Learning in a Digital World

Technology has impacted every aspect of our society.  Education is no exception.  In the classroom, teachers are using smartboards, interactive testing, electronic gradebooks, countless online resources, and many more technology driven sources.  Outside the traditional classroom, distance learning is growing by leaps and bounds due to our capacity to communicate and learn over distances due to technology innovation.  Through all these technological advances, it is important to continue to keep learning in the forefront.  We must constantly ask ourselves the question, “Are students learning, comprehending, and utilizing what is being taught?”  All the technological innovations and advances in the world are great, but if they are not enhancing the learning process they are not serving their ultimate purpose.   I still struggle with online learning sometimes when I am unable to grasp or understand the professor’s goals, objectives, and standards for a class.  Those are the times that I wish I could look a professor in the eye, tell them what I am struggling with, and listen to their answer face to face instead of negotiating email, discussion boards, online syllabi, or other forms of distance communication.  In fact, there should always be a phone number readily available in case such questions arise.

In regards to things that are non-negotiable in regards to teaching or learning, Snow and Swanson (1992) addressed it best when discussing essential criteria for learning theory:

1. An end-state of goals of instruction
2. A goal-relevant initial learner state
3. Instructional conditions that promote this transition process
4. A transition process

These four items address what it takes for learning to take place regardless of the degree of technology that is injected into the learning process.  To simplify this a little, these four items address a) What the goals are for instruction b) How the learner can relate to these goals, c) the learning environment while these instructional goals are being attained, and d) How the learner will be taught in order to achieve these goals.  These four items layout a blueprint for teachers to effective instruct students to learn, comprehend, and apply in order to effectively reach the objectives of what is being taught.  Regardless of whether it is traditional or online instruction, this allows teachers to be single-minded and focused in on what is to be instructed and how learning can effectively take place.

New Technologies

I have noticed a evolution of how people respond to technology.  Several years ago, it seemed that there was major apprehension going from a non-technology driven way of doing things to one based technology.  For example:  Going from a paper and pencil attendance to recording attendance on a computer.  Today, though the majority of my co-workers have successfully adapted to a computer driven society, it seems the apprehension now comes when there is a change in software of technology.

We recently changed out school grading program to one that was comprehensive.  There was a great deal of reluctance and "push-back" in regards to changing software packages.  Any differences in the software from the previous software was perceived as a inconvenience and struggle.  Even with the training provided by our IT department, there was still a significant amount of complaining, especially, if there was any glitch in the software thus causing inconveniences. 

In looking at Keller's ARCS design, I can see several relative examples in the scenario that I discussed above.  In breaking down each aspect of ARCS I found the following:

A - Attention
Our school system did as much possible create an environment of attention to training and prepping teachers for the transition to the new software program.  There were multiple trainings and re-trainings as well as providing one on one assistance if needed.  There was also a good deal of "selling" the software of what it could do that the previous software was unable to while at the same time, stressing how it made their job easier.

R - Relevance
We sought to match the motives of the teachers with the motives of the administration by being able to track student progress and have an easier access to student information such as contacts, scores, and academic performance.

C - Confidence
Through repetitious training, our IT staff sought to instill a level of confidence in using the new software.  As teachers began to engage in and utilize the software a higher level of confidence was developed. 

S - Satisfaction
As teachers began to use the software more and more, they began to realize the benefits of the new software thus, finally beginning to develop a degree of satisfaction with the program and its capabilities. 

Connectivism

How has your network changed the way you learn? 
As I have grown older, I feel my network has matured and has been more comprehensive.  It has also been much more interactive in terms of sharing information.  I now find myself sharing my information with them as much as them sharing information with me as opposed to 10-20 years ago where I was doing much more absorbing and not much contributing.  I am now finding networking much more beneficial because I am able to build off my current knowledge and grow deeper in my learning.  I am being able to add more to knowledge that I have acquired than merely just trying to learn for the first time.  I also, feel I am providing more knowledge others in my network thus, developing more of a leadership role in the learning processes of my network.

Which digital tools best facilitate learning for you?
Perhaps the two biggest digital tools that I utilize are the Internet and social networking.  Both of these components have allowed me to access information at a very fast rate.  I am sometimes, have to aware of the validity of the information being accessed because both resources are wide open and can be posted on utilized with very little regulation and supervision.  However, as whole the Internet and social media have accessed a tremendous amount of information that I have never had the capacity to access in the past.

How do you learn new knowledge when you have questions?
Because most of my formal learning (Teacher Certification, Master's degree, and potential Specialist degree) have been online, I am very much becoming a self-learner utilizing various digital resources when needed.  This has also forced me to seek out and find solutions autonomously and often using digital resources such as the Internet, blogs, and discussion posts to learn new knowledge.  While it has been more difficult to learn this way, it has developed a level a self-discipline that haven't had before as well as the ability to utilize networks for effecitively to find answers.

Rheingold's Video

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

Rheingold gives some great examples of collaboration and cooperation in the private sector, especially with such companies as Sun Microsystems, Toyota, and Amazon.  I am not sure that humans have a "basic instinct" to work together. That seems to imply that there is some force that is embedded in us through heredity that drives us to work together.  I believe that our society is beginning to see the benefits and rewards that can be reaped individually through collaboration.  I don't think people would not "automatically" work together because through instinct.  I feel people would work together because of the benefits they can potentially receive.  The private sector is still capitalistic as a whole and desires to earn income, grow, and create profit.  They are recognizing that this can be be obtained through collaborative and cooperative interaction. 

The driving force and realization behind this is the fact that technology and the Internet has made our world a much more smaller place.  It has opened lines of commerce and communication among individuals, industries, corporations, and business that are immediate, efficient, and responsive.  This is making the whole idea of realizing collaboration and cooperation much more effective and impactful in today's modern marketplace.

