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Teaching Philosophy
I enjoy learning in both the face- to- face and the online learning platforms. Face-to-face learning platforms can provide an increased socialization with others if I reach out to those students. The same socialization can be obtained as an online learner as well. What I like most about online learning is that I can attend to my learning on my schedule, when I can wrap my brain around learning new information. In a face-to-face platform, I have to attend a scheduled class that might not allow me to be at my optimal neuron firing capacity.
My philosophy of teaching and learning holds personal self-beliefs that are critical and non-negotiable. As a seasoned nurse, I have been educated by many who believed falsely, that unless I was provided information by them, I didn’t have the correct information. Online learning has enabled me to not only take accountability for my own learning, but to learn from the experiences of my classmates and Instructors as well. I believe that learners should be empowered and accountable for their own learning. I have discovered through my online learning courses that connectivism should play a larger role in my learning.
Connectivism offers me the opportunity to gather a greater amount of knowledge on the same subject, in a shorter amount of time (Driscoll, 2005). I am able to learn from the literature, and the experiences and the interpretations of others (Driscoll, 2005). I think that teaching and learning should be an engaging process. As a nurse educator, I am a constructivist at heart.
I believe in layering information, building a strong foundation, and moving from simple to complex. I believe that the world of teaching and learning is full of opportunities to not only learn about content, but life lessons as well. I constantly reflect on how I could have presented a subject better to my students, or personally mastered a learning concept, or achieved a learning outcome (Kopp & Hill, 2008). Online learning provides these opportunities. I am able to learn content that makes me a self-actualized individual and master the skills of communication, and time management.
I also believe that as a nurse educator, traditional classroom education needs to evolve to include more technology, digital networking, and connectivism. I believe strongly that Instructors need to embrace the idea that the instructor is not the all-knowing sage on the stage, but is a content expert with the responsibility to serve the student as a facilitator of information, and life mentor.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1–1 3.
connectivism, teaching, learning
Connectivism
Module 4, Week 7, Blog Post Connectivism
Navigating networks allows the learner unparalleled opportunities for discovering knowledge. The learner can obtain information that both supports and provides an expanded view of the topic for consideration Laureate Education (Producer). (n.d.). Technology and networks increase the amount of information that can be retrieved by the learner. This process has changed the way learning occurs. Gone are the days when advanced learning occurred only in a library, with the learner searching card catalogs for available books. Most recently I encouraged a student to visit the library to complete a project. This adult student had never been in a public library. The process of “knowing” has changed. Once upon a time learners were instructed by family, friends and educators that held view that were handed down through the generations. Today, learners can search multiple resources at a rapid rate.
The role of educator has change to include the role of mentor, tour guide, and concierge. As learners advance in their learning, they become more accountable for their own learning, filling their respective educational voids. Educators can support learners by providing them the tools and resources that increase their learning networks. Learners need access to online libraries, instructional web pages, other learners, educators with advanced knowledge and assignments created by their educational mentors designed to help them explore these resources while expanding their creative thinking skills. In my educational setting, the process of connectivism enables students to collaborate with other students and educators through the use of online links, chat rooms, discussion posts, libraries, virtual nursing laboratories, and online resources available through professional organizations. I have included my mind map to represent connectivism in my life.
Reference
Laureate Education (Producer). (n.d.). Connectivism learning theory [Video file]. Retrieved from https://class.waldenu.edu
connectivism
Reflection of Rheingold’s video
Humans are social creatures and according to Rheingold (2008), have an instinct to “ interact and work as a group.” I agree that humans are social creatures and have an instinct to interact with a group. I disagree that all humans have a basic instinct to “work” as part of a group. If this were the case, there wouldn’t be so many humans exhibiting the disease of “entitlement”. The disease of entitlement occurs when humans feel that they do not feel that they should have to work for anything. Because they exist, they are entitled to the same rewards granted to those that exert the efforts to achieve them.
