Link to My Voice Thread: voicethread.com/share/1888478/
Connectivism had been described as the “learning theory for the digital age” Siemens, (2004).
Informal learning has become a very significant part of the learning that learners will be exposed to in their life time, learning now occurs anywhere and anytime in a variety of ways, the amount of information out there makes it even more difficult o manage. Technology is changing the way we learn and even the way we think, many of the learning processes previously explained by learning theories such as behaviourism, congnitivism and constructivism can now be supported by technology, using Siemens, (2004) words, “know-how and know what is being supplemented with know-where” , referring to where to find information in the digital age. Connectivism had altered the traditional way of learning and knowing. Siemens, (2004) described connetivism as the “integration of principles of explored by chaos, network, and complexity and self-organization.” Learning is no longer entirely under the control of any individual, including the teachers. The roles of the teachers are now becoming more of regulators, models, and helpers, to help learners know where to draw the line and make a distinction between important and irrelevant details. In the digital world, learning and knowledge emerge in a diversity of opinions, there is always inclination towards knowing more than what we know now, and maintaining “connection” is a condition that facilitates our ability to know more. Connectivism describes the new medium of learning in the digital age as “push and Pull”, the television and the book age only push their content at us, but the Web age is a combo of two in one, it combines the e one way of broadcast with the two-way interactive capacity of the new digital media that can “leverage your little effort in a big way”.
Cooperative Learning
Cooperative learning is about social interdependence among learners as opposed to competitiveness among learners to see who can achieve more. As observed by Siemens, (2010), learning in the digital age is complex, nobody should navigate it alone, there is abundance of information based on the complex systemic-based environment, the more connected we are, the better for all people that are connected.
Pitler, Hubbell, Kuhn, & Malenoski, (2007) in their work on cooperative learning highlighted many important parts of collaborative and cooperative learning and delved into the role of technology in cooperative learning. I found the reason and logic of cooperative learning very compelling. Jarret, (2010) pointed out that; technology if and when carefully integrated into classroom can enhance and expand or enlarge education/learning beyond the classroom walls.
Pitler, et, al. (2007) identified many ways in which technology can be utilized by learners in a cooperative learning to leverage each other, enables learners to continue interactions even when they are not face to face, how technology gives learners access to many experts around the world and how learners can be turned into lifelong learners and co-constructors of knowledge. They pointed out the unique utilities of multimedia as a natural platform for collaborative and cooperative learning tool, the web resources coupled with the advances in infrastructure and bandwidth in schools which have simplified the nature and ability of students to collaborate more than ever before. The web resources gave students uninterrupted access to information and knowledge anywhere anytime where ever they have internet connection! Webquests is the ubiquitous inquiry-oriented platform from which students can get answers to any question they might have, and they will have instant response provided by the experts in the field. Students can share their work with fellow students, teachers and professors around the world, social bookmarking facility enable students to share various sources of information with one another, it eliminates the arduous tasks of searching and logging into multiple websites to get information, which reduces the amount of time wasted on searching for information. Cooperative learning theory relates very well to the social learning theories as explained in various literatures examined. The social networking and collaborative tools perused this week are veritable tools for social collaborative and cooperative learning as propounded by the social learning theories. These tools allowed learners to engage and interact with each other, may be face to face and from anywhere in the world, once they are connected by the use of technology. According to Orey, (2010) it is the actual engagement in discussing that helps students to learn “with each other and from each other.” The future of education is very interesting with all the technology tools springing up daily, and is not showing any sign of slowing down. The implications for education and educators are enormous and we need to consciously study these implications and how we as educators can avail ourselves the benefits that these tools can offer.
For the use of Voicethread for classroom instruction, check my link at :- voicethread.com/share/1888478/
References
Siemens, G. (2004b). Learning management systems: The wrong place to start learning. Elearnspace. Retrieved March 29, 2011, from http://www.elearnspace.org/Articles/lms.htm
Pitler, H. (2007). Using technology with classroom instruction that works . Alexandria, Va.: Association for Supervision and Curriculum Development ;.
Laureate Education, Inc. (Executive Producer). (2010a). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program nine. Connectivism as a learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Connectivism had been described as the “learning theory for the digital age” Siemens, (2004).
Informal learning has become a very significant part of the learning that learners will be exposed to in their life time, learning now occurs anywhere and anytime in a variety of ways, the amount of information out there makes it even more difficult o manage. Technology is changing the way we learn and even the way we think, many of the learning processes previously explained by learning theories such as behaviourism, congnitivism and constructivism can now be supported by technology, using Siemens, (2004) words, “know-how and know what is being supplemented with know-where” , referring to where to find information in the digital age. Connectivism had altered the traditional way of learning and knowing. Siemens, (2004) described connetivism as the “integration of principles of explored by chaos, network, and complexity and self-organization.” Learning is no longer entirely under the control of any individual, including the teachers. The roles of the teachers are now becoming more of regulators, models, and helpers, to help learners know where to draw the line and make a distinction between important and irrelevant details. In the digital world, learning and knowledge emerge in a diversity of opinions, there is always inclination towards knowing more than what we know now, and maintaining “connection” is a condition that facilitates our ability to know more. Connectivism describes the new medium of learning in the digital age as “push and Pull”, the television and the book age only push their content at us, but the Web age is a combo of two in one, it combines the e one way of broadcast with the two-way interactive capacity of the new digital media that can “leverage your little effort in a big way”.
