Distance learning practices are continually improving as we learn more on how to effectively deliver material at a distance. When converting from a traditional face-to-face class to a distance learning environment it is not as simple as delivering the same material in through a different medium; there are considerations that must be taken into account. The way in which the instructor teaches and the students interact is much different in the online world than it is in a traditional setting. With distance learning there is more pre-planning that needs to be taken into consideration on the part of the instructor, and more interaction that needs to take place on part of the student(s). A good discussion is a key feature to a successful distance learning course, module, etc and remember, it is essential that the course center around the students and their needs.
Pre-Planning Checklist
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B184AnCrv8q_MjhjNDdmYTgtODFlNi00YzVjLTg1YmItNjgxMzljMGEzYTEx&hl=en&authkey=CIfryOoP
Sunday, December 19, 2010
Sunday, December 5, 2010
Application: Blog—The Impact of Open Source
I looked at the Open Course (OC) websites of MIT and Yale University. They both had similar formats and course layout; I preferred the presentation of Yale's OC http://oyc.yale.edu/. The one thing that made Yale stand apart was that they had Flash files of the lectures. This was important to me because the courses are set up as a face-to-face class would be, so the visuals from the class lecture are important.
Since these are free learning courses there is not the communication between the student and instructor like you would find in a paid-for distance learning class. Both OC took information from past courses, such as, the course syllabus, lectures with corresponding notes, and assignments and exams with answers. While I feel there was pre-planning that went into the creation of these courses I do not that either university followed the recommendations for online instruction listed in our course textbook.
While the OC where not set up on a CMS, that I could tell, some they contained some of the options that our text set out as components of a CMS. Yale's OC included readings, content presentation, and student assessment but lacked the communication aspects such as group project space and assignment drop-boxes. The fact that those aspects are missing are fine by me though because of the purpose behind these types of courses. "Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn" (Wikipedia, 2010).
Since there is not communication, due to the nature of these courses, there seems to be little thought to designing for communication to maximize active learning among students. "An OpenCourseWare (OCW) is a free and open digital publication of high quality university‐level educational materials. These materials are organized as courses, and often include course planning materials and evaluation tools as well as thematic content" (ocwconsotium, 2010). The fact that these courses are free-of-charge and are there to give access to students that may not have the opportunity otherwise, or someone like me that may want to learn more about architecture or the environment, makes these courses a great asset. There are multiple universities that have OC available spanning wide variety of courses, or subjects so regardless of where you are educationally, I can almost guarantee there is a course that would interest you and teach something you did not know previously.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Open Yale Courses. (n.d.). In Wikipedia. Retrieved December 5, 2010, from http://en.wikipedia.org/wiki/Open_Yale_Courses.
Open Course Ware Consortium. (2010). What is open courseware? Retrieved December 5, 2010, from http://www.ocwconsortium.org/aboutus/whatisocw.
Since these are free learning courses there is not the communication between the student and instructor like you would find in a paid-for distance learning class. Both OC took information from past courses, such as, the course syllabus, lectures with corresponding notes, and assignments and exams with answers. While I feel there was pre-planning that went into the creation of these courses I do not that either university followed the recommendations for online instruction listed in our course textbook.
While the OC where not set up on a CMS, that I could tell, some they contained some of the options that our text set out as components of a CMS. Yale's OC included readings, content presentation, and student assessment but lacked the communication aspects such as group project space and assignment drop-boxes. The fact that those aspects are missing are fine by me though because of the purpose behind these types of courses. "Open Yale Courses provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn" (Wikipedia, 2010).
Since there is not communication, due to the nature of these courses, there seems to be little thought to designing for communication to maximize active learning among students. "An OpenCourseWare (OCW) is a free and open digital publication of high quality university‐level educational materials. These materials are organized as courses, and often include course planning materials and evaluation tools as well as thematic content" (ocwconsotium, 2010). The fact that these courses are free-of-charge and are there to give access to students that may not have the opportunity otherwise, or someone like me that may want to learn more about architecture or the environment, makes these courses a great asset. There are multiple universities that have OC available spanning wide variety of courses, or subjects so regardless of where you are educationally, I can almost guarantee there is a course that would interest you and teach something you did not know previously.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Open Yale Courses. (n.d.). In Wikipedia. Retrieved December 5, 2010, from http://en.wikipedia.org/wiki/Open_Yale_Courses.
