Reflection

23 12 2009

To begin with it comes to the learning theories and all that they entail I suppose the most thought provoking portion of this course was in week 2.    I found I was intrigued with the details of how our brain processes and how we process the information we receive. It is as multifaceted when it comes to what it takes to retained and recalls the things we learn.  The process it takes to relate that information into cognitive skills.  I find the brain to be an extraordinary complex part of the human anatomy.  Knowing how it functions takes on a whole new dimension to our learning processes.  As a teacher I have to admit when creating a curriculum the process of how my student’s brains are functioning hasn’t been in the forefront of my lesson plans.  As a instructional designer however, I would like to keep in mind that the best of our abstract thinking emerges in adulthood. (Ormrod, 2009)

In the same manner going back through the learning theories I found myself looking at them in how I related to information.  I had covered these in my Educational courses, yet they were stressed toward how my students would learn.  I found myself identifying with each and how I process information for learning.  This was especially true when it came to all the reading we were doing each week.  I am reminded of week 3 in the blog of Bill Kerr’s.  He asked the question, should we stick to the –isms or be more pragmatic and cherry pick different ideas out of the various theories? (Kerr, 2009) I teach art to high school students.  Not every theory can be applied into each lesson; yet, many portions of them can be implemented to make the most out of the learning process.   For example, in a few weeks we will be starting to work with clay. These are the theories in one unit that come to mind of how I can utilize them.

Behaviorist-Knowledge gained by steps and emphasis is on observable behavior.  I teach many things by demonstrating the techniques.

Cognitive-Learner is viewed as an active participant in the process.  They will produce a sculpture.  Thus the organize ideas within will be a portion of the cognitive process.

Constructivist-Knowledge is embedded in the context in which it is used. (Authentic task in meaningful realistic setting)  The students will produce a design that is based upon design principles along with their own interest and internal dialog.

Social– this one is really relevant when it comes to high school students.  They learn by observing, that means that they at times they will challenge each other to a higher order of thinking.

As an instructional designer I believe it will be important to integrate different learning theories so we can effectively reach our outcomes.

Subsequently, how we gain knowledge and keep motivated in our learning plays an essential role for the instructional designer.  Keeping a variety of strategies will help keep the student stimulated throughout the learning process.  I would like to keep in mind the processes that both this and my other courses have created in my learning so I can meet the needs of my students.  I see how important instructor feedback is to staying on track.  Having a clear goal of the expectations, along with the means to fulfill them is vital to their success.  (Carr, 2009) As an instructional designer I would hope that my students success would be my top priority.

Bibliography

Carr, A. &. (2009, Dec 19). ARCS Motivtion Theory. Retrieved from http://ideed.psu.edu/idde/ARCS.htm

Kerr, B. (2009, December 19). _isms as filter, not blinker. Retrieved from Bill Kerr: http://billkerr2.blogspot.com/2007/01/ism-as-filter-not-blinker.html

Ormrod, J. &. (2009). Learning theories and instuction. Laureate custom edition . New York.





Fitting the pieces together

21 12 2009

It seems we have covered a lot of ground in learning theories and ideas.  I am still convinced that no two people think or learn just alike.  I believe that background, prior knowledge, personal discipline and motivation all play a role in the learning process.  At the beginning of the course I classified myself to be very visual.  However, as we had the take each learning process separately I can see how each of them I can identify with in some measure or another.

For  example:  In The Behaviorist Theory as an educator we are driven to both write and teach in Overt responses. Certain things like responsive behavior, step by step instruction are part of my everyday routine.

Next, cognitive learning as a teacher it’s imperative that I assist my students as well as myself to learn in an organized manner teaching them to be independent in their learning.  As I start my masters classes online, self-discipline and  organization are imperative to my success too!

Constructivist learning took on more meaning after teaching a while.  Learning to pose questions to where they were opened-ended responses. (Who,what,when where why) these have become  an avid part of my  personal online learning as well.

When  it comes to Social Learning I can see a huge significance to collaborative learning within my peers through reading and interacting with their comments  in our online discussions.

