Module 5:

I would challenge the assumption “ that people have positive attitudes toward experimenting with new technologies in the workplace...”  In reality, especially in the higher education setting, most faculty are prepared as experts in their discipline with little or no training in education or technology.  Consequently many university professor teach the way they were taught.  Therefore experimenting with new technology is outside more professor’s comfort zone and thereby come with risk and the potential for failure.  This may change over time, as younger individual who studied in technology rich environments join the ranks of the university professoriate.  The other factor that is a barrier to experimenting with new technologies is the high priority placed on research and scholarship at some universities.  The ARCS model is focused at attracting attention and motivating individuals to learn something and is a useful model for leading change or introducing new technologies among a group of potential resisters. 

In 2002 I was asked to lead our college transition to online teaching.  Initially a number of faculty were interested because of the perception this would take less time.  Initially faculty simple uploaded existing content from their classroom version of the course.  Needless to say this was not highly effective for student learning.  However, it was also clear, that faculty who believe they are good teachers were not ready to be “taught how to teach online”.  So I used my own teaching sites as a model and followed the ARCS model for motivation.  I share these course sites which got the attention of a group of faculty. Then I worked with individual or small groups to help them make some of the thing I had created relevant to the subject matter they were teaching.  Because the faculty was using their subject matter expertise and designing something new with the technology, they developed confidence in their own abilities.  As students provided positive feedback a sense of satisfaction was experiences.  These initial innovators then shared their new found technology knowledge with other (a sign of their confidence and satisfaction) and thereby attract their attention and stimulated their motivation to experiment with new technologies.

References:

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

Moller, L. and Russell, J. D. (1994), An Application of the ARCS Model Design Process and Confidence-Building Strategies. Performance Improvement Quarterly, 7: 54–69. doi: 10.1111/j.1937-8327.1994.tb00650.x

The Principal’s partnership.  Available at:  http://www.principalspartnership.com/motivation.pdf

Module 4: My Networks for Learning

Here is my mind map of my learning networks.  I have organized this mind map based on the major component of my life:  Personal, Social, Information, Professional, Life-long learning and Career.  However there is significant overlap and a number of networks impact more than one area.  When I finished this mind map and previewed the image, it is interesting that the connectors around the major components create an outline, similar in shape to the human brain – complete with two analogous but not identical hemispheres.

•  How has your network changed the way you learn?

I have always been an independent learner.  Even before the age of computers, the internet and google.com, if I was reading a textbook and had a question, I would look it up or read parallel sources, before I asked the teacher/professor.  Thus I think the only significant change in the way I learn are that the time boundaries have been removed.  In other words, in the past I had to wait for the library to open or for a book to be returned, whereas with the availability of network resources, I can learn any time of the day (or night).  I have even been known to wake-up in the middle of the night with an idea and I get on the computer to look it up or write it down, so I don’t forget it.

•  Which digital tools best facilitate learning for you?

Online courses are an excellent learning opportunity for me.  I appreciate the flexibility and independence of asynchronous learning.  I have participated in online course for both formal university degrees and for continuing education requirement for my professional licensure and certification requirements.

• How do you learn new knowledge when you have questions?

I look it up.  With the power of the internet and the availability of professional and scholarly literature at my fingertips, I often find myself with 7-10 open windows as I begin searching and then follow the links within the document I retrieve.  Needless to say, I can start this process at 8pm and before I know it, the clock shows 11 pm and I and still clicking around the web.  That is not to say, I have wasted time (OK…maybe sometimesJ), but usually I have not only answered my original questions by have found additional information, both related and on new topics, that has enhanced what I know.

Module 3 Posting

I would agree that humans have a basic instinct to interact, from the first moments of life the human baby is dependent on others for survival, but the behaviors of that dependent infant draw other to attend to him/her are also an essential component.  Here are a couple of examples:  Kangaroo Care saves infant http://www.youtube.com/watch?v=DQ746gONAjQ  and there were preterm twin, one doing well, but the other struggling to survive.  After trying all the modern technologies, a nurses suggested putting the twins together (strictly against policy because of concerns about cross-contamination of germs) – but immediately the stronger baby put his arm around the sibling and both began to thrive and grow.  So are humans interdependent – absolutely yes.

But I think the institutions of an advancing society have created a hierarchy that attempts to negate that basic instinct.  Rheingold (nd) describes a number of examples of the positive outcomes of cooperation among persons.  However, if is important to note that most of these examples yield an average result.  This is evidence of the statistical phenomenon of regression to the mean or regression artifact (Trochim, 2006).  This phenomenon occurs because in a non-random sample there are high, low and middle levels of performance leading to an overall performance of “average”, supporting another statistical concept, the bell shaped curve.  However, we live in a competitive society where many do not want to be “just average” and just like the example cited by Rheingold (nd) in which a group of individuals all overachieve in populating the grazing fields, the result is failure because of depletion of resources.  Thus in a society that values advancement and achievement, it might be in the individual’s best interest to hoard resources and have the ability to achieve the highest level of success (as opposed to sharing and being average).   I think we see the same phenomenon in attempting to have students work collaborative in the learning environment – the high achievers are concerned that their work will be pulled towards the mean. 