Open Course Ware Consortium. (2010). What is open courseware? Retrieved December 5, 2010, from http://www.ocwconsortium.org/aboutus/whatisocw.
Sunday, November 21, 2010
Selecting Distance Learning Technologies
Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
I would approach this situation by setting up a Learning Management System (LMS) where the employees could access asynchronous web-based modules on safety training. By conducting these modules on an LMS, and not a CMS, it "focuses upon an individual and tracks the learning needs and outcomes achievement of that person over a period of time" (Simonson, Smaldino, Albright, & Zvacek, p. 238). The number of modules the employee would be required to take would be dependent on the companies needs and on how each individual employee's outcome on particular portions of the training. While some employees may require more training others might be able to take less because they show to have a better understanding of the safety practices. In addition, since the supervisors want the employees to be able to demonstrate what they have learned, these modules will needs to include interactive, hands-on types of scenarios for the employees to work through.
I also think a good addition to the modules being delivered on an LMS would be an internet forum, or message board. This would allow the employees to ask any questions that may arise, without feeling incompetent by asking a supervisor, because this could set up as "anonymous" where the employees could post questions for the supervisors to answer. For those that are not familiar an internet forum "is an online discussion site where people can hold conversations in the form of posted messages" (Internet forum, 2010).
Examples of the use of these technologies and how these technologies have been successfully used in distance learning.
1. This example came from the Department of Veterans Affairs in regards to their LMS: “It’s a wonderful tool in fulfilling educational goals for individuals and supervisors alike. As a user I control my own learning plan in the VA LMS, comparing it with my own Individual Development Plan (IDP) to see what gaps might exist. It’s a valuable tool, and is easy to use. As a supervisor, I see my staff’s learning plan and history, what training has been completed, and I can set required dates,” Marston said (Department of Veterans Affairs, 2010).
2. Ten reasons You Should Consider an LMS:
a. A Learning Management System provides a focal point for all your course development work.
b. A Learning Management System is the only effective way to track who has been given what training and when it was given.
c. An LMS allows you to automatically test students to see if knowledge transfer is really occuring.
d. A secure Learning Management System protects private training resources, such as procedure and policy manuals, software screens, and other sensitive files.
e. E-Learning software retains records and monitors learners' progress, allowing you to measure whether your training investment is being returned to you.
f. Modern Learning Management Systems provide interactivity and multimedia, making learning more effective and interesting.
g. An LMS saves money when compare to the increased travel required for classroom learning.
h. Your LMS will provide measurable results, where classroom training may not.
i. A properly-maintained Learning Management System will cost very little to operate, after the initial licensing fees.
j. Quite simply, an LMS can leverage the expertise of a few individuals and distribute it efficiently to a large number of employees, customers, or business partners (Learning Management Systems, 2006)
References:
Department of Veterans Affairs. (2010). VA LMS – It Works! Retrieved November 21, 2010, from http://www.insidelms.va.gov/insideLMSpages/successStories/successStories.shtm#expand- success1
FlexTraining Learning Management System (2006) A Learning Management System for the Rest of Us. Retrieved November 21, 2010, from http://www.learning-management-system.us/
Internet forum (2010). In Wikipedia. Retrieved November 21, 2010, from http://en.wikipedia.org/wiki/Message_board#cite_note-vBfaqFORUM-0
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
I would approach this situation by setting up a Learning Management System (LMS) where the employees could access asynchronous web-based modules on safety training. By conducting these modules on an LMS, and not a CMS, it "focuses upon an individual and tracks the learning needs and outcomes achievement of that person over a period of time" (Simonson, Smaldino, Albright, & Zvacek, p. 238). The number of modules the employee would be required to take would be dependent on the companies needs and on how each individual employee's outcome on particular portions of the training. While some employees may require more training others might be able to take less because they show to have a better understanding of the safety practices. In addition, since the supervisors want the employees to be able to demonstrate what they have learned, these modules will needs to include interactive, hands-on types of scenarios for the employees to work through.
