EDIT 6100

The Media Education Elephant

2004-11-30T11:40:00.000-08:00

I think the statement “One teacher’s definition of media education is another’s heresy” by Kathleen Tyner is the most accurate way to describe the issue of media today. We all have different definitions, opinions, and assumptions about me. I know I don’t view media the same as my dad, who is a kindergarten teacher. Tyner discusses four views of media: protectionism, technology education, media arts education, and democracy education. I believe that all of the views have some truth and validity to them; however, I don’t think that any of them quite describe or explain what media truly is, does, or can do in our educational systems.

Protectionism seems to take a much more conservative approach towards media, valuing fine art as oppose to television, video games, and computers. While I agree that “…American children are simply too fat, caused by eating heavily-advertised junk food in front of the television and by not getting enough exercise,” I’m not sure that valuing fine arts more will alleviate this issue. I think both of these are extremes and we need to find a happy medium—not sure that we will find this anytime soon.

As far as technology education is concerned, I think we are too concerned with grooming the next generation of workers that the main purpose is education shifts to securing employment from educating our children. I think some companies in various industries take advantage of the lack of resources that school systems have and capitalize on the schools and students by influencing what equipment, resources, media access, and software they provide them with—free of charge of course.

Media arts education is cool to me because it allows students to be creative and free—rather than just little clones like we tend to make our students at times. I disagree with the fact that it is mostly for “at-risk students.” I think it is good for all students. I know I thoroughly enjoy multimedia, visual communication, and video production classes because they allow me to be creative and design and create whatever I like or think is cool. I also think that having outsiders other than traditional teachers teach these courses is an awesome idea.

And finally democracy education sounds good but just doesn’t seem plausible to me. How can we teach democracy when we really don’t live it? This is my main issue with democracy education. Overall, like Kathleen mentioned there are many barriers that we need to overcome with media education. One of the most important things we need to consider is that we need to be open-minded about other media views.

The Computer Delusion

2004-11-17T11:24:00.000-08:00

I think it is wrong that school systems and districts are cutting music, art, physical education classes just so they can have more computers. Yeah, I think computers are great and that children can really benefit from them; however, I think we are just placing the computers in schools and not telling the teachers and faculty what to do with them or how to effectively integrate them into the classrooms. We are simply placing the computers there and thinking that our children are going to get smarter just because the computers are present. I think this is the silliest thing I’ve ever heard. I can’t for the life of me figure out why we doing this. We expect teachers to automatically know how to integrate technology and computers into their classrooms, and we punish them when their students test scores don’t go up. When in fact, most teachers never really embrace the new tools.

Yes, technology is wonderful; but it is for everybody? Oppenheimer points out that “Administrators are stuck in this mindset that all kids will go to a four-year college and become a doctor or a lawyer, and that’s not true.” He is so right. We are forcing technology on all students and cutting shop and mechanic programs that some of our students might really excel in or find their career occupation. If they are not expose to these types of programs, how will they know they exist more less if they are any good at them.

Media Comparison Research

2004-11-16T15:20:00.002-08:00

For the record again, I would like to state that media does have an affect on learning because the type of media can affect the learners’ attitudes which in return affect how they feel about what they are learning. Thus, I disagree with Clark and support Kozma. Again, I would also like to point out that media are more than just mere vehicles that deliver instruction. In addition in media comparison studies most of the results yielded ”no significant difference,” I would like for it to be known that this is not the same thing as saying all media are equally effective. I think we need to find ways to improve our media comparison research. Right now, I think there are so many variables to consider thus the research is yielding partial results. I’m not sure if research will ever get to the point where is actually and truthfully reveals media comparison.

