EDEL 20001- Learning Theory in the Digital Age- Assessment 1

I started this course to explore other avenues of facilitating learning in the electrotechnology certificate III course. Since most of the delivery that i do is face to face i found it extremely hard to figure out how i could fit in elearning in my facilitating.
I started by collecting internet based learning objects, experiences and as much information as i could find about learning theory in the digital age. I did this by means of opening a scoop.it account and ever since this has given me insight as to how i can actually facilitate learning in my field of teaching.
The most fascinating was the form of transformative learning as defined by the SAMR model. A quick overview of the model is shown in the youtube video below:
www.youtube.com/watch?v=eLqs09wosLs

I also explored blended learning which is a practical tool to learning, this is a program in which is a formal education program in which a student learns in part through online delivery of content and instruction with some element control over time, place, path or pace. While still attending a school structure, face to face classroom methods are combined with computer mediated activities. Blended learning cite the opportunity for data collection and customisation of assessment as two major benefits of this approach.

Proponents of blended learning argue that by incorporating the asynchronous internet communication technology into courses serves to facilitate a simultaneous independent and collaborative learning experience and this incorporation is a major contributor to student satisfaction and success in such courses.
The use of ICT have been found to improve access to as well as student attitudes towards learning. By incorporating IT into class projects, communication between myself and students is improved, and students are able to better evaluate their understanding of course material via the use of 'computer based qualitative and quantitative assessment modules' in a study by Alexander McKenzie (1998).

 These can come in the form of exploring materials such as The Electrical Safety Act of 2002, The Electrical Safety Regulations of 2013 and the Electrical code of Practice. These tools are essential for students to understand how they work, where to find them and look up information in them . Each student was given a task to research on a certain topic in the regulations and they were supposed to share and reflect on what he/she has learnt.

 The other students were asked to ask relavant questions as the student presented his powerpoint presentation. Every student was involved and they were asking meaningful questions from the Electrical safety office website which these regulations can be accessed, each student was supplied with a laptop on wireless network, because they has the internet they could google meanings of words they did not understand.

 The young generation is computer savy and the use of laptop in class for the first time and being allowed access not only to the regulations but also the website gave them empowerment and also felt they could be trusted with looking up on the internet. This had great results and the interest and participation of the students was far beyond doing the unit the traditional way whereby as the facilitator you only transmit information to students and the only feedback you would get was a written assessment of content covered.

This takes me back to the SAMR model which was designed to help educators integrate technology into teaching and learning and was developed by Dr. Ruben Puentedura. The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilise technology.
The SAMR model describes a continuum of the extent to which technology is integrated in the classroom; from the enhancement of existing practises to the development and creation of new practises.

The SAMR model enables teachers to gauge how technology is utilised in classrooms. The ratings are influenced by teacher’s comfort with the technology. The focus is on what can be done with the technology. The model is premised on ICT as a tool for learning not a substitute for a teacher.
Technology integration can be considered on a continuum - moving from substitution to redefinition of classroom activity.

Substitution is when the use technology is used as a direct substitute for existing classroom practises. It is doing the same task with the introduction of technology but without any modification of the task. For example, using a note taking application on the iPad to draft a document rather than handwriting with paper and a pencil.

Augmentation involves some functional improvement but is still a direct tool substitute. The task has not changed but been enhanced slightly. For example, using some of the iPad’s built in tools such as the thesaurus, dictionary or speak mode to augment the classroom task.
If technology integration remains in the substitution and/or augmentation level, classroom work flows will only be slightly enhanced. Students may be engaged whilst using technology in the classroom but the use of the device remains defined and limited.

Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video.

Redefinition is doing something that was inconceivable without technology and gives students a stage. For example, creating a digital storybook to share with students across the classroom, school or world.
When technology is used in this way it leads to the transformation of classroom and student work flows and the technology is used in its most effective form.