Cooperative Learning
Cooperative learning is about social interdependence among learners as opposed to competitiveness among learners to see who can achieve more. As observed by Siemens, (2010), learning in the digital age is complex, nobody should navigate it alone, there is abundance of information based on the complex systemic-based environment, the more connected we are, the better for all people that are connected.
Pitler, Hubbell, Kuhn, & Malenoski, (2007) in their work on cooperative learning highlighted many important parts of collaborative and cooperative learning and delved into the role of technology in cooperative learning. I found the reason and logic of cooperative learning very compelling. Jarret, (2010) pointed out that; technology if and when carefully integrated into classroom can enhance and expand or enlarge education/learning beyond the classroom walls.
Pitler, et, al. (2007) identified many ways in which technology can be utilized by learners in a cooperative learning to leverage each other, enables learners to continue interactions even when they are not face to face, how technology gives learners access to many experts around the world and how learners can be turned into lifelong learners and co-constructors of knowledge. They pointed out the unique utilities of multimedia as a natural platform for collaborative and cooperative learning tool, the web resources coupled with the advances in infrastructure and bandwidth in schools which have simplified the nature and ability of students to collaborate more than ever before. The web resources gave students uninterrupted access to information and knowledge anywhere anytime where ever they have internet connection! Webquests is the ubiquitous inquiry-oriented platform from which students can get answers to any question they might have, and they will have instant response provided by the experts in the field. Students can share their work with fellow students, teachers and professors around the world, social bookmarking facility enable students to share various sources of information with one another, it eliminates the arduous tasks of searching and logging into multiple websites to get information, which reduces the amount of time wasted on searching for information. Cooperative learning theory relates very well to the social learning theories as explained in various literatures examined. The social networking and collaborative tools perused this week are veritable tools for social collaborative and cooperative learning as propounded by the social learning theories. These tools allowed learners to engage and interact with each other, may be face to face and from anywhere in the world, once they are connected by the use of technology. According to Orey, (2010) it is the actual engagement in discussing that helps students to learn “with each other and from each other.” The future of education is very interesting with all the technology tools springing up daily, and is not showing any sign of slowing down. The implications for education and educators are enormous and we need to consciously study these implications and how we as educators can avail ourselves the benefits that these tools can offer.
For the use of Voicethread for classroom instruction, check my link at :- voicethread.com/share/1888478/
References
Siemens, G. (2004b). Learning management systems: The wrong place to start learning. Elearnspace. Retrieved March 29, 2011, from http://www.elearnspace.org/Articles/lms.htm
Pitler, H. (2007). Using technology with classroom instruction that works . Alexandria, Va.: Association for Supervision and Curriculum Development ;.
Laureate Education, Inc. (Executive Producer). (2010a). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program nine. Connectivism as a learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
5 comments:
Yemi, I noticed that you mentioned that teachers are now become regulators more than anything. If your students are using the internet for research, do you find that your students believe anything that they find? Or, are your students able to pick out the fabricated websites? I'm teaching fifth graders and I already feel the need to focus in on teaching them the skills necessary to analyze a website and then figure out if it is a credible source or a fabricated one.
Michelle
Yemi,
I also am concerned about a teacher's job as a regulator, especially when students are engaging in using websites such as Facebook. Our research proposes that learning occurs when individuals are engaged in social activities. The benefits of students interacting with peers, teachers, and experts throughout the world cannot be argued. However, when information is not scrutinized for validity and truth, how do we educate our students to eliminate using these websites for either social or educational purposes?
Thanks for your question Michelle,
That is one of the things I meant when I said teachers become more of regulators as opposed to sources of knowledge. Together with students through questioning or other means, teachers will be able to point out any fallacy in the information that they may come across on the internet. One of the intentions of the web 2.0 (The Read Write Web) is to be able to edit and correct any misrepresentation of facts.
Thanks Vicky,
I appreciate the concern you raised. That is one of the benefits of discussing back and forth on any issue until the disagreement is settled. (Marzano, (2010).
I used regulator in my blog to mean supervision or monitoring so that teachers can correct any misrepresentation of facts, I didn't mean that teachers should stand in the way of rich conversation among students. If my explanations are not sufficient please let me know.
I do agree with that learning has changed and that it is not know-how but know-where. With technology today, teachers need to guide students in their learning. Most of my students have problems using the computer because they go for the first thing on the webinstead of looking at other information. Many don,t realize that they can use the social networks on the computer to help in their homework.
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