The Attack on ISD - 2000

2004-11-16T15:20:00.001-08:00

It is obvious that the people who wrote “The Attack on ISD” do not totally understand the entire instructional design process. How can ISD lead developers/and designers astray when it is like the central commonplace to start? If anything, if gives them direction especially when they are novices. As mentioned in the article, ISD is a tool—one tool and usually “it is a bad craftsperson who blames her tool.” It does not represent the entire instructional design process. At times, ISD can be slow; but it is definitely not clumsy in the least bit. Yeah there maybe a lot of politics involved but isn’t that the same in most businesses. It is our jobs to be the designers and developers—not the politicians. Designing instruction is both and art and a science—that’s why I love it so much. It allows me to add creativity into something that we normally think of as solely structure, designing instruction. All great instructional designers are creative, yet the understand theories and concepts behind human thinking. The comment “the whole ISD model is based on the assumption of stupid learners and superior experts” is about the most absurd comments I’ve ever heard about ISD. There is no such thing as a stupid learner—there are just different types. This is the exact reason we must use ISD because one-size fits all instruction needs to be a thing of the past. Indeed there are master performers and best practices on many jobs. Ideally, we want everyone to be a master at their job…right? I find it extremely amusing that although those authors severely attacked ISD, they did not propose a solution or provide any other alternatives. Uhmm, I wonder why…

Digital Diploma Mills, Part I

2004-11-16T15:20:00.000-08:00

As a student and a person looking to ultimately end up in higher education, I must say that I found this article extremely disturbing. Although I’m not fully sure that I believe everything Noble says, I definitely believe and agree with parts of his arguments. I truly despise the top-down approach used by colleges and universities to initiate and implement new technologies. I think that is where a lot of problem lies in the fact that the there is a lack of communication between students, faculty, and administration—just like in the work place and it should be that way in education. After all the students are paying for quality educations. According to Noble, “In the end students were paying more for their education and getting less…” This should not be the case. Both the students and the instructors are getting cheated because of all the industry influence on the education market. Although it is the education market, “it is not really about education at all.” This is very scary. Our educators are having to deal with the same issues as laborers…why? I guess it is all about the benjamins—sad but true. Students and instructors brilliance are being stolen from them. They don’t really own privacy or proprietary control of their work. So why is this happening despite students stating that they want face-to-face education they paid for? Because sadly education is a business and a market that seeks profit and return on investments, when in reality is should be about quality education for students provided by qualified instructors.

Six Challenges for Educational Technology

2004-11-08T16:40:00.000-08:00

According to Chris Dede of George Mason University, there are six challenges for educational technology.

How can schools afford to purchase enough multimedia-capable, Internet computers so that a classroom machine is always available for every 2-3 students?
How can schools afford enough computers and telecommunications to sustain new models of teaching and learning?
How can many educators disinterested or phobic about computers and communications be induced to adopt new technology-based models of teaching and learning?
How do we prove to communities that new, technology-based model of teaching and learning are better than current instructional approaches?
How can educational technology increase equity rather than widen current gaps between “haves” and “have-nots”?
If we use technology well, what should we expect as “typical” student performance?

I think all of these questions are quite important; some more than others. Nevertheless, I would like to comment on question four. It is terribly difficult for us to prove to communities the benefits of technology-based models of teaching and learning. Why is it so important? It is important because the community is responsible for funding the education in our public schools. If the tax payers feel, we are wasting their money then they won’t be supportive. So how can we prove our point? We need better research!!! Members of the community want to see a return on investment and actually know that the technology is worth it. They need solid evidence—not just our theories and brief experiments like we have been feeding them so far. And there lies the problem. Thus, far we have not been able to give them this empirical evidence that I believe they need in order for us to prove how beneficial technology-based models are in education.

Storm Clouds on the Digital Education Horizon

2004-11-08T16:00:00.000-08:00

In this article, Dr. Reeves poses some very intriguing points of views and thoughts. I too am straddle on the fence about digital education and online education. I’m not quite sure what is it that makes me go back and forth. It is probably the lack of guidelines, consistency, and reliability associated with online education that rubs me the wrong way. One thing I am certain of for sure is that it takes more time to teach online than it does in the classroom. I probably have a biased opinion since I design and develop online courses for instructors to use; but nevertheless, I still think it is true. Just think about it. A face-to-face instructor prepares the lesson ahead of time. Then, comes to class and executes that lesson accordingly. If there are questions, students can ask during or after class. Total time for this is approximately 4-6 hours depending on the lesson subject matter and amount of interactivity in the classroom. Now, try to think about this same professor teaching the same lesson online. There are all other types of issues to consider. Does the professor have enough technical skills to even conduct the course online? Do the students have enough technical skills? How are the students’ questions handled? How can I really make sure the students have mastered the lesson objective? Total time for the same lesson could be 10-12 hours for one lesson.

