Then, in your blog posts, share (A) your current views (as a result of researching and listening to arguments on both sides) on the real effects on Web use on thinking and learning and (B) potential strategies for learning designers to use to ensure that the products they create are truly beneficial for the learners who use them.

A- After reviewing all of our debate information I am a bit undecided if I support one ‘side’ or the other……solely.  I do feel from the evidence and my own experience that web thinking and learning is not as in depth with the context of reading.  Even when I do desire to read an entire article or document, I will usually print it then read it.  For some reason it is bothersome to me to read lengthy material on the web.  Maybe I have just taught myself this, but I do think there is some validity to the lack of actual reading that is taking place on the web.  I also do think there is real concern for the authority of material we find, and if it is truly credible.  Just because we see it on the web, does that make it true/accurate?  On the other hand, I feel like the web offers a wonderful way to research and find out information that would otherwise likely take much more time to resolve.   I think as with anything in our lives, it will take time and work for us to find a balance between the two.  And that balance may vary from person to person.

B-I think strategies for Learning Designers to ensure that what they create is beneficial for the learners using them may include providing authority, credibility, and remembering the ILO of the material.  To not lose focus on what they are trying to connect with the learner.  I think that would help with comprehension and retention of the web material.  Make navigation easy to follow, and points clear/concise.  Don’t make things to busy or they may again just scan the information looking for what they “need to know”.  I am a fan of implementing pictures/images, etc. to relate to the material.  I also think that helps with connection.

Please also share some reflections on what it was like to try to collaborate with teammates online, your role in your team’s efforts, and any ideas or suggestions you have for making this project even better for future students.

Collaborating online can be challenging anytime when you have mix classmates together who have several committments and responsibilities.  This was no exception, but we were able to work it out in the end together.  My role in our team’s efforts includes:  initiating and maitaining open lines of communication throughout the project via e-mail and other sources, researching and posting supporting points of Carr’s theory, posting several audio/written comments to the voice thread, and helping with the decision making of delegating tasks.   Possibly in the future, maybe you could include a guideline of tasks, allow an extra day in-between rebuttals, and/or allow for peer feedback participation form of sorts within the team.  That may be insightful.

Here is a link to the Affirmative Team’s VoiceThread supporting Carr.

Happy Debating everyone 🙂

http://voicethread.com/share/1405344/

Important “take-away” idea from the multimodal reading.

Important “take-away” idea from the reading for me was learning the importance of including motivational pieces in learning design development.  It included enlightening information regarding the figures and past “perpetuated” (word of the week J) theories, which appear to carry inaccuracies.   To be honest, most of the time what I hear from teachers I automatically assumed to be true and would rarely question any of the material presented to me, until my most recent last several years of college….and quite frankly even now I often presume what I am being ‘told’ or ‘taught’ is true.  So when no one challenges you in an authoritative position as a teacher, then I can see how and where some of the inaccuracies could come into play.  Nonetheless, times change, and sometimes we are playing catch up to include changes in material.  Motivational elements in learning design are not only important in the development process, but I also feel they are just as important in the delivery.  Considering what are the motivators and how to incorporate them.

What missing pieces are not mentioned in this reading relating to lack of motivation in learning designs?

The term motivation itself can have various meanings in the context of a learning design and thus I think identifying clear parameters as a starting point would be useful.   Also relating to this and not mentioned, is that motivation can be internal or external, therefore the learning design approach may want to consider both of those elements and how to best connect to each.  I think lack of motivation in a learning design may also be factored to the facilitator and their own presentation approach.  Even if the facilitator has effectively included motivation in their design, they will still need to successfully deliver this material.  If the delivery falls flat, then the design may not be reached as intended.    Meaning it has been my experience that if the trainer appears to lack their own motivation, then that may affect the way with which learners perceive the material.

What makes a good learning design?  Do you believe that 20 years of research is necessary in order to create an effective learning design?