Wikipedia is used as an example of collaborative work in this week’s blog prompt.  While it is true that Wikipedia is the product of collaborative input, the outcome is not accepted as a valid or reliable source of information by many.  For example, most university-level courses do not accept Wikipedia as a reference for a research paper, and as a faculty member if I contribute to Wikipedia it would not count towards my “productivity” (where as a letter to the editor of the local paper, of an update in a professional journal would count).  Therefore I think we are sending out mixed messages.

All of our technologic gadgets are facilitating connection on a more global and instantaneous level, but I continue to wonder (actually I have started thinking about this more since beginning this program of study), that we are losing the humanistic aspect of being humans as we envision technology controlling all aspects of our lives.  As I read posting by other (in a variety of classes) the introduction of holographic TV that bring sporting event into my living room, the self navigating car, and other wonders of technology – I begin to wonder what is the purpose of the human brain?

References:

 Rheingold, H. (2006). Way-New Collaboration.  Retrieved 1/5/11 at http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Trochim, M.K. (2006).  Research Methods Knowledge base.  Retrieved January 6, 2011 from: http://www.socialresearchmethods.net/kb/regrmean.php

Module 2: Blog Assignment

In his blog Kerr, (2007) identifies that both cognitivism and behaviorism as theories that guide the practice of education and the learning process.   Kerr (2007) discusses the variety of educational theories as …ism, and, according the Kerr, it seems that each …ism is offering something useful without any of them being complete theories in their own right.  He envisions these theories more as a menu, from which the educator can choose and combine part of the different  ...isms to create a learning activity.  Thus I questions if these …isms are truly at the level of theory or are they in the stage of pre-theory or conceptual models, still being refined and tested.   While I do believe different theories are more appropriate for some subject, I do see a theory as a holistic paradigm to guide practice or research.  The purpose of theory is to describe, explain and predict everyday events through the definition of concepts and the propositional relationships among those concepts (Marriner-Tomey & Alligood 2005).  Therefore I have some concern at the implication in Kerr’s blog that these  ..isms change in response to individuals.

Further evidence that these …isms may not have attained the status of a theory is Kerr’s mention of the need for a big change which in scientific terms would be a paradigmatic revolution.  According to Kuhn’s  (1970) classic work, when the existing theories are no longer adequate, a scientific revolution takes place and the result in a new paradigm or world view.  It is not so much a question of which theory is best, but which theory is most useful, practical and parsimonious in describing, explaining and predicting events in the process of learning.

References:

Kerr, B. (2007, 01 01). _isms as a filter not a blinker. Retrieved 12/23/10, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kuhn, T (1970).  The Structure of Scientific Revolutions. Chicago: University of Chicago Press.

Marriner-Tomey, A. & Alligood, M. R. (2005) Nursing Theorist and Their Work. 6th Edition. St. Louis: Mosby, Inc.

Module 1: EDUC 7105

PROMPT: 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?

I completely embrace two of Siemen’s (2008) metaphors of educators: Educator as concierge and educator as curator. The role of creating learning experiences and direction the learner to explore and use new resources are key roles of the online educator. Given the highly visual nature of online learning environments, the metaphor of curator has a lot of potential. In the art world – the curator creates the presentation in a manner to attract and engage the viewer, a similar talent is necessary in the online course environment.


I have some reservations about his metaphor of educator as network administrator (Siemen, 2008). While I agree that a major role of educating is forming connections or relational propositions among concepts, I have reservations about the label network administrator – because it likens the human brain to an object. The human brain is a type of highly complex network, but unlike mechanical networks with prescribed connections, each human brain is unique and has its own system of information storage and retrieval which is determined and influenced by the situational context and developmental stage of the person.


The one part of Siemen’s (2008) metaphors that I disagree with is the educator as master artist. There is literature supporting that the “master” is often not the best teacher. A master is clearly an expert but often their expertise is so internally driven, that they are unable to explain or describe to others how they know what they know. Therefore I believe the master artist can be a role model or a source of inspiration/motivation, but I am not certain they can “see the pieces apart from the whole, to guide the development of expertise in others.

In my current position I have presented workshop to faculty new to the online teaching roles.  A model I have used looks are the educators roles as:  pedagogical, managerial, social and technical (Berge, 1995).  Here is the link to the article: http://www.emoderators.com/moderators/teach_online.html

A number of years ago I created a workshop entitled “preceptor as connoisseur”, I think that metaphor also fit the online educator. A connoisseur a person with expertise, who appreciates, judges and shares and just like the wine or gastronomic connoisseur the educational connoisseur is an expert in their discipline and takes others (learners or tasters) on a journey to developing individual expertise.


References: 

Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational Technology. 35(1) 22-30.

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