I disagree with mandating an increase in the time faculty spend teaching. Quantity and quality are not one in the same. I would much rather have an effective 30 minute lecture than an 90 minute ineffective lecture on the same subject matter. Once again I know this is true, but the research does always back me up on this. I agree that there is definitely an urgent need to for more and better research regarding this issue and online education in general. The ten design principles Dr. Reeves and his colleagues present are well-thought out; however, I’m not sure how humanly possible it is for every online educator meet these principles for every authentic activity-based learning experience. It is much easier said than done. In addition, I also found the assessment dilemma and problems with accreditation quite intriguing. Quite frankly, the idea of totally virtual universities scares me.

Diffusion of Innovation Theory

2004-11-01T21:00:00.000-08:00

This theory seems quite logical and familiar. It seems as if I have seen bits and pieces of this theory, but never quite heard it called diffusion of innovation. It can shed some light on the why some educational technologies are successful and some of them are not. The four elements: innovation, communication, time, and social system all play a relevant part in educational technologies in today's society. For instance an educator can develop a great idea to help high biology students; however, if this idea isn’t communicated successfully to high school biology teachers, then it is hard for the innovation to become widely accepted and be thought of as an innovation. I think the idea of learning objects and learning object repositories is based on this theory. It is simple and makes a lot of sense.

We're Wired, Webbed, and Windowed, Now What?

2004-11-01T19:51:00.000-08:00

This rather lengthy article, which is almost five years old, provides valuable information that we, as newcomers to instructional technology, must be aware of in order to become effective instructional technologists. The paradigm shift from the industrial-based society to the knowledge-based society has left us with many unanswered questions. This article attempts to begin answering some of the questions; however, I think it is safe to say that it only scratches the surface of the issues. I think it is difficult to say in words what is really valued in our work and in our society right now at this very moment on November 1, 2004. Depending on our different backgrounds and future career paths, each of us may answer this question differently. We have changed and so has our society as a result. We have different goals, new challenges, different skills, various ideas about learning, etc. I think majority of educators agree that some type of educational reform needs to be take place, but we don’t know what kind of reform or how to go about this reformation. Part of this problem, as the article points out is due to all the politics involved in education. Until we are able to overcome this hurdle, it does matter if we want to implement a top-down, bottom-up, or systematic-mixed mode because it is not going to happen until we are on the same page.

No Cliche Left Behind

2004-11-01T17:15:00.000-08:00

I found this particular article to be very provocative and interesting in its message. I agreed with several of the author’s points. What works well in the movies cannot possibly work well in education…duh! I think that some of the testing strategies that we are using now such as the lecture and drill are quite the opposite of what we should be doing in education. We want our children to have meaningful learning experience not repeat what they hear teachers say. Students should be engaging in guided inquiry, collaborative learning, mentoring, apprenticeships, etc. Who cares if everyone in that school district can pass a standardize test? This can still leave us with a generation ill prepared for the 21^st century. Can those who passed the standardize test apply the situations in those tests to real world problems? Probably not. I totally disagree with the concept of the one-size-fits-all test. I mean what do they really tell us anyway…think about it. I think that our students need to be more cognitively challenged. It still blows my mind that even with all the research and studies we have on how people think and learn differently that we still want to test them all the same. I agree with the author that we need to step up the role of learning technologies in educational improvement. The multi-user virtual environment (MUVE) he described sounds like the offspring of the Sims and webquests. The concept behind distributed learning, I think, is very powerful. Part of the reason why educational innovations and learning technologies have not been as successful thus far is due to our lack of creativity; we want to think inside the box rather than outside of it.

