Week 2_Blog 1 Assignment: Participating in a Professional Learning Community

My Comment is in response to Julia’s blog on seven principles of good practice in the entry entitled "Instructional Design for Walden Classmates".

As educators, teachers and instructional designers we are faced with the confrontations that we are responsible for learning not taking place, may it be at the lower level or higher level of education.  Chikering, A & Gamson. Z (1987) outlined seven principles of good practice as effective principles which encompassed the behaviorist, cognitivist and constructivist theories of learning. These includes; encourage contact between students and faculty, develop reciprocity and cooperation among students, encourage active learning, give prompt feedback, emphasize tasks on time, communicate high expectations and respect the diverse talents and ways of the learning. Click here to see a view of the article.

Does each one teach one sound familiar? Through the seven principles of good practice stipulated by Chikering, A & Gamson. Z (1987); firstly, I do agree that as educators we are expected to be role models, mentors and facilitators to our students. This will in turn aid in building and boasting their self confidence and indirectly allowing them to model a desirable behavior.  From a behaviorist perspective, we should be included in their group discussions even if it is not in our field of specialization.  As we form or become part of the discussion in a role model capacity we could stimulate and encourage group work and sharing of and exchanging idea, thus developing reciprocity and cooperation among them.  As stated by the cognitivist, use it share it or lose it.  As educators we should try to foster cooperative group learning to promote each one teach one, so as to reach those that maybe left behind.

Ormrod (2011) through a cognitive information processing theory supported the need to use visual imagery, add meaning and a general gist and verbal form to ensure that the content is effectively stored to memory. Ormrod (2011) postulated that if a learner encode in two different ways, it tends to be much more memorable than if it is only encode in one way.  I think this is in sync with using active learning techniques as outlined by Chikering, A & Gamson. Z (1987).  Other form of active learning technique can be in the form of challenging discussion, projects etc.  After employing effective strategies then there is need for assessment.  Not only should assessments be done but the learner must be provided with timely and prompt feedback.  Feedback is a good way of promoting confidence, acting as corrective measures, acting as reinforcement and enhancing self fulfillment among learners.

Even though in some setting time is a constraint, adequate time should be given to the learners to adequately and competently complete a given task.   Lessons should be structured in such a way that the learner is given the prescribed time to complete given task and the number of items in a task should be manageable in the time allotted.  As we strive to achieve success and achievements, not only for ourselves but, the learners; expectation should be stated but in a realistic and achievable manner.  Always keep in minds that students are human and as we help them to become self-fulfilled, do not expect the unattainable of them.

Weiss (2000) stated that it is clear that no two humans are alike nor learn alike; this is supported by Ormrod, J., Schunk, D., & Gredler, M. (2009). As educators, it is important to respect diverse talent and ways of learning, and be cognizant of the fact that sitting in front of us are rich talents and a wide variety of resources from which to draw and help to develop. Bearing that in mind, we need to appropriately develop and implement lessons that cater to those needs and challenge the talents of the young minds.  Who says teaching was an easy job? Who says the education field was a walk over?

Reference

Chikering, A & Gamson. Z (1987). Seven Principles of good Practices. Retrieved from http://www.ncsu.edu/biosucceed/documents/GoodTeachingPractices_001.pdf

Laurete Educational, Inc. (2011) (Producer). Information processing and problem solving [Video podcast].[Dr. Jeanne Ormrod] Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744625&Survey=1&47=8301286&ClientNodeID=984650&coursenav=1&bhcp=1

Ormrod, J., Schunk, D., & Gredler, M. ( 2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.) Chapter 3, “Cognitive Information Processing Theory"

Weiss, P. (2000). Brain-based Learning, The wave of the brain. Retrieved January, 2011 from http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF

Blog 2: Evaluating and Identifying Online Resources

Brain-based Learning

Having learned about the structure, function and characteristics of the brain in my course “Learning Theories and Instructions”, I was also prompted to identify my learning style and inadequacies I have in a particular area.  Through this course my own brain was filled with information that was not there, no wonder it is called learning.  Cognitivism, to date, appeared to be one of the more dominant theories. Cognitive Information Processing theory according to Ormrod, Schunk & Gredler (2009) “focus on how people attend to environmental events, encode information to be learned and relate it to knowledge in memory, store new knowledge in memory and retrieve it as needed” cited by (Shuell, 1986).

With this being said through my readings I have discovered that the complex structure allow someone to learn something through using what is called a sensory registry to trigger off a response to their short term memory who then try to encode the information by heavily depending on the long term memory to make an analysis to discover if any prior knowledge or association has been there to match the triggered response.  Cognitive Information Processing Learning theory also amazed me as it explains how through repetition the long term memory can be enhanced. Through employing several metacognitive strategies an individual can become metacognitive astute and self regulated.

I am really fascinated with the implications involved in cognitive information processing theory.  Through my reading I happen to come across another article “Brain-based Learning, the wave of the brain” written by Palombo Weiss (2000).  In the article the author alluded to Elderman, a neurobiologist, describing the brain to a dense of web of interconnecting synapses. Weiss (2000) cited that according to Eldelman “our brains are suffused with a vast number of interdependent networks. We process all incoming information through those networks, and any information already stored influences how and what we learn” (pg 28).  Brain-based learning and cognitive information processing theory with their varying characteristics identify ‘attention’ as a common critical component in the learning process. Therefore, that’s why I see it necessary to highlight this aspect of both approaches.  (Grabe, 1986) as cited in  Ormrod, Schunk & Gredler (2009) stated that attention “describes a general limitation on the entire human information processing system” (pg 55). 

