Module 5 -Red Queens and Increasing Returns

Thornburg (2009) noted in Red Queens and Increasing Return that “an increasing return is when two technologies come out and one clearly takes over the other and eventually forcing one out. This author defined this phenomenon as one that notes two technologies competing for the market share by making improvements to maintains its edge on the competition.

When you decided to obtain a DVD for your science fiction assignment in Module 4, where did you go to find a movie based on a Philip K. Dick book? Did you rent or purchase a DVD, or did you view it digitally on your computer using Netflix or a similar vendor of video-on-demand?

Netflix was the best option due to convenience and price. Other considerations are the ability to record and replay.

Is the current competition between DVDs and video-on-demand an example of increasing returns or Red Queens? Justify your response with sound reasoning and specific examples.

Cited by Thornburg (2009), competitors for market dominance experience the example of Red Queens when similar innovations become public offerings simultaneously. Video on demand (Netflix) and Blockbuster stores (DVD or Blueray technology) tend to compete for the consumer’s video recreational dollar VOD sales are gradually overtaking DVD sales via increased marketing tactics and appealing to the trend in convenience and affordability. A similar experience occurred in the recent past with the passe use of VCR tapes and non-digital multimedia.

Where do you think DVDs and video-on-demand are on the four criteria of McLuhan’s tetrad?

McLuhan’s (1988) tetrad poses:  

• What does any artifact enlarge or enhance?
• What does it erode or obsolesce?
• What does it retrieve that had been earlier obsolesced?
• What does it reverse or flip into when pushed to the limits of its potential?

DVD technology most likely is doomed to fall into the obseletion sector on McLulun’s tetrad due to slow sales and the convenience of offerings such as Netflix. While DVD vendors appear in gas stations or grocery stores, consumers often seek the solitude and ease of purchase from the home laptop versus standing in lines and the expense of travel to rental stores. VOD technology is enhanced and rekindled as the ease of downloading brings more family and friends together under more desirable conditions. Leisure and recreational time has fallen under more austere planning and strategic actions as this generation strives to meet both economic and social challenges. Rekindled opportunities for Saturday night family time lingers for those that choose to grasp the concept of staying home to become reacquainted with each other and recuperate from the weekly grind.

  

McLuhan, M., & McLuhan, E. (1988). Laws of media: The new science. Toronto: University of Toronto Press.

Thornburg, D. D. (2009). Increasing returns and red queens. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?

The Disruptive Power of Second Life

I. How is Second Life a disruptive technology?

 “Disruptive technologies are those which may surface without warning and change the way things are done, but, they may have the same functionalities of an old technology while functioning more efficiently”, (Thornburg, Laureate 2009). Second Life technology may be considered to be a disruptive technology due to the fact that it surfaced quickly in the industry and seeks to apply technology that is used to create virtual worlds that may replace more traditional computer games, decrease F2F learning environments and potential distance learning opportunities.

II. What technology or innovation did it replace?

This technology innovation sought to enhance video gaming with the intent of affording a higher level of involvement in the learning process using 3D technology. Second Life is used for a variety of purposes. An example includes universities that seek to present a virtual experience of their college and affords the potential to replace the need for field trips and enables users to virtually visit educational settings and environments. Individual learning styles may be enhanced via resources towards role playing and collaborative projects.

III. How many years do you think Second Life has left before another emerging or disruptive technology replaces it?

Companies such as Linden Lab engaged in a joint effort with IBM (2008) to create an open virtual world grid permitting an operator’s avatar to travel freely between Second Life and software such as OpenSim. (Livingstone, n.d.) noted that “Holographic imaging is another technology which could replace Second Life allowing users to travel to virtual locations and affords a greater ability to create backups of work and share assets via XML-based archived formats”.

IV. What are the social benefits of Second Life, and what might the social implications of virtual worlds in your industry be?

Social benefits of Second Life or other virtual worlds are key to providing learners access to various resources, learning aids, instructional methodologies and concepts that may not otherwise be available. Creativity is greatly enhanced while managing and controlling learning environments towards a richer learning environment. Virtual worlds such as flight simulation may be enhanced and more adeptly developed towards higher fidelity scenario-based training opportunities. However, it may be more appropriate and a more efficient use of corporate finances to employ virtual world technology for course curriculum development and recurrent training resources.