Webquests

2004-10-27T14:25:00.000-07:00

I think webquests are a great way to incorporate the Internet into education. I think it would have been fun to participate in one while in grade school. The ideas and theories the concept of a webquest are similar to those of a scavenger hunt and the infamous board game Clue; however, it is on an entire new level. It seems as if the sky is the limit when it comes to webquests because they can be for all age groups. What a wonderful way to bring creativity, the Internet, and problem solving skills together!

A Model to Guide the Integration of the WWW as a Cognitive Tool in K-12 Education

2004-10-27T13:25:00.000-07:00

“The WWW is likely to join the graveyard of previous technology innovations that have come and gone in K-12.” I hope this statement doesn’t become reality during my lifetime because I truly believe that the use of WWW in schools can impact and possibly even change the way we learn. I agree with Dr. Reeves that there seems to be a lack of substantive thinking about the goals, pedagogical dimensions, and outcomes of using the web in grade school education. I think this is so because not all educators know how to integrate the WWW into their courses, lesson plans, and school activities and part of this is due to their misunderstanding that the WWW is a cognitive tool—a very advanced cognitive tool, but still just a tool. And with any tool, if it is not used properly what good is it? The WWW is not a “magic box”…I repeat the WWW is not a magic box that by simply throwing content on the Web guarantees better learning. The library example he suggests speaks volume to this statement. Just because it is there that does not mean people learn it, know it, or can use it.

I also find it interesting that the model he proposes includes the same three categories (inputs, processes, and outcomes) that are found in management information systems. I think that the Carroll model is a well known model that is widely used many; however, I think it contains a lot of “catch-all” categories too. The model presented by Dr. Reeves appears to be more detailed and considers factors that are specific to the Web.

Distance Learning and Education

2004-10-19T14:45:00.000-07:00

Evaluating Online Education Material for Use in Instruction
Fact. Anybody can post anything to the World Wide Web. This very statement is both bad and good. Bad in a sense that people can post false information and good in a sense that you don't have to be a rocket scientist to post to the Web. Instructors and designers need to be careful in selecting online education materials to use for instruction. After all, you wouldn't want to give your students incorrect or out-of-date material (despite the fact that many of the books we use in today's school systems are a bit out of date). I agree that the information gathered on the Web must be subjected to strenuous critique such as that would have been gathered from books or other publications. I believe that is the responsibility of who ever brings the students' attention to the Website to determine the validity and reliability of the site being shared. Searching for Webpages relevant to your a certain subject is easier said than done; instructors and designers must develop practical searching techniques and tactics. Once they have found relevant information, they need to determine if the online educational materials is credible and appropriate. The authors of this article provide a checklist outlining seven major topic areas as well as providing credible suggested Websites for evaluating Web resources.

Distance Learning, the Internet, and the World Wide Web
Of the three definitions Kerka provides, I prefer something along lines of the third definition "a system and process that connects learners with distributed resources." As a person who develops online courses, I prefer this definition because it is learner-centered as opposed to teacher or instruction-centered. I absolutely believe that when distance education is transpiring properly among students and instructors that it is very powerful, and the great thing about it is that anyone with Internet access is a potential distance learner. Yes, I agree that the Internet and the World Wide Web break down many barriers such as time and space in teaching and learning. Distance learning can take many forms including: e-mail, discussion boards, online tutorials, video conferencing, intranets, simulations, etc. This what makes distance learning attractive. It can take many different forms or a combination thereof. It erases the "what am I going to stand up and lecture about today" syndrome. The fluidness of the distance learning makes it fun and exciting for students, instructors, and even developers like me. Of course there are many advantages and disadvantages associated with distance learning like with any thing else. I am almost certain that the "good" outweighs the "bad" in this case. An important concept to point is that because distance learning for the most part uses a learner-center approach, most of the responsibility of the learning is with the learner--not the instructor. Learners must adapt to surviving in an online learning environment rather than a traditional classroom. Distance learning is not for everyone. Some learners never really understand the true nature of their online learning community. I agree with Filipczak that distance learning can be cheaper, faster, and more efficient, but not necessarily more effective. I believe this mainly because distance learning is not always conducted properly.