I also think a good addition to the modules being delivered on an LMS would be an internet forum, or message board. This would allow the employees to ask any questions that may arise, without feeling incompetent by asking a supervisor, because this could set up as "anonymous" where the employees could post questions for the supervisors to answer. For those that are not familiar an internet forum "is an online discussion site where people can hold conversations in the form of posted messages" (Internet forum, 2010).
Examples of the use of these technologies and how these technologies have been successfully used in distance learning.
1. This example came from the Department of Veterans Affairs in regards to their LMS: “It’s a wonderful tool in fulfilling educational goals for individuals and supervisors alike. As a user I control my own learning plan in the VA LMS, comparing it with my own Individual Development Plan (IDP) to see what gaps might exist. It’s a valuable tool, and is easy to use. As a supervisor, I see my staff’s learning plan and history, what training has been completed, and I can set required dates,” Marston said (Department of Veterans Affairs, 2010).
2. Ten reasons You Should Consider an LMS:
a. A Learning Management System provides a focal point for all your course development work.
b. A Learning Management System is the only effective way to track who has been given what training and when it was given.
c. An LMS allows you to automatically test students to see if knowledge transfer is really occuring.
d. A secure Learning Management System protects private training resources, such as procedure and policy manuals, software screens, and other sensitive files.
e. E-Learning software retains records and monitors learners' progress, allowing you to measure whether your training investment is being returned to you.
f. Modern Learning Management Systems provide interactivity and multimedia, making learning more effective and interesting.
g. An LMS saves money when compare to the increased travel required for classroom learning.
h. Your LMS will provide measurable results, where classroom training may not.
i. A properly-maintained Learning Management System will cost very little to operate, after the initial licensing fees.
j. Quite simply, an LMS can leverage the expertise of a few individuals and distribute it efficiently to a large number of employees, customers, or business partners (Learning Management Systems, 2006)
References:
Department of Veterans Affairs. (2010). VA LMS – It Works! Retrieved November 21, 2010, from http://www.insidelms.va.gov/insideLMSpages/successStories/successStories.shtm#expand- success1
FlexTraining Learning Management System (2006) A Learning Management System for the Rest of Us. Retrieved November 21, 2010, from http://www.learning-management-system.us/
Internet forum (2010). In Wikipedia. Retrieved November 21, 2010, from http://en.wikipedia.org/wiki/Message_board#cite_note-vBfaqFORUM-0
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Sunday, November 14, 2010
Defining Distance Learning
It seems that everyone can take advantage of leaning from anywhere, at anytime, and with the greatest of ease. As distance learning has evolved over the years the ease to access has increased, and this will continue to be true into the future. At this moment most distance learning takes place using a computer to access a college course, or for some sort of WBT, for continuing education and making one's self more marketable. As technology improves (evolves), so will how we access and use distance learning, although a computer of some sort will always be the backbone of distance learning. People will be able to learn in virtual worlds, using their cell phones, and possibly even through video games. As long as there is teaching at a distance and learning at distance taking occurring, according to Simonson (Simonson, 2003), distance learning is taking place.
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
Sunday, November 7, 2010
Defining Distance Learning
It seems that everyone can take advantage of leaning from anywhere, at anytime, and with the greatest of ease. As distance learning has evolved over the years the ease to access has increased, and this will continue to be true into the future. At this moment most distance learning takes place using a computer to access a college course, or for some sort of WBT, for continuing education and making one's self more marketable. As technology improves (evolves), so will how we access and use distance learning, although a computer of some sort will always be the backbone of distance learning. People will be able to learn in virtual worlds, using their cell phones, and possibly even through video games. As long as there is teaching at a distance and learning at distance taking occurring, according to Simonson (Simonson, 2003), distance learning is taking place.
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
It seems that everyone can take advantage of leaning from anywhere, at anytime, and with the greatest of ease. As distance learning has evolved over the years the ease to access has increased, and this will continue to be true into the future. At this moment most distance learning takes place using a computer to access a college course, or for some sort of WBT, for continuing education and making one's self more marketable. As technology improves (evolves), so will how we access and use distance learning, although a computer of some sort will always be the backbone of distance learning. People will be able to learn in virtual worlds, using their cell phones, and possibly even through video games. As long as there is teaching at a distance and learning at distance taking occurring, according to Simonson (Simonson, 2003), distance learning is taking place.