References and Links

Hologram on CNN: http://www.youtube.com/watch?v=v7fQ_EsMJMs&feature=related

http://www.youtube.com/watch?v=jRck4hpWRKs&feature=related

Livingstone, D. (2011). Second Life is dead, long live Second Life? Retrieved from

http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume46/SecondLifeIsDeadLongLiveSecond/226180

PBS. (2009). What is Second Life? Retrieve from

http://www.modohisland.com/thwakk/pbs/what-is-second-life.html

Thornburg, D. (2009). Evolutionary technology Vodcast: In Laureate Education, Inc. Emerging and future technology

Virtual World Watch. (2011). Jim Scullion's contribution to snapshot #10. Retrieved from http://virtualworldwatch.net/snapshots/

Tag:  Second Life Harvard

Rhymes of History Technology

Wednesday July 11, 2012

Rhymes of History Technology

Key words: airspace, aircraft, ATC, airports

Air Traffic Control 

Dr. Thornburg (Laureate, 2009) described a rhyme in history as an affect or effort of a new development that rekindles something from the past. One specific technology that comes to mind for me when thinking about the rhyme of history is the United States aviation air traffic control system. This aircraft airspace system has evolved from archaic methods to a high-tech system towards safer air travel and communication of both airport ground and airways operations. The early en route controllers tracked the position of planes using maps and blackboards and little boat-shaped weights that came to be called “shrimp boats.” They had no direct radio link with aircraft but used telephones to stay in touch with airline dispatchers, airway radio operators, and airport traffic controllers. These individuals fed information to the en route controllers and also relayed their instructions to pilots. Today, a similar system of tracking ground and air operations is used aboard US Navy aircraft carriers where items placed upon a ship’s “mock” runway include nuts, bolts, stick pins, dice and other tokens used to represent the aircraft's status or readiness for flight. 

Komons, (1980) noted that, “in the earliest days of aviation, so few aircraft were in the skies that there was little need for ground-based control of aircraft”. After several mishaps including mid-air collisions, standard rules were required to amend this potential issue of airspace control. The International Commission for Air Navigation (ICAN) was created in 1919 to develop “General Rules for Air Traffic.” The U.S. adopted and passed the Air Commerce Act of 1926 while developing its own set of air traffic rules.

 Air Traffic Control (ATC) has rhymes of history linked to early days of fire torches and hand held lights utilizing airport employees standing on tall structures during night and inclement weather conditions. The first rules were brief and basic. Pilots were told not to begin their takeoff until “there is no risk of collision with landing aircraft and until preceding aircraft are clear of the field”, (Komons, 1980).  

With the increase of air traffic and ground operations, these general rules did not meet the needs of safe aircraft and airport operations to prevent accidents. Gilbert (1973) cited in, ATC: The Uncrowded Sky, “As more aircraft were fitted for radio communication, radio-equipped airport traffic control towers began to replace the flagmen. In 1930, the first radio-equipped control tower in the United States began operating at the Cleveland Municipal Airport. By 1932, almost all airline aircraft were being equipped for radio-telephone communication, and about 20 radio control towers were operating by 1935.

Links:

“Building A Safer and More Effective Air Traffic Control System.” National Transportation Library, Department of Transportation. http://www.rppi.org/ps126.pdf

References:

Gilbert, Glen A. Air Traffic Control: The Uncrowded Sky. Washington, D.C.:    Smithsonian Institution Press, 1973.

Komons, Nick A. Bonfires to Beacons: Federal Civil Aviation Policy Under the Air       Commerce Act, 1926-1938. Washington, DOT/FAA, 1980.

Laureate Education, Inc. (2009) Rhymes of history. Baltimore, MD: Author.

EDUC 8848 Module Two Assignment Two

EDUC 8848 Module Two Assignment Two

Collaborative Group Tetrad

Emerging Technologies Tetrad

Hands Free Faucet

EDUC 8848 Module 1 Assignment 2

Identify an Emerged Technology-MS Flight Simulator X

http://www.microsoft.com/games/flightsimulatorx/downloads.html

Tags: aviation, simulation, gaming, education, instruction, flight training

Identify a current technology that has emerged in the last few years that shapes learning or productivity in your industry.

