This course, Bridging learning theory, instruction, and technology, began by
compelling students to answer one important question, what is your personal
theory of learning. To discover my
theory of learning, I first investigated my learning style. After careful
consideration, reading the resources provided, and taking a quiz on www.vark-learn.com/English/page.asp?p=questionnaire,
I realized, like 60% of the population, I am multimodal (Orey, 2001 pg. 9). Through
research, reading, and lecture I realized that I use more than one learning
theory in my class. I am multimodal in learning style; I am also multimodal in
learning theory.
I
enjoyed learning about the development of the learning theories. What eras and
what purposes were behind the advancement of the learning theories. According
to George Siemens, behaviorism as a learning theory was developed in the early
20th century when researchers focused on behavior because “the mind
is too complex” (Laureate Education, Inc., 2009h). By the 1950s, researchers
looked at the mind like a computer and cognitivism was born with its map of the
brain and sensory input of information, short-term memory, code, and long-term
memory (Laureate Education, Inc., 2009h). Finally, Siemens stated that
constructivism was developed because of better brain research in decades that
are more recent (Laureate Education, Inc., 2009h). Constructivism means that
learning is the act of constructing knowledge, making memories and making sense
of the world (Laureate Education, Inc., 2009h). Finally, connectivism is the
act of forming networks and navigating networks of knowledge and there is a
social dimension related to connectivism (Laureate Education, Inc., 2009h). Learning
about learning theories was illuminating, especially when developing lessons.
I will be using new technologies in my instructional
practices. After experimenting with some newer technologies with my students, I
will continue to use them to modify my lessons. My students conducted a
mind-mapping exercise using grapholite.com. The three students who gave up
their time to work on the mind-map excelled in class during the review. The
outcome of mind mapping was positive so I will introduce using it to my
students to complete before reviews in the future. In addition, my classes also
had a video conference with Tuskegee Airmen survivors, which made the war come
alive for them. Finally, my seniors took part in a virtual field trip of Israel.
During the virtual field trip, they learned a little Hebrew, saw the Israeli
response to Memorial Day and learned about the daily lives of Arabs, Christians
and Jews in Israel.
My long-term goals include continuing to use the new
technologies introduced in this course namely, mind mapping and VoiceThread. My
strategy is simple, since I already teach using multiple learning theories to
address the multiple learning styles of my students I will introduce the new
technology as part of lessons that already exist. Using the new technologies
will be more of a modification rather than a teardown and rebuild from scratch.
Mind mapping was so successful for review that I am introducing it to my
students as a way to study the materials so that their understanding of the
social, political, economic, and cultural (SPEC) changes in history will
improve. Students were introduced to VoiceThread the week after it was used in
this class. I will continue to teach the students how to use VoiceThread for
their presentations in class. It will enable me to grade presentations from
home, by making comments directly onto their VoiceThread, it also enables the students
to hear and read the peer reviews of their presentations.
As a final point, I will continue to add any new
technologies I learn into my lessons. Modifying lessons so that students are
using more problem based and student created projects will increase their
ability to work together and learn the 21st century skills that are
so important for their futures. As I learn more, I impart that learning to my
students, which just makes them stronger using their research to develop their
projects.
References
Laureate
Education, Inc. (Producer). (2009h). Program 8, Connectivism as a Learning
Theory [Video webcast]. Bridging learning
theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=la ureate.e.college.com&Survey=1&47=2594577&ClientNodeID=984650&coursen av=0&bhcp=1
https://grapholite.com
https://VoiceThread.com
Orey, M. (Ed.). (2001).
Emerging perspectives on learning,
teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
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