I made a collection of various artifacts from scoop.it that cover the SAMR model. I also had the chance to look at and review the artifacts that were scooped by the other students in the course and managed to rescoop some which i found practical in my field of teaching. The links below show a few of the scooped artifacts which where of paramount interest.

http://newsroom.opencolleges.edu.au/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/#ixzz2CiJDuUIz

http://brholland.wordpress.com/2014/02/25/in-response-to-redefinition/

http://www.techchef4u.com/history/samr-augmenting-your-creativity-and-amplifying-your-curiosity/

Conclusion
Technology is not the focus but rather how the technology fits into the actual unit of competency we are delivering to meet the students' needs. Quality technology integration is not necessarily easy but achievable if we are willing to change the way we teach.

References
SAMR: Puentedura, R. R., Ph.D,: SAMR model
(Staker,2012)_(Strauss,2012)_(Alexander,2010)_(Alexander, n.d.)

SAMR Model and TPACK model

The Substitution Augmentation Modification Redefinition model (SAMR) and the Technological Pedagogical Content Knowledge model (TPACK) are useful when considering how to successfully integrate technology into the classroom. These models place curriculum content at the forefront of teachers' thinking and allow for technology to be integrated with existing teaching practises. This ensures that technology is not the focus but, rather how the technology fits into the curriculum to meet student needs.
The SAMR model was designed to help educators integrate technology into teaching and learning and was developed by Dr. Ruben Puentedura. The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilise technology.

The SAMR Model

The SAMR model describes a continuum of the extent to which technology is integrated in the classroom; from the enhancement of existing practises to the development and creation of new practises.

The SAMR model enables teachers to gauge how technology is utilised in classrooms. The ratings are influenced by teacher’s comfort with the technology. The focus is on what can be done with the technology. The model is premised on ICT as a tool for learning not a substitute for a teacher.
Technology integration can be considered on a continuum - moving from substitution to redefinition of classroom activity.
Substitution is when the use technology is used as a direct substitute for existing classroom practises. It is doing the same task with the introduction of technology but without any modification of the task. For example, using a note taking application on the iPad to draft a document rather than handwriting with paper and a pencil.
Augmentation involves some functional improvement but is still a direct tool substitute. The task has not changed but been enhanced slightly. For example, using some of the iPad’s built in tools such as the thesaurus, dictionary or speak mode to augment the classroom task.
If technology integration remains in the substitution and/or augmentation level, classroom work flows will only be slightly enhanced. Students may be engaged whilst using technology in the classroom but the use of the device remains defined and limited.
Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video.
Redefinition is doing something that was inconceivable without technology and gives students a stage. For example, creating a digital storybook to share with students across the classroom, school or world.
When technology is used in this way it leads to the transformation of classroom and student work flows and the technology is used in its most effective form.

The TPACK Model
TPACK attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). Teacher researchers are encouraged to reflect on the extent to which the integration of iPads in their classroom practice has affected this interplay.
The TPACK approach goes beyond seeing the three knowledge bases in isolation. It emphasises the new kinds of knowledge that lie at the intersections between them. Considering P and C together we get Pedagogical Content Knowledge (PCK). Similarly, considering T and C taken together, results in Technological Content Knowledge (TCK), the knowledge of the relationship between technology and content. At the intersection of T and P, is Technological Pedagogical Knowledge (TPK), which emphasises the existence, components and capabilities of various technologies as they are used in the settings of teaching and learning.
Finally, at the intersection of all three elements is Technological Pedagogical Content Knowledge (TPACK). effective technology integration is understanding and negotiating the relationships between these three components of knowledge. Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic relationship between all three components.

Conclusion

From the above models we see that technology is not the focus but rather how the technology fits into the actual unit of competency we are delivering to meet the students' needs. Quality technology integration is not necessarily easy but achievable if we are willing to change the way we teach.

References

SAMR: Puentedura, R. R., Ph.D,: SAMR model
 TPACK: http://tpack.org/.