E-Trainer Evolution
As a potential e-trainer developer, I found this article by Allison Rossett quite interesting and inspiring. It is true that most organizations are using more e-training that classroom training. Why? Usually, because it is cheaper and faster. Does it produce the same results? Depends on a lot of variables, such how much effort was put into the development of the e-training or what format is the e-training. A lot of time with e-training organizations cut corners and expect to have the same results as they would in a traditional classroom…not happening. Today’s training professionals must be adaptive; they must know how to stand and deliver behind a podium as well as develop multimedia for e-training; they may wear two hats so to speak. The trainer must predict and forecast learner concerns and stumbling blocks. An e-trainer has a lot of responsibility to the organization and to the learners. He/she must determine if the organization is ready for the e-training and to what degree are they prepared. This is easier said than done. This field is new and exciting, and I imagine that it will constantly be changing in the future. Using the Web and Internet breaks down all types of physical, time, and cultural barriers. I can’t wait to see what it will be like 10 years from now. All the stuff talked about in the article will probably be obsolete. <>

The World Wide Web: A Technology to Enhance Teaching and Learning
“The Web is now causing educators, from pre-school to graduate school, to re-think the very nature of teaching, learning, and schooling.” This is a very powerful statement, and I must agree with it. Some traditional lectures and demonstrations are now becoming Web-based multimedia learning experiences. Who is responsible for developing these Web-based learning experiences? Are our traditional stand-up and lecture teachers capable of creating such experiences? I think these are valid questions concerning the amount of learning that takes place online in educational systems. In this article, Ronald Owston also proposes three other compelling questions concerning this same subject. <>

Can the Web make learning more accessible?
My initial reaction is of course. Some would even argue that not only does the Web make learning more accessible but it also provides a sense of equity among learners. Just think I have the potential to take a course anywhere in the world. That spells accessibility to me. I also think that this accessibility allows the learners to have more control over their learning experiences especially in asynchronous online environment. Yes, I think the online courses are great although I am not totally comfortable with a virtual university yet. It may come over time then again it may not. I think it will take a long time for virtual university to build its reputation and received accreditation. Even though Web-based learning overcomes many barriers such as physical and temporal barriers, it also creates additional barriers such as computer hardware and software malfunctions, technical support, the cost of having an Internet service provider and just owning a computer in general. <>

Can the Web promote improved learning?
I think it can but it does not automatically do this. Just because a professor puts his/her course online that does not mean the students learning improves. I think it depends on the way the Web is being utilized in the course. The Great Debate between Clark and Kozma address the issues of whether or not media can improve learning. Personally, I think it does because the medium can affect the learners attitudes before instruction even begins. I think the web appeals to my generation and younger generations because for most us computers and the Internet are already apart of daily lives. We might as well learn with it too…right? The Web provides flexibility in learning experiences and enables new kinds of learning. Who wants to go to class/work every single day? I’m certain some tasks can be done online from the comfort of your home. Because with the Web students tend to work on more real-life problem situations, they are more likely to develop another realm of problem solving skills. So yes, I think the Web can promote improved learning when used properly. <>

Can the Web Help Contain Cost of Education?
Yes and no. I think in the long-term it can save a substantial amount of money especially with the use of learning object repositories and things of this nature. However, I also think that to reach this point money must be spent on hardware, software, technical support, course developers. In reality, most teachers don’t have the technical ability to build a usable online course for their students. So the school must higher a person like me to develop the online course materials and continually monitor the on-going course support.

