Module 6 Responses

For module 6, I responded to:

Roger Williams:

http://rogeronblog-roger.blogspot.com/2011/11/learning-in-digital-world.html

and

Brandy Collins:

http://bcollins-learningtheoryeducationalte.blogspot.com/2011/11/module-6-learning-in-digital-world.html

Learning in a Digital World

The nature of my profession as a filmmaker and my profession as a college professor has forced my hand in technology-based learning. Studying video production, I used technology to write, shoot, edit, and distribute my college assignments. The lack of a local graduate program to study Educational Technology has led me to take courses online, using the Internet and computer technology. This technology has affected the way I learn by creating a global network of informational sharing and collaboration. In many ways, I have become more social because of technology. When I was studying video production, I was so immersed in my work that I never spent any time face-to-face with anyone. While I was editing on the computer though, I would share my stories, and videos with filmmakers anywhere from Los Angeles to South Korea. Graduate school at Walden University has been no different. I may occasionally talk about my assignments with my neighbor, wife, or a coworker, but most communication is done online. Face-to face, I think there is a lot more empathy in learning. By observing physical cues, educators and learners can help determine problems and solutions in a personable manner. Online learning though, helps contribute to more openness in discussions and communication. I find that I contribute more to the class in an online environment instead of just keeping my head down in a face-to-face classroom. 

Regardless of face-to-face or online learning, connecting social and intellectual experiences is critical and non-negotiable in learning. Face-to-face, I always felt more dedicated to tasks and the subject matter. I could put faces to the names on the class roster and the work that was being shown. I would not communicate as much in class because I always thought someone else may have something more important to say, I did not want to sound stupid, or I did not want to hurt anybody’s feelings. Online I do not have these inhibitions, if someone finds my questions or points of view useless, they could just click on. Both ways of learning need a focus on individuality of the learner and a focus on their experiences, both social and intellectual. Online, the collaboration in blogs and discussions allow a network for social experiences to connect to our past experiences. Face-to-face, oral communication is the key to our social experiences. The use of social experiences and networking contribute to a constructivist theory of learning influenced by interaction (Jaramillo, 1996). 

Reference

Jaramillo, J. A. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula. Education, 117(1), 133. 

Module 5 Responses

For module 4, I responded to:

Brandy Collins:

http://bcollins-learningtheoryeducationalte.blogspot.com/2011/11/module-5-new-technologies.html

and

April Carpenter:

http://april-carpenter.blogspot.com/2011/11/module-5-technologies.html

New Technologies

ARCS

Teaching college courses in a small department, I get to know all the students pursuing our Digital Media Arts degree. Additionally, the students get to know all four of our full-time faculty, including me. Students constantly complain to me that the other professors do not use Blackboard. They explain how easy it is to follow their schedule, access slides and video lessons, and to keep up with their grades. Why are the other professors not using it? 

They are not using Blackboard because they do not have to. I have tried to teach them how to use it and explain that students want to use it. I held a workshop and no one showed up. One of them said he had no time for it. Another one told me he was retiring in 2 years; why would he start using it now? The other one just blew me off. 

Using Keller's ARCS model described by Driscoll (2005), I could plan my attack for getting the other professors involved. Keller's model focused on attention, relevance, confidence, and satisfaction. 

Attention

To get the other professors' attention, I could talk about all the time I have been spending with my family due to time saved at the office. All of our faculty meeting start off with everyone talking about the semester taking up all of their personal time. They have to grade and work on their lesson plans at home, because they cannot finish it all during their office hours. Talking about free time always gets their attention. A typical question I get asked at any staff or faculty meeting is, "How do you have time for that?" I work work smart, not hard. I use educational technology: Blackboard. Attention grabbed.

Relevance

The relevance to the other faculty is that they want free time too. They know what it is like to enjoy off time, and learning Blackboard can help. 

Confidence

I would show them how easy the software is to use, by showing them how I create tests, perform my grading, and link other online resources. I would have them set up one of their classes using Blackboard to see how easy it is. 

Satisfaction

After setting up the class and inputting a small amount of data, I would show the professors grade reports and summaries that usually take hours and a calculator to perform without Blackboard. Here they would start seeing the benefits of Blackboard and satisfy their yearning for more free time.

Resource

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

Module 4 Responses

For Module 4 - I responded to;

Cynthia Harrison:

http://everythingeducational.blogspot.com/2011/10/connectivism-visions-of-networks.html

and

Roger Williams:

http://rogeronblog-roger.blogspot.com/2011/10/connectivism.html

Connectivism Mindmap

When I began college, the Internet was just hitting college campuses. It was not until my third year of college that I started using the Internet. Anything I learned, I learned from face-to-face classes, textbooks, and experience. Starting that third year in college I started building my network to use and share information on the World Wide Web. I used email to communicate with graduates living in Los Angeles to write my screenplays and hold casting calls. 15 years later, as I pursue a PhD, I use Facebook, Skype, Blogs, eCollege, Google Docs, and others to facilitate my learning.

The digital tools that best facilitate learning for me would be eCollege, email, and video. eCollege delivers my classes, notes, readings, and requirements. Whenever I have an issue, I address it in email. Many of my projects include video, which helps me to visualize the concepts. Additionally, my iPad has helped in allowing me to continue my studies anytime, anywhere. As my wife drove us to dinner last week, I was reading my required course reading for my class, and once we got home I was able to start my paper.