I think a good learning design probably evolves over time and is continuously updated, adjusted to keep up with ever changing learning environment.  A good learning design would likely need to be clear, concise, understandable, creative/innovative, utilize a variety of teaching modalities, and consider several more elements; i.e. audience, assessment, goals/objectives, etc.  I am not sold on the fact the 20 years of research is necessary in order to create an effective learning design.  I think proficient knowledge, experience, and a fresh/original approach could yield effective results as well.  But it is important to know where we have been so we know where we are going.  Research can be insightful I’m sure…..I think effective learning designs could be developed either way.

If learner’s perceptions are always influenced by their memories and theories and we have a unique set, what implications does this have for learning designers?

Implications this may present for learning designers I see being, is mainly the creative variety that will be necessary in an effort to reach the vast differences of student learning. B/c we are all so unique and if our memories are influencing our learning perception, which I do agree at times this is likely true, we do not all learn the same, we in fact actually all absorb and comprehend information differently a lot of the time. As a learning designer it will be important to remember the melting pot of elements in which the audience learns, and that learning does not have to be rigid, cookie cut, or flat. Learning will need to be creative, innovative, and foster the same from the learner. I have come across several teachers in my time who frowned upon students asking questions, or showing thought in another direction than the one they “wanted” so to speak. I feel like we should encourage questions, and thought provoking activity.

What technologies do we have that can enhance our capacity for remembering and predicting patterns? Should these tools be part of design learning experiences? Look like?

I think there are technologies all around us that enhance our remembering and predicting patterns. Technologies such as, v-tech learning games, to math software. I think the facilitator needs to appropriately evaluate the tools and determine if they would be beneficial to the learner. If so, then include in a learning design forum. As a learning designer developing material for the learner I could include using v-tech machines in the classroom to engage the learner visually and with what they already remember relating to their favorite characters, etc. Of course that is relevant to a younger audience. Same thought could be said with a more mature learner with similar technology like ipads.

 It’s also likely that some of the other authors we’re reading this semester would argue that our identities are also partly defined by the environments with which we interact  (What do you think?)  

I do agree that the environments with which we interact are a factor in our learning process identity.  I’ve seen how an environment can impact the pattern of learning or lack there of first hand working with juvenile offenders.  It’s been my experience that environments which may be harsh and learning is certainly not fostered nor a priority, result in a student who often chooses the least path of resistance to learning, who chooses not to care about their outcomes of success.   Least path of resistance meaning not to engage in their learning, it is easier for them to give up.  B/c of my experience that is why I strongly feel environment is an element in what we learn. 

My thoughts on the intelligence questions.

1) What ways as learning designers can we use the insights into how the brain works in our fields?
I think it is important for us to use the insights into how the brain works as learning designers to ensure the way that learning material is presented is in an effective format for the student or learner. We can also use the insights into formats and/or forums in which we choose to present the material. I think as learning designers it is beneficial for us to know ways in which the brain works, so we know how best to reach our audience with the needed information. Theories and opinions on that vary, so it will be important to carefully sift through the information. I think insights can also be used in what material is chosen to present, what will best be retained, and comprehensive. What are the important elements the learner needs to know.
2) Have these chapters changed the way we view intelligence and learning process as a whole?
The chapters definitely made me think. I am not sure it changes my view points on a whole, but it does add to them. It is interesting to think about the framework behind intelligence and what that entails or means. For me, I think it falls in line with my already developed thought pattern that intelligence and learning can grow and prosper when a variety of learning approaches are used. That is what learning is about is acquiring new knowledge and exploring avenues which may be ‘new’ to the learner. The chapters did make me wonder more about intelligence and where it starts, how its fostered, really asking myself more questions. I will definitely be keeping this in the back of my mind.

I plan to do a research paper on PLE’s for my Research Project.

In progress :).

1. synthesize for yourself key points from the reading and weekly discussion, and:

Key points from the reading and discussion for me are the ideas behind gifted learning students, how they are chosen, by what parameters as well as the possible impact of environments on learning.   In the field I work with criminal offenders, I have to say I strongly feel that environments often do impact, yes a huge slew of things, but also our learning behaviors, habits, goals, discipline.  I often have cases of offenders, many still young adults, who learning simply was not a priority in their environment.  When you think about, how did you grow up learning……did your parent/guardian encourage and support learning or did no one care whether you learned anything….  I often find the latter to be true for many of the cases I see and have seen.  When you are progressing through school and no one is there to support or encourage you to learn, it will likely be a difficult experience.  When you have no one to ask questions, no one who will say you did a great job.  I know this is not true for everyone sure, but I do think at times associations and surroundings make a difference.