How can technology facilitate collaboration among learners based on constructivist principles?

Technology, starting with the Internet, is driving collaboration and cooperation.  It is also feeding constructivist principals in that it is feeding new innovations in communication and information sharing.  As these processes, ideas, and innovations progress, newer ways of working together and sharing and processing information are becoming realized.  This primarily due to individuals building off of and improving previous ideas and concepts.  We are constantly looking to learn from and improve on ways of doing things.  This constant drive to search for better ways fall in line with the constructivist learning principles.  A great example is Apple, Inc. in their constant progression of computing through improvements in desktops, smart phones, and touch screen technologies.  We we look at innovations in IPhones, IPads, and other technologies we are constantly seeing collaboration that leads to innovation.

Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning.

I found a 2009 research study entitled, "An Educational Psychology Success Story:
Social Interdependence Theory and Cooperative Learning" it can be found at

http://www.co-operation.org/wp-content/uploads/2011/01/ER.CL-Success-Story-Pub-Version-09.pdf

This research study does an excellent job of addressing the psychological impact that cooperative learning can have.  The study centers around a Social Interdependence Theory which states that there are two types of social interdependence:  Positive Interdependence and Negative Interdependence.  Positive Interdependence states that Positive interdependence exists when there is a positive
correlation among individuals’ goal attainments; individuals perceive that they can attain their goals if and only if the other individuals with whom they are cooperatively linked attain their goals (johnson & johnson, 2009).  Negative Interdependence is when there is a negative correlation among individual goal achievements; individuals perceive that they can obtain their goals if and only if the other individuals with whom they are competitively linked fail to obtain their goals (johnson & johnson, 2009).

Reference
johnson, D., & johnson, R. (2009, July 14). An educational psychology success story:. Retrieved from http://www.co-operation.org/wp-content/uploads/2011/01/ER.CL-Success-Story-Pub-Version-09.pdf

Cognitivism as a Learning Theory

Bill Kerr makes the statement that learning theories are comprised on many "-ism".  Constructivism, Behaviorism, Cognitivism, Connectivism, etc. are all examples of learning theories.  Kerr brings up the question that, "Should we continue to embrace these "-ism as a whole?" or should we "cherry pick" various different useful ideas from each of individual theories.  I tend to feel that taking the best from each theory is more of the correct move.  However, if the selected "-isms" can evolve and adapt to the changing world of education and learning then it may be possible to use entire learning theory as rule. 

I do feel that it would be difficult to accept one theory as the correct one.  For example, it would be hard to merely accept either behaviorism or cognitivism as rule.  I think it would be difficult to make a blanket statement that all behavior is learned (cognitivism) or all behavior is already ingrained in us (behaviorism).  I feel that it is combination of both as well as being impacted by many of the additional "-isms".  The learning process it too complex to try to "shoe horn" it into one line of thinking.  I think it would be difficult to define learning with any one theory or rule of thinking.

Karl Kapp's blog seems to support this school of thought when he states this in his blog:

"I couldn’t agree more. 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."

The human learning process is a very complex process which we my never entirely understand and be able to explain.  There are valid arguments for each one of the "-isms".  However, no one school of thought can entirely and comprehensively explain the way humans process information.  As hard some theorist may try, there will never be a "one size fits all" in regards to the learning process.  I feel the greatest upside to this debate and discussion that is that it continues to prompt deeper discussion and research as to how the human brain functions and how we learn and process information.    

How People Learn Best?

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

This is a great question and one that should be in the forefront of the mind of all teachers.  The one thing, as a classroom teacher, that I have learned is that a) everyone has the capacity to learn and b) everyone does not learn the same.  While I see it in the classroom it has been most evident to me as a parent of two children who learn in completely different ways and require different types of assistance as I help them with their homework and interact with their teachers.  This verifies that differences in manner and process in which people learn and acquire knowledge. 
 
While people learn differently, I believe that there are some basic foundations that all learners must possess and be willing to commit to in order to learn.  First is a willingness to participate or be an active learner.  In other words, seek to understand the "whys", "how’s", and "who's" not just facts, figures, and items.  Make what you learn work for you and enhance you.  Second is to listen and pay attention to details.  I always tell my students and believe as a student myself that if you show up, pay attention, and listen you won half the battle in the learning process.  Finally, is simply hard work and commitment to what students achieving success and goals.  I will take an overachieving B-C student instead of a underachieving A student any day of the week!

It can also be understood that teaching is an process of organizing information that enable students to learn.  It is the process of organizing knowledge, information, and activities in order for effective learning to take place.  Teachers can organize information in the environment by taking into account how people process information, and by linking learning to prior experience and prior knowledge (Darling-Hammond, 2001).  Driscoll (2005) states that the critical elements of learning theory include observation, interaction, analyzing, interpreting, evaluating, understanding or cognitivism, as well as problem solving and solutions. All of these elements are utilized, demonstrated, and displayed in different ways depending upon how students learn. 

The purpose of learning theory in education is to provide a blueprint as to how to take these learning elements and processes and effectively implement them in a manner effective learning.  Educational theory affords teachers the ability to mesh their teaching styles with the learning styles of their students.  It helps teachers understand and implement student learning by managing their curriculum, teaching style, and student learning style into an effective process.  Learning theory in educational technology does the similar thing but in more a support mode.  Learning theory provide educational technology a direction for supporting learners effectively through technology design and implementation.  Without learning theory, educational technology would possibly, be grasping at straws for direction when supporting the educational community.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.
Darling-Hammond, L, Austin, K, Orcutt, S, and Rosso, J (2001) How people learn: the introduction to learning thoeries. (Stanford University) Retrieved from http://www.stanford.edu/ed269/hplintrochapter.pdf