Wednesday, February 22, 2012

Module 6: Learning in a Digital World

Module 6 – Blog Post Discussion

What is your philosophy of learning?
My approach to learning is the constructivism theory of learning. Driscoll (2005) emphasizes that the constructivist learning is when students actively engage in using problem-solving and their critical-thinking skills (p. 387). Students construct their own knowledge by testing ideas, using their creativity, and use of their prior knowledge. The learning is relevant and relative to their real life situations. For example, students’ cultural and socio-economic background, their values, beliefs, motivation, and their expectations increase their learning. Students take their prior knowledge and apply this knowledge to a new experience. This gives students a better understanding on how learning takes place online and in a traditional classroom environment.

What do you believe is critical and non-negotiable in teaching and learning?
In this 21st century, technology is critical and non-negotiable in teaching and learning. The proper implementation and use of technologies allows teachers and students opportunities to display their creativity in learning and use of their cognitive skills.

Semple (2000) argues that there is a gap between learning, teaching, and educational technologies and what happens in our schools. She states that teachers teach through their own perceptions which are teacher-centered strategies and not student-centered methods. Kinnaman (1995) reveals that in order to close the gap between education and school practices, we must be willing to reorganize schools by becoming more technology driven. Despite the implementation of new technologies, teachers should have a profound knowledge of the various learning theories, an understanding of his/her students, competence in using and applying educational technologies, which will create effective learning environments. For this to happen, teachers must be given opportunities to take preservice training and that schools have available on-going professional development for preparing teachers to meet the needs of our students.


Driscoll, M. (2005).  Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Semple, A. (2000, September).  Learning theories and their influence on the development and use of educational technologies, Australian Science Teachers Journal, 46(3), 21-29.   


Module 6:  Learning in a Digital World

I responded to the following community members:

Temeka Shingles

Karen Wondergem

Sunday, February 12, 2012

Module 5 Blog Post: New Technologies

Module 5 – Blog Post Discussion

Briefly describe a situation in which you have encouraged people to use a new technology and have been met with resistance or disappointing results. What attitudes did these people exhibit? What behaviors did they demonstrate?

When I started my teaching career in 1994, computers were prevalent. However, the majority of teachers at this school did not want to change their way of getting their work finish. The use of computer meant that they had to replace the use of an electronic typewriter. Most faculty members felt that the electronic typewriter is the effective and efficient way of completing all required assignments, reports, and lesson plans and that trying to replace the electronic typewriter with a computer would create chaos. To eliminate some resistance from staff and the faculty, I would conduct training sessions for everyone. Many of the staff and faculty were ready for acceptance of using the computer instead of the electronic typewriter; however, there are still some individuals who reject the use of computers in their educational environment.

Using Keller’s ARCS model, describe how you could change the motivation of these people, or learners, to encourage success. 
In order to change the motivation of these people, or learners for encouraging success, I would first display a short video on the purpose and ease of using computers and how computers can benefit students learning as well as their learning. After the video, I would pose questions for participants for brainstorming and grouped discussions. The questions would be based on the participants incorporating their past and current skills and knowledge and how connected computers are in what they need to accomplish daily. More experienced users will work with those individuals who continue to resist the use of computers. This will increase their confidence and act as a support system in order to achieve success. Feedback is ongoing for each participant in order to monitor their progress and success. In using Keller’s (1984) ARCS (Attention, Relevance, Confidence, Satifaction), I must keep in mind that motivation comes from within and that the use of any new technology requires introducing to learners a small portion at a time and making that innovation work for them.

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). NY: Pearson Education, Inc.


Module 5:  New Technologies

I responded to the following community members:

Sandra Dykes

Wednesday, January 25, 2012


Module 4:  Connectivism Mindmap

Reflect on how your connections facilitate learning?

I learn through the use of new and old digital technologies.  For instance, wikis and blogs have similar features.  When I use a blog, there is no need to learn the standard features because I have demonstrated the ability to use these features in creating wikis.  Siemens (2006) emphasizes that new knowledge is continually acquired.  Drawing distinctions between important and unimportant knowledge is vital.  My ability to recognize when new knowledge alters the landscape based on decisions made yesterday is important.  When an online or academic environments change, I make adjustments in my thinking and assumptions to ensure that my decisions are based on an accurate foundation (p. 31).    