Constructivism

Have been doing research on the constructivist approaches of learning and I couldnt help but re post the link below by Eric Mazur:Confessions of a Converted Lecturer. Inasmuch as it is a 'long' talk I managed to watch the whole video because he teaches physics which I also teach at certificate III level, I managed to draw similarities in my methods of teaching and also some thought provoking questions and analysis raised during the talk which I have since adapted in my session plans. Video is worth watching.

Bridge Between Behaviorist and Cognitive Learning Theories -Bandura

The Social learning theory (Bandura) has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and
People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.
Necessary conditions for effective modeling:

1. Attention — various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One’s characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention.
2. Retention — remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal
3. Reproduction — reproducing the image. Including physical capabilities, and self-observation of reproduction.
4. Motivation — having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model)

Bandura believed in “reciprocal determinism”, that is, the world and a person’s behavior cause each other, while behaviorism essentially states that one’s environment causes one’s behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one’s psychological processes (one’s ability to entertain images in minds and language).
Today, both teachers and students recognize the importance of modeling appropriate behaviors. Other classroom strategies such as encouraging students and building self efficacy are also rooted in social learning theory.

References

(Bandura, 1997)_(Bandura, 1986)_(Bandura, 1977)

Behaviourism and Cognitivism Theory of Learning

Behaviourism

Behaviourism is primarily concerned with observable and measurable aspects of human behaviour. In defining behaviour, behaviourist learning theories emphasise changes in behaviour that result from stimulus response associations made by the learner. Behaviour is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action.
Behaviourist techniques have been employed in education to promote behaviour that is desirable and discourage that which is not. Among the methods derived from behaviourist theory for practical classroom application are contracts, consequences,reinforcement and behaviour modification.

Below is a you tube video and a slide share which i found useful in exploring the learning theory of behaviourism.
www.youtube.com/watch?v=KYDYzR-ZWRQ
 www.slideshare.net/guestfa5a5c/behaviorism-theory-of-learning-3782666

Using behaviourist theory in classroom can be rewarding for both students and teachers. Behavioural change occurs for a reason, students work for things that bring them positive feelings and for approval from people the admire. They change behaviours to satisfy the desires they have learnt to value. They generally avoid behaviours they associate with unpleasantness and develop habitual behaviours from those that are repeated often. The entire rationale of behaviour modification is that most behaviour is learnt. If behaviours can be learnt, then they can also be unlearnt or relearned.
Behaviour that goes unrewarded will be extinguished. Consistently ignoring an undesirable behaviour will go far toward eliminating it. When the teacher does not respond angrily, the problem is forced back to its source that is the student. Other classroom strategies that are successful are contracts, consequences, punishment and others that have been described in the video and slide show. Education teachers have classroom behaviour modification plans to implement for their students. These plans assure success for these students in and out of school.

Cognitivism
Cognitive learning can be defined as the process by which one acquires knowledge or skill in cognitive process. Cognitive processes include reasoning, abstract thinking, decision making, problem solving e.t.c. In cognitive learning the individual learns by watching, reading or experiencing some stimuli. This information is processed by brain and later recalled.
Pure cognitive theory largely rejects behaviourism on the basis that behaviourism reduces complex human behaviour to simple cause and effect. However, the trend in the past decades has been towards merging the two into a comprehensive cognitive behavioural theory. This allows therapists to use techniques from both schools of thought to help clients achieve their goals. Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in which we learn to model the behaviour of others, social cognitive theory can be seen in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders.

The next blog will be exploring cognitive behavioural theory.

References

(Parkay & Hass,2000)

Blended Learning Video

I found this link very useful in explaining the basics of blended learningwww.youtube.com/watch?v=3xMqJmMcME0

Blended Learning

Blended learning is a formal education program in which a student learns in part through online delivery of content and instruction with some element control over time, place, path or pace. While still attending a school structure, face to face classroom methods are combined with computer mediated activities. Blended learning cite the opportunity for data collection and customisation of assessment as two major benefits of this approach.