Technology to Support Learning

2004-10-13T22:52:00.000-07:00

I agree that technology can support learning in many ways; however, I want to point out that technology’s only purpose is not learning. I think by using technologies in other areas such as in the military, we saw the potential for technology in learning in business industries and now in the field of education in school systems. Technology allows the school systems to introduce new curricula in new innovative ways that intrigue the students. When students are intrigued, they are more apt to be more motivated to learn. Yes, technology can help students build stronger problem solving skills to because in some situations they actually interact with an environment that forces them to solve problems. Evaluation is another aspect in which technology is great. For instance when working in an online simulation, immediate feedback can be given to the learner (if the simulation is designed in such a way). Also, it is great for reviewing other peers work and having them critique and comment on each other’s work. The EDIT Studio is a great example of this. It even goes so far as to provide a web journal of the progression of a project and desk crits to receive feedback from peers. In this aspect, not only can other peers review the material, but also other people in the community. I think we are still lacking in the area concerning the connection between the classroom and the community. I think it will come over time though (an optimistic).

Reasons for Bringing Technology Into Schools

2004-10-13T21:00:00.000-07:00

There are several reasons why technology is becoming an integral part in today’s school system. According to this article, technology supports thinking processes, stimulates motivation and self-esteem, promotes equity, prepares students for the future, supports changes in school structure, and explores technology capabilities. To me, using technology to support thinking processes is one of the most intriguing concepts within this article. Teaching problem-solving techniques and skills are really difficult. Introducing technology can help stimulate and actually apply real-life problem solving skills. For example, by placing students in an online simulated where they have to figure out how to figure run a town or a city (similar to Sims), the students learn an enormous amount of problem solving techniques and tactics just by interacting with the online environment. And I believe that when technology supports these thought processes, students become more motivated and their self-esteem rises and they begin to think of other ways to use technology in their lives. In addition, I think technology can help promote equity, but by no means does it guarantee equity...just because every student has a laptop that does not guarantee that they are utilizing technology. I challenge someone to make me think otherwise. As for preparing students for the future, I think technology must play a large role in preparing our children for the future. I think this mainly because there is no future without technology.

Media and Technology

2004-09-29T22:00:00.000-07:00

Computers Make Kids Smarter--Right?
Although this may seem like a trivial question it isn't. A lot of people think just because computers are present that they somehow make us and our children smarter. How so? Does it occur by osmosis or something? I think not. I think part of the reason we think this is because of research. We are quick to jump the gun and say "the research shows that incorporating computers into classroom activities increased the scores by so and so percent." When in fact, it is extremely hard to measure how and if computers make our children smarter. It is hard to measure research because often times there is a lack of control variables and also researchers study the different outcomes of computer efficacy in classrooms in many different ways. Don't get me wrong...research is wonderful; however, we cannot ignore the fact that the research findings are mixed and sometimes inconsistent. It is hard to tell if students scored higher on standardized test just because they used the computers more this year. It could very well be some other influence.

The Impact of Media and Technology in Schools
Yes, it is true that students can learn "from” and "with" media and technology. And yes it is also true that media and technology are sometimes ambiguous terms that have many different meanings depending on the context. With that said, it is not guaranteed that media and technology will have positive effects on teaching and learning. I think that the media and technology we use in the classrooms do influence our students' attitudes (whether good or bad), therefore, impacting our schools. I would much rather learn with media and technology because then I feel like I am apart of the learning rather than learning from media and technology by watching a video or clicking through some type of computer-based training. In the article, Dr. Reeves mentioned that historically the learning from or tutorial approaches have received the most attention and funding, and now the learning with or cognitive tool approaches are the focus of more interest and investment than ever before. I think this shift is well overdue. So for the people who say we need a computer in every classroom, I say that may very well be true but tell me how are you going to use those computers in the classroom? Are the students just going to be clicking them some tutorials or are they going to utilizing some problem solving skills? School districts are spending a tremendous amount of money on technology but just because the resources are there that does not guarantee that the technology will be used properly by the teachers and by the students. How do you measure the ROI in a classroom? Can you? We need to figure out what is the most influential impact we can have on the students using media and technology.

