Module 2 Post # 2 Blog Responses

I have posted responses to Candice @ http://crjoneswaldenu.blogspot.com as well as to Aimee @ http://cothran7105.blogspot.com.

Module 2 Post #1 Joshua Sherman

The blog by Bill Kerr chronicling a conversation between Kerr, Stephen Downes, and Karl Kapp is a fascinating look at varying positions on learning theory. Kerr makes a great point when discussing the importance of _isms in educational thought and reform. "Because how else could we have change without a theory to justify it and help us think about it" ~ Bill Kerr: isms as a filter not a blinker. The study of learning theory as a mechanism to foster thinking about educational practice and reform, in my mind, makes learning theory relevant to a classroom teacher. As classroom teachers we are all in pursuit of creating an environment that best suits the individual needs of our learners. The study of learning theory provides insight into the complex process of learning. To an educational change agent then learning theory and the study of _isms provides the justification for educational reform movements.

Reading through the conversation between Kerr, Downes, and Kapp it is apparent that influential thinkers in the field of learning theory have definite positions and favorite _isms. I think it is important to glean pieces from multiple learning theories to gather a more complete picture. Learning is a complex process that is not likely to be defined by one theory or _ism. "It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right" ~Bill Kerr: isms as a filter not a blinker. Karl Kapp echoes this thought; "We need to take pieces from each school of thought and apply it effectively because... Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to do is take the best from each philosophy and use it wisely to create solid educational experiences for our learners" ~ Out and About: Discussion on Educational Schools of Thought.

Module 1 Post # 2 Blog Responses Joshua Sherman

In module 1 I have responded to Aderonke Bello http://baedutech.blogspot.com as well as to Candice Jones http://crjoneswaldenu.blogspot.com.

Joshua Sherman

Module 1 Post #1 Joshua Sherman

I am a firm believer that people learn best within their particular skill set. One way in which students can understand how they learn best is by completing a multiple intelligences inventory. I routinely have my students complete a multiple intelligences inventory so they will be aware of their particular learning style. I do believe it is healthy for the growth of a learner to engage in tasks outside of their learning style to challenge and “stretch” their brains. Learning theory in educational technology provides a blueprint for successful integration and application of 21^st-Century technologies in an academic setting. For example, one would study the work of Skinner to generate methods of inducing appropriate behaviors in students through the use of educational technology.

Driscoll (2005) tells us that three basic components are necessary to build a learning theory: results, means, and inputs (p.9). Results are “Changes in performance to be explained by theory” (Driscoll, 2005, p. 9). Means are “the processes by which the results are “the processes by which the results are brought about” (Driscoll, 2005, p. 9). Finally inputs are “what triggers the processes to occur” (Driscoll, 2005, p 9). Siemens goes on to describe five questions that structure and organize learning theory. I found the writings of Driscoll (2005) and Siemens (2008) to be thorough and helpful in describing learning theory. I tend to be a visual learner; therefore I found the tables within both readings to be particularly helpful. Table 1 in Siemens’ (2008) article was very helpful in relating Ertmer’s and Newby’s five definitive question to different learning theories.

Siemens (2008) describes four metaphorical roles of educators teaching in a digital classroom: Master Artist, Network Administrator, Concierge, and curator. Each of the metaphors describes a particular role that teachers will need to take on to teach in a digital classroom. As I read over these four metaphors it became apparent to me one is not greater than another. In fact I believe that successful teachers in a digital classroom will likely be a blend of all four. I do believe that in my classroom, where the curriculum is fully integrated with 21^st-Century educational technology, I take on the role of curator most often. I maintain my status of advanced knowledge expert while encouraging learner autonomy and exploration (Siemens, 2008, p. 17).

References

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

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