I looked at the advantages and disadvantages of blended learning and came up with the following :

Advantages

Proponents of blended learning argue that by incorporating the asynchronous internet communication technology into courses serves to facilitate a simultaneous independent and collaborative learning experience and this incorporation is a major contributor to student satisfaction and success in such courses. The use of ICT have been found to improve access to as well as student attitudes towards learning. By incorporating IT into class projects, communication between lecturers and part-time students is improved, and students are able to better evaluate their understanding of course material via the use of 'computer based qualitative and quantitative assessment modules' in a study by Alexander McKenzie (1998).

Disadvantages

Blended learning has a strong dependence on technical resources with which the blended learning experience is delivered. These tools need to be reliable, easy to use, and up to date in order for the use of the internet to have a meaningful impact on the learning experience . Additionally, IT literacy can serve as a barrier for students attempting to get access to the course materials, making availability of high technical support paramount.

It has been observed that the use of lecture recording technologies can result in students falling behind in material. In a study performed across four different universities it was found that only half of the students watched the lecture videos on a regular basis, and nearly 40% of students watched several weeks worth of videos in one sitting.

Conclusion

Independent and collaborative learning experience contributes greatly on student satisfaction and success. There are a few students who may be shy to speak up and generally quiet, blended learning has been found to improve communication between facilitators and students.

References

(Staker,2012)_(Strauss,2012)_(Alexander,2010)_(Alexander, n.d.)

EDEL20001- what is elearning

What is e-learning

E- learning is the use of electronic media and information and communication technologies (ICT) in education. E- learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning includes numerous types of media that deliver text,audio, images, animation and streaming video , and includes technology applications and processes such as audio or videotape, satellite TV, CD-ROM, and computer based learning as well as local intranet/extranet and web based learning. Information and communication systems, whether free standing or based on either local networks or the internet in networked learning,underlie many e-learning processes.

Educational Approach

The extent to which e-learning assists or replaces other learning and teaching approaches is variable, a variety of descriptive terms have been employed to categorise the extent to which technology is used. For example, blended learning may refer to classroom aids and laptops or may refer to approaches in which traditional classroom time is reduced but not eliminated and replaced with some online learning. Distributed learning may describe either the e-learning component of a blended approach, or fully online distance environments.

Advantages and Disadvantages of e- learning

Many facilitators have a harder time keeping their students engaged in an e-learning class. A disengaged student is usually an unmotivated student, and an engaged student is a motivated student. One reason why students are more likely to be disengaged is that the lack of face to face contact makes it difficult for teachers to read their students' non verbal cues, including confusion, boredom or frustration. These cues are helpful to a teacher in deciding whether to speed up , introduce new material, slow down or explain a concept in a different way. If a student is confused, bored or frustrated, he or she is unlikely to be motivated to succeed in that class.

Other advantages and disadvantages

Advantages include:

1 improved open access to education, including access to a full degree program

2 better integration for non full time students particularly in continuing education

3 improved interactions between students and instructors

4 provision of tools to enable students to independently solve problems

5 Acquisition of technological skills through practice with tools and computers

6 no age based restrictions on difficulty level students can go at their own pace

Disadvantages include:

1 Ease of cheating 

2 Bias towards tech savvy students over non technical students

3 Teachers' lack of knowledge and experience to manage virtual teacher- student interaction

4 Lack of social interaction between teacher and student

5 Lack of direct immediate feedback from teachers

6 Asynchronous communication hinders fast exchange of questions

7 Procastination

Conclusion

From the definition of e-learning above of interest to me is the blended learning because of the way it complements the face to face traditional delivery method. This is essential in the electro- technology trade which mainly focuses on the traditional delivery method, by introducing blended learning students will have the opportunity to go beyond content and become accomplished problem solvers and it gives the facilitator much needed feedback from each student through interactive activities.

My next blog I will be exploring blended learning and also it's advantages and disadvantages.

References

(Tavangarian D., 2004)_(Bates, 2003)_(Baker, 2014)_(Cull, 2010)_(Dalsgaard,2013)