While there are many products and resources used in the aerospace and aviation flight training industry, the use of simulation has greatly reduced the cost, liability and time spent for student aviators to earn their pilot’s license. A current technology that has emerged in the last few years and facilitates the cost and completion of student flight training is Microsoft Flight Simulator Version X. A brief synopsis of this cutting edge technology allows novice pilots-in-training to take off in this simulated flight fantasy and gain a firsthand look into the role of a first-class pilot-in-command.. With plenty of aircraft to choose from, a student can fly18 different airplanes to stateside and exotic locations including the AirCreation 582SL Ultralight and the Maule M7-260C Orion without leaving the classroom. Novice student pilots have access to many skill level challenges and will experience the exhilaration of world travel along with the adrenaline-drenched challenges of high-stakes aviation. It is the first version in the flight simulator series to be released on DVD-ROM. It is also the first version in the series to feature a new type of electronic distribution prevention using license keys, removing the need for the user to insert the game disc into their computer in order to run the software.

New technological advancements, incredibly realistic graphics and convincing obstacles, including unpredictable weather and the changing seasons, ensure a totally immersive experience. Watch moving cars and detailed buildings scattered in cities, indigenous houses, farmland, livestock, and wildlife in its natural habitat from an aerial view. A student and instructor can select from 30 new missions to refine their aviation skills and respond to more stimulating experiences while in flight. Elevated multiplayer gameplay enables them to communicate with air traffic control or act as a controller for their fellow pilots, while increased online capabilities allows them to interact with other aviators from around the globe by chatting in real time via their headset and keyboard.

What problems or challenges have been associated with this technology?

Most problems associated with this technology are based upon novice user’s lack of fundamental flight skills, terminology and the patience to treat the technology as a learning resource versus a video game. Additionally, some of the general technology challenges are related to graphics issues, the lack of computer specifications to successfully operate the flight simulator and video cards that meet the minimum specifications. Examples of issues are: a portable computer displays in full-screen mode; the video cards on some portable computers may let you select a resolution that is larger than the LCD device can support. In these cases, the view may be truncated when you run Flight Simulator in full-screen mode. The initial visual experience on a computer that has an AMD processor may be less than expected. On computers that use an ATI video card, one may experience the following issues; use of the ATI Radeon X1800 CrossFire Edition video card may cause the screen to flicker or to appear black. The video card must have 32 MB of memory for Flight Simulator X to work correctly.

 What societal need does it meet, and what are its benefits?    

When MS Flight Simulator X is used as an actual flight training aid, it meets a tremendous opportunity for the transfer-of –training at an early age for students to consider a career in aviation. While all may not actually enroll in a certificated flight program that uses actual aircraft, many learners reap the benefit of an initial education and experience in aviation and flight operations. Because actual flight training is quite time consuming and expensive, students have the opportunity to experience simulated flight at little to no cost in a regulated learning environment with certificated flight instructors prior to making the commitment to pursue a career in the military or private industry.

What would make this technology even better, avoiding the pitfalls you identified?

Recommendations to improve this technology towards increased reliability and productivity include disabling other unnecessary functions on the computer running FSX because of the memory requirements. Anti-virus and firewall protection can be shut down since the internet is not required to run this application. Defragmentation of the hard drive is recommended to reduce the processing time. All drivers need to be updated as soon as a new driver is released. The most important driver for FSX is the VGA card driver. This technology can be improved by exploring options to refine the detail scenery towards more realistic landscapes, aircraft designs and a higher fidelity of flight instrumentation. 

Module 6 Learning in a Digital World

What do you believe is critical and non-negotiable in teaching and learning?

Key terms: education, technology, collaboration, learning, association

I believe that it is critical that the learner should have an active role in choosing both the content and the method of their learning and that the teaching and learning should be holistic, not compartmentalized into artificial subjects. Because each learner is an individual human being with his or her own feelings, emotions, strengths, weaknesses, passions, and dreams to explore, learning should be “real world” right now, not just preparation for later careers. It is imperative that learners should be connected to the world through on-line tools to share and expand their learning in order to learn and live in the world of collaboration, networking and maintaining a balance with technology and all that can offer when used properly. It is my opinion that lectures don’t necessarily motivate one to learn, active learning such as hands-on training and sustainable projects better facilitate this process. Doing is more conducive to learning than listening and taking tests to meet performance objectives.