The Great Debate
The great debate of whether media will or never influence learning is a very popular debate. Personally, I think that media does influence learning because the media influences the students' attitudes. For example, if a student absolutely despises computers and their classroom setting uses computers a great deal, that student's attitude affects their ability to receive instruction even before the instruction takes place. The media affects the attitudes which in fact affect the learning. Media can affect learning both directly and indirectly. So, I guess I side with Kozma on this great debate. However, I welcome the invitation for someone else to make me think otherwise.

Media Comparison Research
I agree that media are vehicles that deliver instruction; however, I disagree that they do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition. Media involves the students is different ways therefore influencing how they learn. Some way learn better with a particular type of media. And if they learn better with this type of media, then that definitely does influence their learning and student achievement. I don't see how it couldn't.

Anchored Instruction Model

2004-09-28T18:38:00.000-07:00

The anchored instruction model seems to be a very practical instructional design model. The aspect of real-life application is extremely appealing to me as an individual because I think learners benefit more from hands-on application type learning activities. For each type of instructional unit, the anchor must be different and that in itself makes it an extremely unique model. It does not adhere a step-by-step process such as the Dick Carey model. The anchor differs from situation to situation. Using this model helps learners to overcome inert knowledge and actually apply problem-solving skills to specific situations. This involvement really forces to learners to take ownership of their own learning--authentic learning. Whether they can transfer this new learning to other new situations and scenarios is somewhat questionable to me at this point. (I would have to research the model more.) This model is usually conducted under the supervision of a teacher so when students struggle and reach a point of frustration the teacher can step in and provide settle hints helping the learner to figure out the problem on his/her own. Although I think this is an extremely creative model that combines theory with application, I'm not so sure that it lends itself to be applicable to all types of learning situations.

Situated Learning Theory & Survey of Instructional Development Models

2004-09-15T10:10:00.000-07:00

Situated Learning Theory

Situated learning theory states that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e. it is situated). This contrasts with traditional classroom learning activities which involve knowledge which is often presented in an abstract form and out of context. Social interaction is a critical component of situated learning--learners become involved in a `community of practice' which embodies certain beliefs and behaviors to be acquired. As the beginner or newcomer moves from the periphery of this community to its centre, they become more active and engaged within the culture and hence assume the role of expert or 'oldtimer'. http://www.educationau.edu.au/archives/cp/04k.htm

I have mixed feeling about this learning theory. I can see where some parts are valid, yet I question the validity other parts. I agree that learning is context sensitive, but I also think that classrooms can lend themselves to many different contexts as well. Not all classrooms are presented in traditional abstract form. I also believe that social interaction is important to learning, but is it necessarily required? I don't think so. What if a learner is exploring a new idea or concept alone that has never been investigated before? How can that learner be accepted by a certain community when a community does not exist for his/her particular discovery? This is mainly why I think situated learning can apply in some cases but not in all cases.

Survey of Instructional Development Models

I believe that instructional development models are important to instructional design. They provide instructional designers and developers with a framework, a guide, an outline to follow. I also think that sometimes we as designers become so bogged down with the models that we forget that they are just vehicles to facilitate the design process. The models help us organized the design process so we don't overlook or omit critical steps and components. However at the same time, we must allow some type of flexibility within the models because each instructional design situation is different. The three categories in the taxonomy of ID models include individual classroom instruction, products for implementation by users other than the developers, and large and complex instructional systems directed at an organization's problems or goals. By having these three categories, we can determine what types of ID models are generally appropriate and acceptable for a particular type of instruction. This saves us time because we don't have to look at all the existing ID models. We can choose which set goes well with the type of instruction we are developing and go from there.

Constructivist Theory Summary and Brief Bibliography

2004-09-09T09:07:00.000-07:00

General characteristics of Constructivist Theory
Constructivist Theory: is, in a sense, using what you have and building on it. J.Bruner suggests that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to go beyond information given. Because of this, curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned. According to arts in ed. Com, “what is meant by constructivism?” The term refers to the idea that learners construct knowledge for themselves—each learner individually (and socially) constructs meaning—as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold.
1. We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught)
2. There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.

