Module 4 Mind Map

Reflecting on my mind map, my social network is virtually limited to the Walden learning community. Then again, my network was not this large until I started Walden, so this thought demonstrates the power of Walden’s program in building constructive learning communities. Before beginning this program, I did not use networks in the learning process relying mostly on personal interpretation and evidence created by experts. Currently, networked learning affects all avenues of the learning process including delivery, dissemination, creation, and reflection of knowledge. The learning community combats misconceptions and channels thoughtful communication to support accomplishment of objectives. Siemens (2004) would argue that the collaborative distribution of information within the Walden community engages learners in influential relationships that trigger and sustain the learning process. Therefore, my learning network contributes to knowledge acquisition by clarifying explanation through discussion and illuminating connections with information.

The most influential digital tools to facilitate my learning are threaded discussions and video. Blogs, wikis, online chat, and discussion boards are the most valuable when creating knowledge because I read, reflect, and reassess until knowledge is specifically applied in my workplace. The openness of these networked technologies facilitates necessary feedback for lucidity of knowledge (Siemens, 2009). Another significant digital tool, video, provides the visual stimulation I need to make connections with meaningful text. Although web-based video does not construct a learning community, the resource provides a means for knowledge inquiry and a reflection opportunity. In addition to discussion and video, Smartphone and social bookmarking technology facilitate my learning. Currently, I am exploring education apps to integrate in the classroom (IEAR.org, 2010). Delicious, a social bookmarking organizes information to track, discover, and archive school-related topics.

When learning a new skill, I rely on text and video to actuate the learning process. I reflect on personal beliefs and engage in instructional discourse with my learning community to filter excessive or incorrect information. During this time, I ask my learning community for clarification and expression of new learning. Then, I reflect once again and modify assumptions. This habitual practice satisfies learning connections allowing application of knowledge.

References

IEAR.org (2010, April 22). IEAR tips and tricks #4. Message posted to http://www.iear.org/

Siemens, G. (2009, November 24). Weltanschauung: Changing views, changing systems.

Message posted to http://ltc.umanitoba.ca/connectivism/

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Module 3 Blog: Collaboration

I saw this on Fishburne's (2008) site and had to include in on our discussion regarding constructivism in the classroom. Constructivism places the teacher in a guidance role in which he/she steers students in the right direction. Without the guidance discussed in constructivist principles, learning outcomes would surely lead to misconceptions.

After extensively studying learning theory, a central theme in meaningful learning is the internal desire for making connections and building relationships. To say that this idea highlights connecting with a group of people, I am not educated enough to say. However, the constructivists believe that social interaction is vital in cognitive development. I believe this approach to learning has increased since the rise of the internet. Both Rheingold (2008) and Zittrain (2009) propose the network structure developed by the internet rekindled cultural beliefs of responsible communication and sharing of resources. Therefore, technology imitates natural instincts and improves the capacity for collaboration. Another aspect of the internet improving collective performance involves the ability for the individual to see immediate results increasing interest for cooperation (Rheingold, 2008). Altogether, there are tasks that are too difficult to complete alone and collaborative projects are the answer when individual effort impedes transfer of knowledge.

See Zittrain's (2009) video on collaboration, and the web's connection to natural instincts.

It has already been discussed that technology promotes collaboration. Open source software is an example of the Internet’s vast capacity of enhancing human cooperation. However, interaction is not just about selected technology tools. According to constructivist principles, learners bring cultural experiences and internalized motivation that teachers can use to promote learning (Driscoll, 2005). Collaboration involves sharing experiences, skills, and reflections to achieve understanding and accelerate development. The internet readily promotes these ideals by offering resources for discovery and project-based learning, motivation for instruction, and communication tools for internalization (Cofino, 2010). The final outcome reveals that learners exhibit authentic interpretation and performance.

Instructional design, using constructivist pedagogy, requires selection of digital media to guide learners and bridge the gap between content and applicable knowledge. The significance of a culture of collaboration is emphasized with technology integration especially when open source software and web 2.0 tools are integrated into learning activities (Anderson, 2010). Students construct knowledge while working in groups on collaborative projects incorporating wikis, blogs, Google Docs, meeting whiteboards, instant messaging, virtual environments, and other web 2.0 tools. Examination of these tools reveals the importance of interactive instruction and ease at which the internet facilitates a constructivist classroom.

References

Anderson, C. (2010, April 12). New additions to the digital backpack. Message posted to http://carlanderson.blogspot.com/

Cofino, K. (2010, March 10). Creating a culture of collaboration through technology integration. Message posted to http://kimcofino.com/blog/2010/03/20/creating-a-culture-of-collaboration-through-technology-integration/

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

Fishburne, T. (2008, September 8). If kids designed the food pyramid. Image posted to http://www.tomfishburne.com/tomfishburne/2008/09/if-kids-designe.html

Rheingold, H. (2008, February). Howard Rehingold on collaboration. Vodcast posted to http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Zittrain, J. (2009, September). The web as random acts of kindness. Podcast posted to http://www.ted.com/talks/jonathan_zittrain_the_web_is_a_random_act_of_kindness.html