Distance learning has evolved by leaps and bounds from its roots in correspondence study. This type of distance learning, which emerged 160 + years ago, offered students monthly correspondence with their teachers through tests and guided reading. Then, came electronic communication, which emerged in the early 1900's. This started by broadcasting on radio stations, then moved to broadcast television and videos, and then to computers. Electronic communication evolved into distance teaching universities in the early 1960's as technology improved just as distance teaching universities have evolved into what we now consider to be distance learning, or distance education.
I consider distance learning to be when a student, or any individual learning a new skill or task, is learning at a distance from the source. In addition, I think there needs to be a goal, evaluation, and some intended outcome of this learning. If someone is at home reading a science journal to learn about cells, I would not classify that as distance learning but instead as self-study. My definition varies slightly from our course readings this week, but is still on par. While I do believe there needs to be a learner, which is obvious if it is to be called "distance learning," I do not believe there needs to be a teacher or contact source from which the material derived. The reason I say this is because I think that WBT training at corporations are considered to be distance learning, but there is not usually a teacher at a distance to communicate with. There is however; supervisors, coworkers, and onsite trainers that can help assist the learner and act as the teacher for the course though not at a distance.
For example, the courses that I (we) take at Walden U. are classified as distance learning because we learn at a distance from the source, we interact with others, and each of us has a specific purpose and receives evaluation. This example is obvious. In my position I develop WBT training, so this might be why I have a wider-range viewpoint of distance learning. The courses I develop are for military personnel and corporations. I, as a Training Specialist (ISD), use a curriculum outline to go through our process of designing and developing the courses. I do not always know how if used by the client, but I know that there is not a teacher at a distance; instead the "teacher" is at the specific local and the training course itself acts as the teacher.
I am not sure that what I think now about distance learning is much different than what I thought before. I think the only difference is that I never really tried to define it previously. I considered online courses, WBT, and similar learning environments to be a form of distance education; however if you asked me I probably would not have been able to tell you why specifically. I think Delling (1985) defined distance leaning in a similar fashion to how I view it: "that distance education, in general, is a planned and systematic activity that comprises the choice, didactic preparation, and presentation of teaching materials as well as the supervision and support of student learning, which is achieved by bridging the physical distance between student and teacher by means of at least one appropriate technical medium" (Simonson, Smaldino, Albright, & Zvacek, p. 33).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Video Program: Distance Education: The Next Generation. Simonson http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47= 6447409&ClientNodeID=984650&coursenav=1&bhcp=1
Sunday, February 21, 2010
Fitting the Pieces Together
As I reflect on my discussion from week one, and what I have learned throughout this course I find that my perspective has not changed, but instead has grown along with my gained knowledge of learning theories and their various applications. I still hold that each learning theory is situational, in that, the method depends on each individual learner and each individual circumstance. What works well for one thing, may not work well for another. That is true for me as well, I cannot say that I have one definitive way in which I learn best because my style changes along with what is being taught and/or learned. However, the two that seem to work the best for me are adult learning and connectivism. Adult learning theory, to me, combines constructivism and cognitivism and I tend to draw on what I have previously learned to construct new knowledge, and also because I consider myself to be critical thinker. Then, I use connectivism more for "non-educational" purposes because I tend to use social networking in order to learn from other peoples' experiences to form my opinions.
In week one's discussion I stated "not everyone will reach a level of constructivism..." and now do not completely agree with that statement. I think that everyone can reach that level, but may not be able to gather all the pertinent pieces of information to construct knowledge to its fullest potential in certain situations. I still hold that learning is somewhat hierarchical, but not completely linear.
Technology plays an important role in all aspects of how I learn, in fact I believe that is should play at least small role in how everyone learns today. Getting my degree in "Instructional Design and Technology" it would hard to imagine not utilizing technology to learn and help others learn. I have recently learned how to create a website, and have hopes that I will use that knowledge in the near future. I am always getting on the computer to search something when I, or those around me, do not know the answer, and encourage my students to do the same. I find it empowering to be able to find an answer and learn something new. In fact, isn't the essence of technology; we can always learn something new and improve upon the past to make the future better.
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