I can really identify with Connectivism learning. This is a theory I practiced regularly without knowing it!   I couldn’t imagine not having technology access to do all the things I do in a day on my job and within my education.  It makes my life easier, as an educator.  I do not have to reinvent the wheel if I need to explain a concept to my students because usually someone has something already assessable online that I can use.  This type of learning has allowed me the opportunity to continue my education and work at the same time.

In closing, As an instructional designer I see validity in each of the learning theories and their importance when it comes to motivating the adult learner.  I hope to keep it challenging enough to help them excel yet, simple even to keep them motivated in the process.  This has been a great refresher course for an educator!





Learning Connections

3 12 2009

My connectivism in the area of networks seems to keep compounding like a calculator that is multiplying each time you push enter.  In just the last couple of years on my job software changes have been inevitable. Newer and more effect assessments are cutting edge.  Great innovations such as SmartBoard Technologies have transferred the classroom into a place that can compete for student’s attention by allowing their interaction in learning. Even though I have the old fashion grade book, my SIS student system keeps all the information like attendance, grades, discipline, etc. both neatly and accurately.  Now days there is “Parent Portal”.  Any parent online can read any notes I have about the students assignment immediately. I access Art Museums from around the world to show my students.  They now have “giga pixel” technology that allows you closer to the architecture, painting than being there. It makes you feel like you can touch it.

As for my personal networking things have become increasing easier. Finding accommodations for a hotel out of town is within a click of a button. I especially appreciate the reviews of someone who recently stayed.  I try to be kind enough to go back and post a review after I have visited somewhere.  Next, paying bills, confirming appointments, this has saved tremendous time.  Everyone is pushing for paperless statements.  I have found that reading the newspaper online I never have to worry about the paper getting wet in the driveway!  I like the fact if I’ve missed something in the news I can go back and catch up at my convenience.  I love to converse with family and friends on Facebook.  I get to see photos of my family when I have the extra time to look.  One I use a lot is photo technology.  As an artist/photographer, my iphoto has face technology that recognizes the person, and immediately files them into their own photo file. I am amazed.  I can fix almost any flaw with PhotoShop.

In conclusion, my Walden University Graduate courses have opened the door to explore even greater networking opportunities.  I love getting to discuss with my diverse peers topics of the week.  They give such great insight revealing different angles from their perspective.  I have found their blogs to be enlightening.  Also, It has been great to able to access books, journals, videos and podcast, which someone took the time to research and put together.  I see that as gaining the information quicker and faster, and in a more concise manner.

When I was in getting my BA degree all my research was cited APA by hand.  Now, I have a software program that when you plug in the information, it will generate your bibliography for you.  That’s an improvement that saves me time.

Although I haven’t used the Adobe Premium software to a great extent, I am excited and anticipating how the software is going to help launch our success in Design Technology.

Works Cited

Foley, G. (2004). Demensions of Adult Learning. Chapt4,11 . accessed from Walden Library.

Siemens, G. (2009). Connectivism. Video discussing his theory of Connectivism .





Connectivism

3 12 2009





Value of Mindmapping

29 11 2009

Getting The Most Out Of Mind Mapping

This is a great tool that I use consistently within

my classes for art to generate creativity!





Bloom’s Taxonomy

18 11 2009

This is the measurable standard that as a teacher I am evaluated by.

They look for my classes to be at a level four and up.





Do and Don’ts when creating Multimedia projects

16 11 2009

http://www.cs.cmu.edu/~christel/MM2002/MM_102902.ppt

I am working this week in my  High School classes on Color Theory.  I came across this link from Carnegie Mellon showings examples of bad web pages how color plays a factor in the presentation.  I seen this first hand  in graphic arts.  Just because you like a color doesn’t mean it is conveying what you want to communicate or looks good.  Most of my class presentations I put on black or grey to keep  the distractions away from my artwork I am presenting. I found it to be interesting! A great tie in to Instructional Design and my field I’m presently in.