Technology allows for the collaboration among learners based on constructivist principles. On-line learning environments are an excellent example of this. Learners acquire knowledge at an individualized rate, based on meaningful interactions between other on-line learners. The instructor serves as a guide when necessary. It can be compared to a cross country journey with an automobile. On line learners acquire a map, read the map, and plan their destination. During the journey detours and road blocks occur, rendering the map unusable. The driver has to make a decision to go back the way they came from, venture blindly, or ask for directions. The instructor provides the directions. Some directions you receive are better than others. If the directions are understood then you are able to continue on your journey. If the instructions are unclear, you have the choice to continue blindly or stop and ask for directions again. This entire journey is a learning process in itself. Thomas et al. (2012) suggests that online learning environments be student driven in order to allow students to construct their learning. The above video provides good examples of constructivist learning.
Reference
Rheingold, H. (2008, February). Howard Rheingold on collaboration [Video file]. Retrieved from http://www.ted.com/talks/howard_rheingold_on_collaboration.html
Thomas, C. N., Hassaram, B., Rieth, H. J., Raghavan, N. S., Kinzer, C. K., & Mulloy, A. M. (2012). The Integrated curriculum project: Teacher change and student outcomes within a university-school professional development collaboration. Psychology In The Schools, 49(5), 444-464.
Behaviorism or Cognitivism?
In reviewing the blog by Kerr (2007), the learning debate is defended by soldiers in opposing camps. Is learning completed through behaviorism or cognitivism? In my opinion, learning occurs fundamentally from a behaviorist perspective and proceeds through the use of cognitivism. Foremost, learners must first be motivated to learn (Behavioral). The task of learning requires the learner to be motivated to accomplish the task of learning. How do we motivate learners? Testing is a – tradition. Is it an accurate account of true learning? True learning is a developmental process in which the learner builds readily on basic concepts, ultimately acquiring the ability to be able to think critically, and problem solve (Driscoll, 2005). Demonstrating the use of critical thinking and problem solving is a much more reliable method of measuring learning acquisition.
Orey (2001) posits that learning is a cognitive process in which learning occurs through stages. Sensory input transfers information to short term memory. Elaboration moves this information into long term memory. Links are created for information retrieval. When one has difficulty recalling information, it is due to a faulty recall link. Rehearsal through application may improve the link, making recall more readily available.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.
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
Orey, M. (2001). Information processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Information_processing
Personal Beliefs Regarding How Individuals Learn Best and the Purpose of Learning Theory in Educational Technology
Individuals have unique learning styles and preferences based on generational differences. When educating Neomillenial learners, my personal beliefs regarding learning, best aligns with Curtis Bonk’s (2007) presentation of the educator as a concierge (as cited by Siemens, 2008). Concierges’ assist others in discovering resources and opportunities previously unknown to them. Educators serve as tour guides by providing learners with a roadmap of available resources. This process allows learners to explore areas of interest and be accountable for their individual learning.
Adult learners bring unique life and learning experiences to educational settings (Imagine America Foundation & ED MAP, 2009). Neomillenial learners have grown up with media based life styles (Educational Origami, 2015). They expect immediate knowledge acquisition, and are able to obtain such, through the use of technology (Driscoll, 2005). Neomillenial learners are well suited for educators who serve as concierges (Siemens, 2008).
The purpose learning theory in educational technology of is to address the needs of learners as it relates to the digital age. Studying learning theories allows the individual to develop concepts for teaching and learning. This empowers the learner to independently determine learning outcomes.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.
Educational Origami (2015). NeoMillennial learning styles. Retrieved June 10, 2015 from http://edorigami.wikispaces.com/NeoMillennial+Learning+styles
Imagine America Foundation & ED MAP (2009). Understanding millennials and neo-millennials. Retrieved June 10, 2015 from http://www.slideshare.net/EDMAP/understanding-millennials-and-neomillennials-presentation
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved June 10, 2015 from http://itforum.coe.uga.edu/Paper105/Siemens.pdf
Hello world!
This is my very first experience with blogging. I plan to use this site to explore and write about learning theories for Walden University.
Reflections 