Connectivism Mindmap

Reflection

• How has your network changed the way you learn?

The increased connections in my own learning map have changed the way I learn new information or skills. Increased access to information has allowed me the opportunity to search for answers on my own before seeking answers from other people. When I do choose to ask someone else it is much easier and faster to contact experts.

• Which digital tools best facilitate learning for you?

The most valuable digital tool is the one which is designed to meet the current need or desire. When it is necessary to learn information specific to Private Christian Schools then my first choice would be to utilize the Association of Christian School International’s ConNEXUS community. If the goal is to obtain the current research on relevant educational theory then the Walden Library resources would be the best option. Each other piece of the map has its own unique benefits and appropriate situations for use.

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

The best way for me to learn knowledge is to create an outline or structural framework in which this new knowledge can be applied to real world situations. To create this structure I will first begin by searching static resources such as discussion boards, library databases, and general Google searches. As I begin to create a working application of the new knowledge I may seek assistance from technologically connected acquaintances. However, this is usually a last resort that would only be used if I am unable to search for the answer on my own.

Is Collaboration a Naturally Occurring Phenomenon?

Rheingold proposes that humans have a natural tendency to, "interact and work as a group". As proof he offers the development of hunting teams among developing humans as well as more recent collaborative efforts including the development of opensource software and Wikipedia. While there are elements of truth in these conclusions Rheingold seems to hold an inaccurately positive view of human nature. Another interpretation of these events makes the claim that in each of these scenarios the individuals involved realized that their own personal benefit could be increased through the involvement of a greater workforce. This view of human nature is supported more clearly in situations where an individuals personal benefit was increased through the coercion of additional people to join their efforts. Slaves were forced to build structures like the Pyramids for the benefit of the Pharaohs. Mercenaries have been coerced through the promise of financial gain to join battles that were not their own.

People seem to work together when they stand to gain from the cooperation and collaboration efforts. They continue to work in these efforts until the personal benefits gained from the work become of lesser value than the effort and investment they must make.

When we understand these motivational factors driving individuals to collaborate then we can harness this tool and use it to increase our effectiveness as educators. To accomplish this we must learn to demonstrate to students how they can achieve greater benefit through collaboration than they could achieve on their own. 

For older students there are a numbers of ways that technology can assist in facilitating a collaborative environment. Google Apps for Education offers free tools for schools that can allow secure areas where students can work on shared documents within a controlled environment. Younger students would benefit from the shared work spaces provided by products similar to the Promethean ActivTable. This type of product is designed to both encourage and require collaboration among students.

In addition to the student benefits that can be achieved through collaboration there are many ways in which Teachers can personally benefit from professional collaboration efforts (Morgan, 2011). When the educational leadership desires teachers to engage in collaborative efforts then they must demonstrate how those teachers will personally benefit from the collaboration.




Reference

Morgan, A., Parr, B., & Fuhrman, N. (2011). Enhancing Collaboration among Math and Career and Technical Education Teachers: Is Technology the Answer?. Journal Of Career And Technical Education, 26(2), 77-89.

Behaviorism, Cognitivism... or Something Else

The debate over which learning theory is the most accurate seems to spark strong responses among educators. Most educators have strong opinions regarding which educational theory most accurately describes learning. However, many contemporary educators would rather not be labeled as a strict proponent of any single theory. In his blog Karl Kapp offers an explanation for this sentiment. In his post titled, “Out and About: Discussion on Educational Schools of Thought” he states, “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.”

As a classroom educator I have seen situations where behaviorism offers the best explanation for the link between student reward and student action. There are also more complex situations where cognitivism is the most appropriate theory. In conclusion the more appropriate and productive discussion would focus on classifying the learning situations which can best illustrate the various learning theories. 

References

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved fromhttp://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

How Do People Learn Best?

When faced with the question of how do people learn best we often reform this question into, “How do I learn best?”. For this reason the answer to the primary question will have a significant degree of variance from person to person. Howard Gardner offers one theory that can be used to explain the ways in which the best way a person learns can vary in relation to the individual involved in the learning process. Gardner’s theory of Multiple Intelligences describes how each person possesses a certain degree of each of the eight identified areas of intelligence. These areas include “linguistic, logical-mathematical, musical, special, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal”.

The www.howardgardner.com website provides a link to the portion “The Digital Classroom” which was written by Gardner. In this document he describes how technology should be used to address the educational needs of the “multiple intelligences”. 

http://howardgardner01.files.wordpress.com/2012/06/can-technology-exploit-our-many-ways-of-knowing1.pdf

New and current uses of technology will are not discussed within this document since it is rather dated. However, it does contain universal concepts of using technology to target the educational needs of students whose greatest strengths do not fall within the scope of traditional classroom instruction.

It may not be possible to define a universal method of instruction that can be equally effective when applied to all learners. There is one particular aspect of learning that will assist the student in acquiring the greatest degree of growth. This critical ingredient is the individual student’s active engagement in the learning process. The most effective learning situation will be achieved when technology and differentiated instruction are used to target each the learner’s strongest area of intelligence in such a way that the student is actively engaged in the learning process.