesson outcomes.

Reference:

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