Tuesday, August 25, 2009
Motivating Adult Learners
Motivating Adult Learners-Reflection
After working on the project Motivating Adult Learners, one can see that using computers in a classroom can be a complex task that requires some training as well as much thought and planning. The first few times you use a computer to support a topic that you teach, it will be more work, not less. It is not anything like having student sit in front of a computer and absorb knowledge from software that someone else wrote. Students and teachers must have a goal with an interesting problem or several problems to solve. The solution to the problem may require more than one kind of computer tool.
The project Motivating Adult Learners helped me to develop multiple layers of reflective collaborative communities. This project allows me to stand back from the experience and examine it in ways that generate meaningful knowledge. It allows me to co-construct my understanding through comparing alternative ideas, interpretations, and representations that will bring together group of people who recognize and appreciate both their diversity and commonalities.
Today’s students are growing up with computers as a natural part of their lives. They do not see them as something unsual but rather a normal tool for daily living. The promise of computers for students is that they are being “acted upon” less by the educational process and becoming more active shapers of their own growth and development (Jonassen, Peck, & Wilson, 1999; Jonassen, 2000).
Students are becoming more sophisticated problem solvers and have new opportunities to develop thinking skills. These are the skills that are essential for the information age. My role as a leader in technology education is to provide evidence of my knowledge, practices, and values in using technology to enhance and empower student achievement.
References
Jonassen, D. Computers as mindtools for schools, 2nd ed. Upper Saddle River, NJ: Merrill, 2000.
Jonassen, D. H; Peck. K. L; & Wilson, B. G. Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Merrill, 1999.
Thursday, August 20, 2009
Final Project - Motivating Adult Learners
"Success is not measured by what you accomplish but by the opposition you have encountered, and the courage with which you have maintained the struggle against overwhelming odds." Orison Swett Marden
Thursday, August 13, 2009
Thursday, August 6, 2009
Static and Dynamic Technologies
Judging from the response in the classes I have been teaching, students like me are extremely enthusiastic about dynamic technologies. The static and dynamic approach towards technology has proven to be extremely successful. The article “Static and Dynamic Technologies” by Moller, L. (2008) describes the progress of this work. Rapid technological change and growth in knowledge and information require constant learning.
Classrooms are such controlled environment instructional materials are often viewed as static. If technology-enhanced education programs are frequently taped classrooms loaded with digital texts, and PowerPoint transparencies then we are missing out on the tremendous potential of dynamic technologies that can provide animation, simulation, capture reality, add movement to static concepts, and extend our vision and touch to a global level.
Although a static environment does create an image-rich teaching environment, it can also create problems. There is a tendency for students, based on their previous experience with Powerpoint transparences for example, to become passive observers, rather than active participants. For example, Casanova and Casanova (1991) reported that their students encountered problems of this type when taught with multimedia.
Technology has the power to improve teaching and learning, but it can also make a teacher’s life more complicated. Therefore, care should be taken when selecting new tools to enhance the teaching and learning process.
References
Casanova, J., & Casanova, S.L. (1991). Computers as electronic blackboard: Remodeling the organic chemistry lecture. Educom Review Spring, 31-4.
Moller, L. (2008). Static and dynamic technological tools.
Classrooms are such controlled environment instructional materials are often viewed as static. If technology-enhanced education programs are frequently taped classrooms loaded with digital texts, and PowerPoint transparencies then we are missing out on the tremendous potential of dynamic technologies that can provide animation, simulation, capture reality, add movement to static concepts, and extend our vision and touch to a global level.
Although a static environment does create an image-rich teaching environment, it can also create problems. There is a tendency for students, based on their previous experience with Powerpoint transparences for example, to become passive observers, rather than active participants. For example, Casanova and Casanova (1991) reported that their students encountered problems of this type when taught with multimedia.
Technology has the power to improve teaching and learning, but it can also make a teacher’s life more complicated. Therefore, care should be taken when selecting new tools to enhance the teaching and learning process.
References
Casanova, J., & Casanova, S.L. (1991). Computers as electronic blackboard: Remodeling the organic chemistry lecture. Educom Review Spring, 31-4.
Moller, L. (2008). Static and dynamic technological tools.
Monday, July 20, 2009
Engaging Learners with New Strategies and Tools
Planning for the instruction that will take place in the face to face or online classroom is fundamental to effective teaching and technology enhanced instruction is no exception.
Online “interaction” however does take a different turn than face-to-face. Online course or program development is time intensive Hall, (1997); Sudzina & Sudzina, (2003); Wang & Gearhart, 2006). The course or program designer needs to utilize multiple perspectives, methods and tools to impact students’ learning styles and enhance critical thinking. Different learning styles and cultures can be accommodated more easily because effective collaborative learning values diversity Palloff & Pratt, (2005). Using a variety of aids and handouts to supplement text books (Hall, 1997; Sudzina & Sudzina, (2003), audio and video supplements (Lewis & Abdul-Hamid, (2006); Wang & Gearhart, (2006), and guest speakers (Durrington, Berryhill, & Swafford, (2006) all combine to add to collective contribution that are likely to result in better outcomes, design, practices or products.