Uses of Constructivism
We must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.

In the Classroom
The constructivist teacher sets up problems and monitors student exploration, guides the direction of student inquiry and promotes new patterns of thinking. Classes can take unexpected turns as students are given the autonomy to direct their own explorations. The classroom should provide a neutral zone where students exchange their personal views and test them against the ideas of others; each student can continue to build understanding based on empirical evidence.
Examples
Higher Education Courses:
Studio (given some resources, you manage and construct an independent project)
Independent studies (rather than read about the census, students examine and interpret census data. Or better yet, they plan a mini-census, gather their own data, and interpret the results)
Grade School Courses:
Establish a framework for the combination of software and pedagogical principles to create a constructivist learning environment (math, science, social sciences, etc.)

Other Areas
Hands-on learning/interaction with opportunities to manipulate objects that involves that not only involves motor skills but also intellectual skill such as developing personal learning strategies.
Learning portfolio (Since the idea is to build upon current knowledge and define principles through exploration, this seems to be utilizing constructivism).Limitations of Constructivist Theory

Limitations of Constructivists
The methods are very time consuming. Research indicates that constructivist methods work best for learners with well-developed metacognitive skills. Strict constructivists techniques are good in some types of learning, some situations and for some learners, but not all.
Research also says micro-level instruction is recommended:

Constructivists lessons
Labs
Activities
Interaction types

We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught)
There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.

If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data and b) construct their own world.

Bibliography
Bruner (Constructivism),http://tip.psychology.org/bruner.html

Constructing Knowledge in the Classroom, http://www.sedl.org/scimath/compass/v01n03/1.html

Constructivist Learning Theory,http://www.exploratorium.edu/IFI/resources/constructivistlearning.html

Constructivist Learning Theory, http://www.artsined.com/teachingarts/Pedag/Dewey.html

Instructional Design, Patricia L. Smith and TIllman J. Ragan, Merrill, 1999.
Multimedia for Learning - methods and developments, By Stephen M. Alessi & Stanley R. Trollip

Theory Into Practice Database (TIP), http://tip.psychology.org

Created by Haley Grizzle, John Kriemeyer, Ericka Mayweather, and Robin Fay

Education Technologist, Instructional Technologist, and Learner Architect

2004-08-31T15:20:00.000-07:00

Education Technologist
Education technology is a widely used term often viewed in many different aspects; thus, many education technologists have mixed views about what the profession does as a whole. I believe viewing education technology as a particular approach to achieving the ends of education is a great way to look at it. Many fields, majors, and disciplines can and do contribute to education technology and many of them can and do gain from it. Schools and colleges are not the only benefactors of education technology; business, industry, government, military, and health profession in some aspect benefit from it as well.

Instructional Technologist
I agree with Dr. Rieber in the fact that there is no proper way to become an instructional technologist. Exposure in the fields of usability and instrucitonal design in undergraduate studies led me to believe that I wanted to be an instructional designer. Using an end-user focus approach, I want to help people learn while effectively and creatively using technology. I willingly admit that I was hesitant about going directly into a instructional design graduate program without any work experience (besides summer internships). Hesitant because I recognize that solutions for real-life instructional designs problems are hard to learn in a class room. Nevertheless, I am here ready to begin my path to becoming an instructional technologist and in some way add value to this profession while reaping the benefits of its diversity.

Learning Architect
I think that learning cannot be designed or built because it is an internal process; thus, the term learning architect is not entirely accurate. However, I can see where the confusion comes from. We, as instructional technologists, can plan, design, and build a learning environment; but the actual learning is completed by each individual learner. I also think we often confuse learning with instruction. While they are closely related, they are not one in the same. Although there might be common architectural components such as Gagne's nine events of instruction or other elements that combined together to arrive at a design that meets a set of requirements, that is not the actual learning itself.

What is instructional technology?

2004-08-26T09:11:00.000-07:00

To me, instructional technology is the implementation of various types of technology in the development and delivery of instruction. The various types of technologies are constantly changing and evolving everyday.