When I have questions, I learn new knowledge by searching for answers. Living off the grid, I ask my wife first, my neighbors second, and my father third. If I still have not gotten the answers I look for, I write I write the question(s) down so I can search the Internet when I get to work or go to the library. On the Internet I'll try google searches, or search the Walden Library if I have course questions.

Module 3 Responses

For Module 3 - I responded to;

Tashawn Lyles:

http://t-lyles.blogspot.com/2011/10/constructivist-technology-and.html

and

Adam Authier:

http://mrauthier.blogspot.com/2011/10/module-3-blog-constructivism.html

Collaboration

I do believe humans have a basic instinct to collaborate in group work as proposed by Rheingold (2010). Every time a student asks me to explain a certain concept of film production, my eyes light up. At that time, I dedicate all of my attention on sharing what I know. I also like to use resources like blogs and Wikipedia to understand things I do not already know. These actions make me feel that I am a part of a community.

Technology has allowed people to collaborate worldwide in information sharing. Engaging in social constructivist activities individuals have been able to facilitate working together as a whole. The Internet has been a method for global collaboration by connecting users from all over the world. A middle-aged woman in Russia can discuss socialism with an 8th grader in Des Moines for the 8th grader’s school assignment. The Russian shares her past experiences by having a brand new experience with the 8th grader. In turn, the 8th grader uses that experience to generate knowledge.

Flynt and Brozo (2010) supported the idea of collaboration as an effective tool for learning in the online environment. Content classrooms on the Internet not only embrace collaboration in the classroom, but outside as well. Students partner on webquest projects, which allows students to plan, investigate and produce work collaboratively. Flynt and Brozo (2010) concluded benefits from these environments to develop student self-expression, build learner motivation, build relationships to the outside world, and to develop self-reliance, independence, and confidence.

Resources:

Flynt, E., & Brozo, W. (2010). Visual Literacy and the Content Classroom: A Question of Now, Not When. Reading Teacher, 63(6), 526-528. Retrieved from EBSCOhost.

Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2 Reponses

For Module 2 - I responded to 

April Carpenter:

http://april-carpenter.blogspot.com/2011/09/cognitivism-as-learning-theory.html

and

Kellie Scott:

http://kscott317.blogspot.com/2011/09/module-2-educ-7105.html

Ism Consideration Over Regulation: Cognitivism and Behaviorism

Reading blogs by Bill Kerr and Karl Capp, they both highlight great points to different learning theories. Cognitivism was developed in response to behaviorism. Behaviorism describes thinking as a behavior. Cognitivism describes thinking as affecting behavior, therefore, thinking can not be a behavior. Kerr discussed that the isms will keep evolving. I agree, and think that we should not view these theories as yes or no answers, but different ways to identify trends in our own work. I study education to become a better instructor and in the end, the most important part of my job in to educate my students. By analyzing different learning theories, it may help me to understand the thinking process, but I still have to develop the best ways for me to reach my students. These isms can unlock understanding, but my mind must be open to new theories. 

Some days I feel like throwing isms out the window. The video that follows describes isms as a way not to have to think at all. By relying on someone else’s theory, we shut out new possibilities. I started teaching with no educational background. I had to develop my own styles of what worked to reach my students. I had to get them to think, without ever having taken a class on “how students think”. This was a liberating beginning; I learned what worked for me without any isms. Fast forward to the present, and now I am studying education. Although theory opens my mind to new concepts, sometimes it can be very limiting. I will move forward looking at isms as possibilities, not rules, to discovery.

Bill Kerr's Blog

Karl Kapp's Blog

ism video describing isms as a way not to have to think:

Learning Beliefs and Theories

To begin a conversation into how I believe people learn best, it is important to know that I teach video and film production at a state college. I teach a subject that students want to study. My first belief into how people learn best, is to relate the subject with what they want to do, rather than what they need to do. What can they gain from from class? This is the first step to motivation. Once motivated, I feel that keeping the students actively involved in the kinetic process of making videos will expose the important lessons to proper film production technique. When I teach editing, it helps for me to tell the students where and how they will use a technique they are learning and relate it to music videos or movies they like. For example, I’ll explain an editing technique used in a Rihanna video and then we’ll reproduce it. They never forget the practical uses of procedures they admire executed by industry professionals.

In educational technology, building a theory of how the above mentioned ideas work to educate others, allow us to reproduce the success. When creating podcasts like: http://www.rippletraining.com/categories/final-cut-studio-courses/final-cut-pro-products/final-cut-pro-10-core-training.html it is important to show the students the results of what they are learning. Videos instructing how to edit often get turned off after a few moments. By developing the theory of keeping students involved kinetically, we can supply footage for the students to practice the techniques they are learning. In developing mobile course for distance education of video production, I have to find new ways to get students involved in lessons. Lessons that follow the learning theories at www.brainpop.com could be a promising solution. 


I responded to:
Brandy Collins http://bcollins-learningtheoryeducationalte.blogspot.com/
and

Sonja Pugh http://sgpugh3.blogspot.com/2011/09/learning-theories.html