From the Brain-based learning perspective the thalamus plays an important role in attention; and according to Jensen as cited in Weiss (2000) the human bodies have high-low cycles and students are at the top of the cycle they are filled with energy and are more attentive.  Hence, educators should take advantage when students are in this sector. Ormrod, Schunk & Gredler (2009) through a cognitive approach cited Broadbent (1958) suggesting a filter theory, wherein which attention is selective based on being held for a shot while in the sensory system and if not perceived are not sent for processing.  The Brain-based learning also looks at high stress and a low stress situation that affects individuals using their high order, more complex thinking and creativity.  There are several other factors that affect learning that the Brain-based learning approach looks at that is common, like memory and recall, and different (emotion) to cognitive information processing theory.  To see the brain-based article in its entirety click here or open the hyperlinks in the document.

How much people forget

Having learnt about the cognitive information processing theory and develop a little knowledge of the brain-based perspective to learning I am fuelled to extend my knowledge much deeper into factors surrounding learning. Ormrod, Schunk & Gredler (2009) stated that as we grow millions of our brain cells die some of which is irreparable. Then, what happened?  I came across this blog, “How much do people forget” written by Will Thalhemers posted on Tuesday, 14 December 2010, and was very much intrigued by its content.  To view the blog click here. Through the cognitive information processing theory I learn how individuals learn cognitively, now I want to explore what, if any, are the factor responsible for people to forget. Alzheimer’s, an incurable disease common to people over age sixty five years old is a common cause of forgetting and loss of memory, but is this the only factors is loss of memory? Can individuals younger forget or lose data?

Like the cognitivist, Thalheimer (2010) supported the view that adding meaning and relevance, giving repetitions, retrieval practice, feedbacks and other potent learning methods makes the content easier to remember. He see learners who are asked to retrieve information shortly after learning as better able to remember than if waited a longer period of time.

It is amazing how like the cognitivists, Thalheimer (2010) agreed that the type of materials, the learners prior knowledge, learners motivation, the contextual cues in the learning and remembering situations and the power of the learner plays a pivotal roles in how much and how easy people forget.  Upon extensive research it has been theorized that people forget forty percentages learned in twenty minutes, fifty to eighty percent and ninety percent after one month.  Therefore, it is important to keep a forgetting calculator as part of our everyday activities as this is part of us that need to be carefully monitored. To see a full report of this article click here

Reference

Ormrod, J., Schunk, D., & Gredler, M. ( 2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.) Chapter 3, “Cognitive Information Processing Theory"

Thalheimer, W. (2010, April). How Much Do People Forget? Retrieved January, 2011, from http://www.work-learning.com/catalog.html

Weiss, P. (2000). Brain-based Learning, The wave of the brain. Retrieved January, 2011 from http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF

Week 1 Assignment

I have never had a blog account and before now have never seen the need to use one.  However, upon being exposed to this course, ‘Learning Theories and Instruction’ and given the resources for the first week’s assignment; one of its requirements was to set up a blog account and start blogging.  Now I am addicted.  I have set up my RSS feeds and have been receiving blogs on various topics, it is amazing.  A part of our job description as Instructional Designers is to be equipped with the skills to analyze a learning situation and thereby outlining, to be implemented, strategies and instructions to effect positive learning.

Through my blogging I came across an article, ‘Blending information and instruction’ first published July 09, 2001 by Maish Nichani.  I was amazed by the content of this article.  As the title states, it vividly explains the difference between information and instruction and also outlined situations in which a blend of both is necessary to enhance learning.  The author of the article makes reference to the book entitled E-Learning: Strategies for Delivering Knowledge in the Digital Age by Marc Rosenberg.  In this article, the author expressed that Rosenberg outlined in his book the need to recognize that both information and instruction help in learning.  The characteristics of both information and instruction as they relate to learning are also outlined in this article.  To view the entire article click on this link http://www.elearningpost.com/articles/archives/blending_information_and_instruction

In the first week’s resources in the course ‘Learning Theories and Instruction’ I was exposed to the different learning theories and was asked to assign my learning styles to one of the theories. I stated however, that based on what I have read and understood my learning style has overlap in all three major areas of theories identified.  Through my blogging I also came across an article written by Tavio Lints created on Saturday 4^th September 2010 on a book titled, “An Introduction to Theories of learning” 7th edition (2005), by B. R. Hergenhahn and Matthew H. Olson.  At first my attention was captured by the presentation of the cover of the book and upon reading the content I was impressed by the way the author summarized each theory of learning citing several examples especially with regards to the assigned theorists for each theory.

The book started by giving a general overview of the concept of learning and the use of scientific method. Then the early approaches are briefly described, starting from Plato and Aristotle and going through the various philosophers (Descartes, Hobbes, Locke, Hume, etc.) up to the early schools of psychology (voluntarism, structuralism, functionalism, early behaviorism). And after that the more detailed overviews of the major theories of learning are presented, which takes up the most of the book.   To view this blog entry click on this link http://blog.taivo.net/post/2010/09/04/Book%3A-An-Introduction-to-Theories-of-Learning

Currently, I am pursuing an online Masters course in Instructional Design and Technology with the aim of specializing in e-learning.  In my reading I came across this article entitled ‘Teaching an online course’ by Dr Ashram. It was first published June 21, 2001.  It may sound outdated but after reading its content I realized that it contain value information that not only put confidence in me but provide me with much needed information on how to tackle the problems faced through online learning and how to adequate foster students learning as a tutor online.  I see this article as relevant to my current and future course in Instructional design and Technology as it is in sync with exactly what this course demands.  This article is in the form of an interview.  Anyone who plans or is involved in online learning should read this article.  Click on the link http://www.elearningpost.com/articles/archives/debriefing_dr_arsham