1. reflect on the implications of the key points you identify for learning designers.

For learning designers this means a creative, genuine, challenging approach will probably be in order.  Invoking one to learn who does not desire nor want to, well if the learning designer can master that, then I think they are making progress.  I would venture to say mastering that however, will always be evolving……  I think it will be important for the learning designer to be open to new ideas, new ‘schools of thought’, and not be afraid to implement them, at least on a test run.  Learning designers will have an endless fountain of information, but how they go about presenting it to the learner will make all the difference.  I think variety, openness and a positive attitude can help.

1)  How do you stay connected and on top of current info?  What nodes (books, people, web sites, etc) do I use?

I really am not sure that I do a very good job at staying quite on top of current information, but when I do, I use websites that are pretty general like MSN, Google, I check BG a lot and my e-mail frequently.  I suppose I typically think that if it is something that important it will be sent to me in an e-mail so I don’t forget!  I check out MSN usually just about daily on current events/info things like that.  I do also rely on word of mouth from people I work with and family.  I will occasionally check out the local paper as well, usually online.

2)  Siemen’s says ‘Understanding that a different view exists is very different from seeing the different view’.  Talk about an experience that relates to this thought.

I could probably talk about this all day between my husband and I.  We often have different views which we readily acknowledge, but rarely do I think we really “see each others different view”.   It can be quite difficult to “see” what someone else see’s when quite simply we think differently, we have different opinions, and do not always have the same thought process, pattern, or even ideals at times.  That does not go for just my  husband and I :), but all of us.  Everything lies in the eyes of the beholder, what I may ‘see’, you may not……  I think that is often what makes life interesting, messy, and fun…..is that we are all different.  That is what kind of evens my husband and I out if you will…..what he thinks of I don’t and what I think of he doesn’t… 🙂  

1)      After reading and reflecting on your own ideas concerning e-learning, how would you define your own personal philosophical orientation, and how does it affect your e-learning? Is it a “purist” acceptance of one of the philosophies outlined in the reading or is it a conglomeration of several?

I would define my own philosophical orientation on e-learning carries similar patterns from the reading where the educator will need to be open minded to new technologies, embrace utilizing such features in the classroom, and be thoughtful with the devices on how the student can most learn and benefit from its use.  I think whether it be with technology or otherwise, a teacher is always evolving in the way the make connections with their students for the student to most benefit and learn.  I tend to agree with the “uses determinism” in that technology is a device that can be turned off and on.  We have the freedom and choice in whether or not we use it.  Technology extends more options.   I see this as allowing me to use technologies as I desire or need, but still with keeping boundaries in place.  Not allowing the technology to consume me.

I don’t know that I would label my thought process as “purist” acceptance.  I think it is likely more a conglomeration of many of the thoughts, ideas from the reading as well as personal life experiences.

2)      What latest trends in e-learning or social networking do you think are more damaging to e-learning in the long run, if any?

I think implementing social networking media into a learning platform will need to depend on the age of the learner and ensure it is age appropriate, as well as parameters being in place for misuse.  Students can be curious.  Damaging I don’t know, but I do think as with any curriculum there should be parameters set forth.  Really the teacher can make the classroom very creative and informative with several different technology modalities.  I guess it is a fine line, there is so much that can be of benefit in e-learning, but also a great deal that may be abused.  For example, I hear of lawsuits all the time anymore with Facebook, damaging pictures and/or posts regarding someone else which is often construed as defamation of character as they are usually posted without consent.  I think the facilitator will have the daunting task of sorting through all the riff raff to ensure a positive and appropriate e-learning experience.  Of course with college level students I would not foresee that as much of an issue because they are adults.