Thorne and Henley (2005) noted that, among the first in psychology to address the process of learning was Hermann Ebbinghaus. Ebbinghaus based his learning theories on the theory that ideas become connected or associated through experience. The more a person encounters an association, the stronger the associative bond is assumed to be.

Ebbinghaus presumed, that if ideas are connected by the frequency of their associations, learning should be predictable based on the number of times a given association is experienced. Because learning can be social and promotes community through investigations, experiments, questions, and conversations, students can learn strive to exploit new fields of interest and boundaries to learning should become limitless.

References

Thorne, B., Henley, T. (2005). Hermann Ebbinghaus in Connections in the History and              Systems of Psychology (3rd Edition ed., pp. 211-216). Belmont, CA: Wadsworth    Cengage Learning.
Responded this week 5/18/12 to:

Ray Cox Blog:
http://raycoxphd.blogspot.com

Carol Deuling-Ravell
http://decdr.blogspot.com

Module 5 New Technologies

Teaching aerospace high school students in a career tech learning environment, I have attempted to incorporate web-based aircraft systems modules towards higher levels of individual participation and more accountability of performance. This technology was employed by me for post-secondary education, experienced aircraft crewmembers and candidates for the Delegated Trainer (train-the-trainer) programs. While noticeable acceptance and performance criteria were evidenced at the higher age and maturity level, the current target population was not disciplined to adhere to the learning concept of collaboration, self-instruction and the discipline that web-based learning implies.

The innovation and diffusion of this technology failed to meet several basic criteria of the proven concepts of Instructional Systems Design (ISD), most specifically in the area of a needs analysis. Assumptions were made that this high school age population would be likely to engage in interactive, multi-media learning. Despondent attitudes and poor motivation were evidenced by short attention spans, lack of knowledge and willingness to apply self-discipline for optimal education, and distractions including deviations from the intended curriculum (surfing the net) during class time.

The following exhibits Keller’s (1987) ARCS Model towards changing the motivation of these people, or learners, to encourage success.

Attention

The first and single most important aspect of the ARCS model is gaining and keeping the learner's attention, which coincides with the first step in Gagne's model. Keller's strategies for attention include sensory stimuli (as discussed previously), inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media). Stricter discipline applied by instructors and internal policies would need to become more prevalent and highlighted before and during the learning session. More individual time per student would be required to monitor and advise during the web-based offering.

Relevance

Attention and motivation will not be maintained, however, unless the learner believes the training is relevant. Put simply, the training program should answer the critical question, "What's in it for me?" Benefits should be clearly stated. In the aerospace learning environment, more time should be spent discussing future expectations that are consistent with existing industry training styles. Students should be apprised that the traditional classroom (lecture, powerpoint, and video) concepts of learning are rapidly diminishing and the next wave of diffused innovations are more prevalent.

Confidence

The confidence aspect of the ARCS model is required so that students feel that they should put a good faith effort into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will decrease. In technology-based training programs, students should be given estimates of the time required to complete lessons or a measure of their progress through the program. This can be accomplished via formative evaluations, running scores, and brief tutorials.

Satisfaction

Finally, learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a sense of achievement. Printable certificates, team scores, group collaboration tasks and real time results would greatly facilitate a higher rate of customer satisfaction. The success or failure of any e-learning initiative can be closely correlated to learner motivation (Kruse, n.d.).

I would use this model to help show the students what is in it for them, how it will benefit their transition to post-secondary education and industry standards.

Reference

Kruse, K. (n.d.). The magic of learner motivation: The ARCS Model. Retrieved from http://www.e-learningguru.com/articles/art3_5.htm

Responded this week 5/8/12 to:

Ray Cox Blog:
http://raycoxphd.blogspot.com

Carol Deuling-Ravell 
http://decdr.blogspot.com

EDUC-8845-2 Learning Theory and Educational Technology

Module 4 -D.Miller

Connectivism Mindmap

How has your network changed the way you learn?

