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.

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

Motivating Adult Learnersfinals

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Static And Dynamic Technologies

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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.

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.

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

Motivating Adult Learners

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Assessing Collaborative Efforts

The increase in the growth of web-designed instruction and online distance education programs is well acknowledged (Ryan et al., 2004; Hergert, 2003; Schott et al., 2003; Howell et al., 2003). Its continued growth is guaranteed for several reasons, one of which is its strong support for collaborative learning and the use of the computers to complement or substitute for face-to-face interaction among students. Online distance education programs can be made available to individuals who do not have access to the normal brick and mortar classroom or the lecture on-campus environment. These people, busy working professionals usually over 30 years of age, are now able to access and complete degree programs in their own time and place (Hergert, 2003).
Developing collaborative skill is one essential ingredient to successful learning outcomes especially in higher education. However, the question then is how can instructors assess the varying levels of skill and knowledge students bring to a the online learning community considering learners are from different parts of the country or the world and do not initially know one another's assumptions, cultures or personality quirks? When there is tension in the online classroom (flaming) some students tend to stay away from the forum in order to avoid conflicts how can that be addressed? The secondly, if a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
Collaboration is an essential ingredient in the recipe to create an "effective learning environment" as it provides learners with the opportunity to discuss, argue, negotiate and reflect upon existing beliefs and knowledge. The learner is "involved in constructing knowledge through a process of discussion and interaction with learning peers and experts." Harasim (1989, p.51)
Like the traditional classroom, the instructor should know what concepts and thinking skills students need to demonstrate, what they want the students to understand and what will students do to show that they understand the concepts and the skills developed. With the outcomes and assessment tasks identified the instructor can then decide the type of assessment method example tests (summative or formative), essays, research projects (digital portfolio) or group reports. In addition, the benefits of a virtual grade book is essential as students can have immediate access to their grades, they can read detailed feedback from essay exams online and most importantly students can view their online grades anywhere in the world, any time of the day. Li (1998) explains “Perhaps the greatest advantage of these grade books is the flexibility they allow educators in reporting student progress students possess the ability to print class averages, individual student grades, lists of assignments, and even missing assignments" (Li, p. 62).
Despite a growing interest in online learning among students, Palloff and Pratt (2005) believe that “today’s online instructor recognizes the value of collaboration online but may not have all the tools available to make it happen successfully” (p.4).
The highlights of Siemens video presentation suggest for assessment through peer assessing each other, the educator directing learners to different online learning environment and change in educators’ assessment model. Siemens asserts that “the individualistic model of education does not reflect society and the networked age we live in”. Therefore, students who are “densely connected” are less likely to approach problem solving with a positive outlook. This is certainly true therefore; I believe that the role of the educator is to provide students with an array of interactive materials and activities that simulate problems in our everyday world tantamount to all participants through individualized and collaborative study plans. Another role of the instructor is flexibility, meaning be a guide on the side" and "sage on the stage" interchangeably. This will help to encourage students who are more of an introvert to participate and become active learners.
The short coming in this presentation is the fact that no solution was given in address the issue of flaming and students isolation.

Harasim, L. (1989). On-Line Education: A New Domain. In Mason, R., and Kaye. A (Eds.), Mindweave: Communication, Computers and Distance Education. (pp.50-62). Oxford: Pergamon Press.
Hergert, M. (2003). Lessons from launching an online MBA program. Online Journal of Distance Learning Administration. VI(IV). Retrieved online July 9, 2009, from www.westga.edu/~distance/ojdla/winter64/hergert64.htm
Howell, S.L., Williams, P.B., & Lindsay, N.K. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration. VI(III). Retrieved online July 9, 2009,from www.westga.edu/~distance/ojdla/fall63/howell63.html
Li, P. (1998). Grading the electronic way. Technology & Learning, 19(2), 62.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Siemens, G. (2009). Assessment of collaborative learning. [vodcast]. Retrieved from http://sylvan.live.ecollege.com.