How has your network changed the way you learn?

My network has not changed the way I learn.  It has changed the way I access and acquire information using available sources through the Internet.  Through the use of podcasts, blogs, and wikis, I have the ability to create, share, and receive information, and select the appropriate technologies for completing these functions.  

Which digital tools best facilitate learning for you?

Digital tools that best facilitate my learning are:

     ·         Wikis

     ·         Skype

      ·         Blogs

      ·         Iphones

All of these digital tools allow me to access information anytime and anywhere.  I have access to using or incorporating the basic functions such as save, retrieve, copy, share, and involve other learners.  When using these tools, collaboration becomes a vital function for enhancing your knowledge and experiences.   

How do you learn new knowledge when you have questions?

When I have questions, I use Google and other search engines on the Internet in order to research appropriate and reliable sources.  At Walden University, I post questions in the classroom’s cafĂ©, through emails or the discussions area. Accretion learning is the constant activity of our work and life.  Siemens (2006) emphasizes that the acquisition domain of learning is exploratory and inquiry-based.  The learner is in control of defining the needed knowledge, and actively enters the process in order to assuage personal motivations and interests (p.35).  The author suggests that the fourth domain, accretion learning is continuous. During the accretion domain, the learner quests for knowledge when and where it is needed.  He reveals that we gain experience through reflection on workshop or an article.  Siemens concluded that we connect and bring together numerous elements and activities, constantly shaping and creating our understanding and knowledge (p.35). 

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), 1-13. Retrieved from the Walden Library using the Education Research Complete database.

Siemens, G. (2006). Knowing Knowledge. Copyright 2006 by George Siemens. Used by permission.

Michele Baylor

Module 4:  Connectivism

I responded to the following community members:

Toni Toney

Cheryl Carroll

Saturday, January 14, 2012

Module 3: Collaboration

Module 3 - Blog Post Discussion

Rheingold (2008) stresses that the collaboration among people as been in existing during the agricultural civilization.  His theory on collaboration correlates to Toffler’s Wave Theory.   Thornburg (2008) indicates that Toffler’s Wave Theory consists of the following:
Agricultural Age – Wave 1
·         Extended family
·         Tied to the farm land
·         Survival
·         Own small land
·         Less mobility
Industrial Age – Wave 2
·         Shift to nuclear family
·         Respond to factory model
·         Stayed in same locale
Information Age – Wave 3

·         Single family
·         Blended family
·         Children of divorced
·         Two paycheck family
·         Flexible working hours
Communication Age – Wave 4

·         Paradigm shift
·         Internet use
·         Ability to collaborate and communicate with others using technology.
Rheingold (2008) stresses that the collaboration among people has been in existing during the agricultural civilization. His theory on collaboration correlates to Toffler’s Wave Theory.

Based on the circumstance, humans have a basic instinct to “interact and work as a group.” For example, a group of individuals get shipwrecked on an island; the norm is to work as a group and make use of each other talents and skills for survival. If teachers implement technology effectively and efficiently, learners will begin to understand the benefits of working collaboratively in an online throughout the world. According to Koschmann (1994), computers and their related technologies can facilitate, augment, and even redefine interactions among member of a working group,” (p. 219). Driscoll (2005) reveals that collaborative technologies are now finding their way into instruction to support learning of students engaged in a learning task as members of a group. An important advantage of collaborative technologies that are web-based is that they can provide scaffolding (Hannafin et al., 1997) in the form of virtual access to knowledge experts and online support to make thinking visible. Students will then have the opportunity to identify learning goals, conduct investigations, keep track of their progress, think about their ideas and others, and communicate to others within and outside the actual learning community (Driscoll, 2005).

This is a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning:

Glenn, M.  (2008, October).  The future of higher education:  how technology will shape learning.  Economist Intelligence Unit report, sponsored by the New Media Consortium, 1-17. Retrieved from

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). NY: Pearson Education, Inc.

Thornburg, D. (2008).  Educational technology:  The next wave:  Part 1. (Vodcast).  Laureate Education Inc.  Retrieved from

Rheingold, H. (2008, February).  Howard Rheingold on collaboration [Video file].  Retrieved from

Michele Baylor 

Module 3:  Collaboration

I responded to the following community members:

Nadine Petrie-Waymyers

Temeka Shingles