As a 21st century learner, it has become necessary to remain engaged via the use of new technologies and to strive to adapt to innovative and diffused key skills and attributes for future challenges. One must be ready to adapt to 21st century learning environment such as web-based curriculum, e-learning software, synchronous and asynchronous environments and strategies towards learning technologies the way we live with technologies. As an educational technologist scholar, I embracing the new technologies and skills that other instructors and students are experiencing outside of school.

Which digital tools best facilitate learning for you?

Because technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop solid 21st century skill-sets, even the most basic level digital tools can be used to help a doctoral student of educational technology find, understand and use information. When combined with student-driven learning experiences and fueled by digital tools such as Moodle, Prezi, slideshare, Glogster EDU, Google Reader, powerpoint, Wikispaces, Voicethread, audacity and many other digital tools for learning. These technologies offer flexible learning paths and can guide the learner towards: analyzing data, texts, interactive works, generating ideas, building and sharing collections, collaborating, communicating, conducting linguistic research and managing tasks.

How do you learn new knowledge when you have questions?

.

To become a more effective learner I strive to simply keep learing. An example would be to practice learning and using a foreign language. The adage of "use-it-or-lose-it" phenomenon involves a brain process known as "pruning." Certain pathways in the brain are maintained, while other are eliminated. If you want the new information you just learned to stay put, keep practicing and rehearsing it.

I also attempt to focus on learning in more than one way. Instead of just listening to a podcast, which involves auditory learning, I find a way to rehearse the information both verbally and visually. By learning in more than one way, you’re further cementing the knowledge in your mind. As a secondary and post-secondary instructor, I often teach what I have learned to students. Educators have long noted that one of the best ways to learn something is to teach it to someone else. Another great way to become a more effective learner is to use relational learning, which involves relating new information to things that you already know. For example, if you are learning about Romeo and Juliet, you might associate what you learn about the play with prior knowledge you have about Shakespeare, the historical period in which the author lived and other relevant information. For many of us, learning typically involves reading textbooks, attending lectures or doing research in the library or on the Web. While seeing information and then writing it down is important, actually putting new knowledge and skills into practice can be one of the best ways to improve learning.

            Of course, learning isn’t a perfect process. Sometimes, I forget the details of things that I have already learned. Research suggests that you are better offer simply looking up the correct answer if unsure or have forgotten information. I have discovered that the longer I spend trying to remember the answer, the more likely I will be to forget the answer again in the future. Why? Because these attempts to recall previously learned information actually results in learning the "error state" instead of the correct response. It is also beneficial for me to recognize my learning habits and styles.

Responded to

Zollinger BLOG URL

http://srzollinger.wordpress.com/

Ray Cox Blog:http://raycoxphd.blogspot.com

Ennis' EDUC 8845 blog address - http://ebrinsonlearningtheoryandedtech.blogspot.com/

Module 3: Collaboration and Constructivism

Collaboration and Constructivism

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

I think that it is quite important to recognize that, historically, changes occurred in human psychology that enabled larger and more cooperative societies to form and become collectively dependant upon each other. Based upon the shear magnitude and complexity of the changes, these constructed and collaborative groups were most likely the product of natural selection. While opportunities for cooperation are omnipresent in social and educational settings, we have evolved to the point of exchange and division of labor in order to increase the efficiency of productive processes for all the reasons cited in 1776 by Adam Smith in The Wealth of Nations. It can be stated that cooperation benefits groups and that group benefits are very often irrelevant to the path of which organic evolution has occurred. Interestingly, natural selection often favors traits that increase the reproductive success of individuals, or sometimes individual genes, and when there is a conflict between what is good for the individual and what is good for the group, selection usually leads to the evolution of the trait that benefits the individual.

How can technology facilitate collaboration among learners based on constructivist principles?