Elements of Distance Education Diffusion

From the constructivist standpoint the new online learning movement presents participants in the learning environment with an opportunity to reexamine the ways in which different aspects of traditional instruction can be reconstructed in order to operate effectively in the online asynchronous environment. This technological shift—from fixed knowledge given at a certain time, to knowledge being accessible anytime at anyplace is creating new wave in the online learning environment and acts as a changing agent in the way learning is transacted from those who provide information meaning facilitators to those who receive it (i.e. students).

George Siemens in his video presentation states that collaborative interaction is one of three elements that attributes to the growing acceptance of distance education in today’s corporate and educational spheres. Social software such as wikis, blogs, social bookmarking, instant messaging, Skype, Ning to name a few provide opportunities for learners to create, dialogue about, and disseminate information. Researchers believe that collaborative learning bring positive results such as deeper understanding of content, increased overall achievement in grades, improved self-esteem, and higher motivation to remain on task.

While I tend to agree with Siemens’s view collaborative interaction in the online learning environment requires many new skills to learn, work with, and adapt to the ever-changing world. The level of technical skill and continuing professional development required to effectively use these systems in the classrooms can be daunting. Bruner (1986) asserts that “learning in most settings is a communal activity, a sharing of the culture” (p.127). So to say, that collaborative interaction should not be encouraged in the online classroom would be wide of the mark. Promoting collaboration that represents social views enables learners “develop their own plans and understandings through joint effort and have the opportunity to come to new understanding through the give-and-take of interaction, argument and discussion” Vygotsky, (1978); Watson et al, 1999, p. (142).


While this new movement has the ability to change the traditional way we interact with each other in the classroom in terms of student-teacher relationship to improve learning outcomes, changes in instructional design does not cause significant impact upon learning outcomes of the students. One reason is due to inadequate professional training. In other words, even though technology may change the way students learn, it will have very little impact without teacher support.

References

Bruner J. S. (1966). Toward a theory Of instruction, Cambridge, Mass.: Belknap Press of Harvard University.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press: Harvard.

Watson, M., et. al. (1999). CDP cooperative learning: Working together to construct social, ethical and intellectual understanding. In Sharan, S. (ed). Cooperative learning methods. (pp. 137-156), Praeger Publishers: Westport, CT.

The Next Generation of Distance Education

Students of all ages, from preschool, through university, professional upgrading, employment training and lifelong learning are participating in educational programs delivered over computer networks. Learning is not bound by geographic constraints of the past and all but few seem to be embracing it.

While the integration of these new technologies has the potential to make higher education more accessible to different populations such as full-time employees and stay-at-home parents, etc., there is also the real possibility that the integration of technology could exclude many important factors. Issues such as instructional decisions, learning outcomes, training and development and organizational change when dealing with the needs of online students have endured harsh criticism and there seems to be no simple solution to the problems.

Opinions are mixed with regards to the benefits of online learning. Efforts to evaluate online learning by some researchers, focuses on the transfer of course content and found compared to traditional course delivery and face-to-face instruction; there is really no significant difference. Several research studies have covered effective pedagogical strategies for online teaching. Huett et al (2008) for instance, described in a three part series on distance education the major e-learning trends that are synonymous to higher education, and the K-12 education sectors. Simonson (2000) in another article thinks that one strategy to success in online environment is to provide different but equivalent learning experiences to each learner.

A look at the guidelines formulated by the different articles shows that they differ from each other slightly in emphasis, organization, and level of detail. At the same time, they are quite similar as they set standards for distance education and relating them to institution’s curriculum and instruction goals.

The authors all shared valid points and I agree wholeheartedly. In my view, distance education is implemented ineffectively more often than not for the wrong reasons. Perhaps, for some institutions it is a need to be a part of the “band wagon” so content from the traditional classroom is quickly transferred to the online course shell without clear goals or it could be in response to pressure from students or administrators. Whatever it is, there is a genuine concern over poor pedagogical or administrative decisions associated with online learning.

References

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3:K12). TechTrends, 52(5). 63-67

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29-34.