Discussions forums should not be designed to argue but rather to open the door to pragmatic dialogue. Participants will then be informed in a collective and individual way how to exchange varied thoughts, ideas, and approaches to the different subject matter they are considering. Ongoing feedback to students on their responses and participation, carefully constructed questions by the facilitator (questions that require the students to use critical and reflective thinking skills), quality topics, as well as student moderated discussions Durrington et al., (2006) are great strategies to engage learners.
Using both synchronous and asynchronous modes from live chats, phone calls, formal and informal discussion forums, e-mails (Lewis & Abdul-Hamid, (2006) helps to enrich the online experience. However, the use of blogs, wikis, and podcasting, interactive videos to name a few are some of the new tools that online facilitators are implementing in their course designs to provide students with the opportunity to synthesize, analyze, and apply knowledge acquired over different courses in their program. Siemens (2005) theory of learning called which he called connectivism embraces the impact that technology has on society. His view is that learning in the digital age is no longer dependent on individual knowledge acquisition, storage, and retrieval; but rather, depends on the connected learning that occurs through interaction with various sources of knowledge (including the Internet and learning management systems) and participation in communities of common interest, social networks, and group tasks.
While teaching online can be a “trial and error process and not for the faint of heart” (Sudzina & Sudzina, 2003, p. 5) it also can be a rich motivating and rewarding experience for both the learner and the facilitator. These success factors are inherent not only to the online classroom but face to face classroom experiences as well.
References
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(No.1), 190-193.
Hall, B. (1997). Web-based training cookbook: Everything you need to know for online training. New York: Wiley Computer Publishing.
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty, Innovative Higher Education (Vol. 31).
Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), January 2005. Retrieved July 20, 2009, from http://www.itdl.org/Journal/Jan_05/index.htm
Sudzina, M. R., & Sudzina, C. M. (2003). Insights into successfully teaching with cases on-line: The view from both sides of the 'Net. Paper presented at the Annual Meeting of the World Association for Case Method Research and Case Method Application.
Online “interaction” however does take a different turn than face-to-face. Online course or program development is time intensive Hall, (1997); Sudzina & Sudzina, (2003); Wang & Gearhart, 2006). The course or program designer needs to utilize multiple perspectives, methods and tools to impact students’ learning styles and enhance critical thinking. Different learning styles and cultures can be accommodated more easily because effective collaborative learning values diversity Palloff & Pratt, (2005). Using a variety of aids and handouts to supplement text books (Hall, 1997; Sudzina & Sudzina, (2003), audio and video supplements (Lewis & Abdul-Hamid, (2006); Wang & Gearhart, (2006), and guest speakers (Durrington, Berryhill, & Swafford, (2006) all combine to add to collective contribution that are likely to result in better outcomes, design, practices or products.
Discussions forums should not be designed to argue but rather to open the door to pragmatic dialogue. Participants will then be informed in a collective and individual way how to exchange varied thoughts, ideas, and approaches to the different subject matter they are considering. Ongoing feedback to students on their responses and participation, carefully constructed questions by the facilitator (questions that require the students to use critical and reflective thinking skills), quality topics, as well as student moderated discussions Durrington et al., (2006) are great strategies to engage learners.
Using both synchronous and asynchronous modes from live chats, phone calls, formal and informal discussion forums, e-mails (Lewis & Abdul-Hamid, (2006) helps to enrich the online experience. However, the use of blogs, wikis, and podcasting, interactive videos to name a few are some of the new tools that online facilitators are implementing in their course designs to provide students with the opportunity to synthesize, analyze, and apply knowledge acquired over different courses in their program. Siemens (2005) theory of learning called which he called connectivism embraces the impact that technology has on society. His view is that learning in the digital age is no longer dependent on individual knowledge acquisition, storage, and retrieval; but rather, depends on the connected learning that occurs through interaction with various sources of knowledge (including the Internet and learning management systems) and participation in communities of common interest, social networks, and group tasks.
While teaching online can be a “trial and error process and not for the faint of heart” (Sudzina & Sudzina, 2003, p. 5) it also can be a rich motivating and rewarding experience for both the learner and the facilitator. These success factors are inherent not only to the online classroom but face to face classroom experiences as well.
References
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(No.1), 190-193.
Hall, B. (1997). Web-based training cookbook: Everything you need to know for online training. New York: Wiley Computer Publishing.
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty, Innovative Higher Education (Vol. 31).
Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), January 2005. Retrieved July 20, 2009, from http://www.itdl.org/Journal/Jan_05/index.htm
Sudzina, M. R., & Sudzina, C. M. (2003). Insights into successfully teaching with cases on-line: The view from both sides of the 'Net. Paper presented at the Annual Meeting of the World Association for Case Method Research and Case Method Application.
Storyboard:Motivating Adult Learners
The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.
~Vince Lombardi
~Vince Lombardi
Motivating Adult Learners
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