The view of technology as cognitive tools is also shared by other researchers (e.g., Jonassen, 1994; Jonassen & Reeves, 1996; Lajoie, 2000). Jonassen (2002) cited the traditional view of instructional technologies of instruction as “conveyors of information and communicators of knowledge are supplanted with active role the learner plays in learning with technology”, (pg. 2.)  This author suggested that some technologies such as computers help to build knowledge bases affording opportunities to engage the learners more and this activity can provide more meaningful and transferable knowledge.  “Learners function as designers using the technology as tools for analyzing the world, accessing information, interpreting and organizing their personal knowledge, and representing what they know to others” (Jonassen, 1994, p. 2). In the eyes of constructivists, encouragement towards successful bouts of reflective thinking requires careful deliberation. The self-monitoring and self-control of the learning process (metacognition) is typically emphasized. In order to modify the process, new knowledge, composed of additions to previous representations, is created.  Scaffolding may assist this process via the use of people, books, or technologies. Swain and Pearson (2001) advocated the practice of reflective thinking by teachers to evaluate their technology use. They stressed the importance of documentation of reflective thoughts to determine the extent and quality of personal versus instructional uses of technology, organization and implementation of environments and activities. Jonassen (1994) describes technological tools as “intellectual partners” and “powerful catalysts” in the process of learning, “scaffolding the all-important processes of articulation and reflection, which are the foundations of knowledge construction” (p. 5).

Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

Behavioral Science

Educational Psychology Review

Volume 22, Number 1, 89-102, DOI: 10.1007/s10648-009-9116-9

Review Article

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

Dejana Diziol, Erin Walker, Nikol Rummel and Kenneth R. Koedinger

Abstract

Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized for being coercive and not allowing students to self-regulate their learning. Adaptive collaboration support, which would provide students with assistance when and where they need it, is a possible solution. However, due to limitations of natural language processing, the development of adaptive support based on an analysis of student dialogue is difficult. To facilitate the implementation of adaptive collaboration support, we propose to leverage existing intelligent tutoring technology to provide support based on student problem-solving actions. The present paper gives two examples that demonstrate this approach and reports first experiences from the implementation of the systems in real classrooms. We conclude the paper with a discussion of possible future developments in adaptive collaboration support.

 References

Jonassen, D. H. (n.d.). Technology as cognitive tools: Learners as designers. Retrieved 10/31/02, 2002, from http://itech1.coe.uga.edu/itforum/paper1/paper1.html

Smith, A., 1976, The Wealth of Nations edited by R.H. Campbell and A.S. Skinner, The Glasgow             edition of the Works and Correspondence of Adam Smith, vol. 2a, p. 10.

Swain, C and Pearson, T. (2001). Bridging the digital divide: a building block for teachers. Learning & Leading with Technology Copyright © 2001, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.2777 (Int'l),iste@iste.org, www.iste.org. All rights reserved.

Blog community team

Reaid http://suzannereaidsscholarsblog.blogspot.com
Davis http://edtechlearningtheory8845-2.blogspot.com/
Carol Deuling-Ravell  http://decdr.blogspot.com
Miller http://davidjmilleralf.blogspot.com/

Cognitivism as a Learning Theory

D Miller blog response:  
Tags: aptitude, cognitivist learning theory, memorization, memory, 

After decades of educational research, we know that discussion offers unique benefits for certain types of learning. In effective constructivist discussion, the topic and the flow of the class emerge from teacher and student together; it is unpredictable where it will go. Social constructivists have found that the unpredictability of multiple competing voices is what makes discussion a uniquely effective teaching tool. But this is also what makes it so stressful for teachers, because the natural response to classroom   anxiety is to impose even more structure on the class. Studies of everyday conversation have revealed that ambiguity is a source of anxiety, and participants act to reduce it as soon as possible. Speakers generally want to define an interaction as quickly as possible, narrowing the range of possible outcomes, and they often use ritual sequences to do so.

 The Problem with Individual Creativity

In classrooms that do not use much discussion and that are not based on constructivist principles, the teacher usually does most of the talking. As an example, in a staged improvisation, if one actor did most of the talking, that would defeat the purpose of the improvisation—a new scene is supposed to emerge unexpected from the collaborative dialog among the actors. Consequently, actors have several pejorative terms to refer to scenes when one actor talks too much. Teachers may also metacommunicate to summarize and make explicit key points that emerge from the discussion. Students do not yet have the expertise to recognize which emerging themes are critical and which are of only passing interest. Teachers must be highly attentive at every moment of the discussion, playing the essential role of noting each collective construction that emerges from the group discussion. Teachers have the difficult task of determining when an emergent insight should be explicitly noted: should the teacher call attention to it immediately, so as to provide material for the ongoing discussion? Or should the teacher make a note of it and then call attention to it at the end of the discussion period, so as to allow the discussion to continue on its natural path? The study of staged improvisations suggests that if the teacher metacommunicates too often, or uses strategies that are too powerful, the effectiveness of the discussion as a social constructivist learning environment is compromised.

Blog community team

Reaid

http://suzannereaidsscholarsblog.blogspot.com

Davis

http://edtechlearningtheory8845-2.blogspot.com/

Carol Deuling-Ravell
http://decdr.blogspot.com

Miller
http://davidjmilleralf.blogspot.com/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

EDUC 8845 Class Blog contacts

Class Blog list

http://ebrinsonlearningtheoryandedtech.blogspot.com/
http://davidjmilleralf.blogspot.com/
http://technonico.wordpress.com/
http://edistancelearning.blogspot.com/
http://jacobseduc8845.wordpress.com/
http://www.jean-jacquesmedastin.com/blog/
http://decdr.blogspot.com/
http://weave1-weave1.blogspot.com/
http://edtechlearningtheory8845-2.blogspot.com/
http://srzollinger.wordpress.com/
http://technibug.wordpress.com/
http://anwar-mohammad.blogspot.com/
http://ploderlearningtheoryandedutech.blogspot.com/
http://www.blogger.com/goog_356813321
http://tchristianeduc7105.blogspot.com/
http://learningtheoryinedtech.blogspot.com/2012/03/learning-theory-in-ed-tech.html

Module 1 Blog Topic Assignment - David J.Miller

Siemens's Metaphors of Educators

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

Siemens (2008) notes that access to information is steadily increasing as learners choose to embrace technology. The role of the educator and learner is evolving as both are faced to adapt to these changes. Siemens (2008), offers four models or “metaphors of educators” which distinctly express the role of the educator and learner to address these changes.

John Seely Brown (2006) describes learning as “enculturation into a practice.” The most relevant attribute of this model is that student learning is not limited to the expertise of the instructor.

All of the students can learn from each other and their participation and sharing with other class members is imperative for its success. The educator is considered the “master artist” (Siemens, 2008), while the students are developing artists who can create their own original and innovative pieces. In my opinion, this model would work best with content that encourages divergent thought. 

For example, I might see this theory work best in an English class or an Art class where the learner is invited to gather information and then present an independent project that demonstrates the learning content in an individual way. In a subjective class, such as math or science, the demonstration of mathematical or scientific concepts might not lend itself as well to this model.

Clarence Fisher (n.d.), emphasizes the use of learning networks and building connections to assist students in satisfying objectives for a particular course of study (Siemens, 2008). Instructors would give the students the responsibility to find and make connections, and then evaluate them to be sure there is quality interactions and conceptual understanding. In this technological changing learning environment, students can research, seek and sort out their own information and strive to make connections among their findings. I think this model lends itself to many disciplines. Regardless of the topic, information is readily available, but must be sifted through to determine its reliability and relevance. 

This video best illustrates this concept

and can be linked here: http://youtu.be/XwM4ieFOotA

An entry on Stephen Downe’s (2007) blog posted his opinion on the meaning of connectivism.

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

In this post, he describes the pedagogy of connectivism as a model that seeks to access networks which are characterized as diverse, autonomous, open and connected (2007).

The third model, presented by Curtis Bank (2007), speaks about the educator as the concierge or the person who points the learner into the right direction. Too often, students can get lost or distracted in the quest for knowledge and may need assistance in sorting through what should be the focus. This model includes time for teacher led instruction and student led discoveries. It may be the balance that students need to help guide them.

The fourth model, educator as a curator, presented by Siemens (2008), suggests that educators must have a dual role of experts and guides. The expert must be competent in his field and be able to guide the learner independently to discover and explore their learning. This model makes the most sense to me as an educator. Too often students find discovery and exploration overwhelming and difficult. Instructors should be prepared and patient to anticipate students needs yet direct those who request assistance.

Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?

The metaphor that best describes the role an instructor should take into the digital classroom is the educator as the curator. In my opinion, the students in today’s society desire to be in the presence of educated and expert people who can assist them and coach them to make effective use of the changing technological opportunities.

References:

Downes, S. (2007, February). Half and Hour. What Connectivism is?

Retrieved from

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles

for educators and designers. Paper Presented to ITFORUM. Retrieved from

http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

http://youtu.be/XwM4ieFOotA


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