Connections

Taking the time to identify my network connections allowed me to recognize that instructional design is not done alone; instead, a network of people make it happen. In today’s technology laden world, the ability to go with the flow and change one’s focus is essential. I embraced the technology shift, especially after experiencing frustration with distance learning that lacked the online aspect. My analytical training also helped feed the switch.

The Apple iPad is the biggest boost for my technology assault on graduate level schooling and light enough to carry anywhere. I thrive on the ability to read blogs, investigate websites, read PDF files on the Metro, doctor’s waiting room, without sitting at my computer. I did not grow up with a smart phone in my hand or a laptop, but I have morphed into the technology age, thus enabling me to move forward as an adult learner.

My most often go to place on the web for information is Google.com. Searching for information using key words allows me to encounter information I may not see if I walked into the local library or bookstore, find sites focusing on specific topics or others that cover multiple. Wikipedia is another place I like to go to as it provides a starter to point me to other sites, PDF files, or books.

I am still learning the art of asking quality questions on sites like ASTD or LinkedIn. You see questions/comments by others, and yes, you learn from those, however, asking your own questions forces you to identify gaps in your knowledge library.

Siemens (2004) describes connectivism as the “integration of principles explored by chaos, network, and complexity and self-organization theories...a process that happens within nebulous environments of shifting core elements – not entirely under the control of the individual.” Siemens also indicated “decisions are based on rapidly altering foundations” (2004). Considering Siemens description of connectivism, my learning style melts into the technology world of online courses. The demands/dedication of online learning, accessing the various technology avenues related to adult learning, requires mature adults able to stay the course.

Reference:

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

The Brain and Learning, Plus Problem Solving using Brainstorming

It is interesting as we attempt to understand our memory; how our short term or working memory works differently than long-term memory. Now that my brain is fried, I found a wonderful link that brings learning theories to a concise and understandable level.

The Twelve Principles of Brain-Based Learning is an article written by “The Talking Page”, a Literacy Organization that focuses on early childhood literacy. 

The twelve principles provide the reader how one’s brain adsorbs information, and especially with children. The writer highlights the importance of a stable and familiar environment for the learner; a positive occurrence enriches the learning experience (Principle Three).

Principle four and five focus on patterning, and how the brain desires meaning and how one’s emotions affect patterning. Ormrod, Schunk, & Gredler (2009) describe pattern recognition as “assigning meaning to a stimulus input” or “matching an input to known information” (p. 50). The importance is to present information that “allows the brain to extract patterns” and encourage a passion to learn—emotion.

Jumping to principle seven, attention and peripheral perception, the focus is on the importance on what the child learns in the classroom must apply outside or the information falls away. Principle nine gets a little deeper with the types of memory—the spatial memory that needs no rehearsal and the locale memory that is motivated by newness.  Principle eleven brings a valid point that learning occurs when challenged, and yet can be hindered with grading with no feedback.

The article ends with principle twelve that each instructor/educator needs to understand. Each brain is unique. No two brains operate the same and lesson plans require the flexibility to work with each one.

As I was brainstorming to complete this blog entry, I decided to provide some insight into brainstorming and its effectiveness in the classroom.

Brainstorming is a problem-solving strategy used in seeking solutions. Brainstorming requires participation without criticism, and leads to development of multiple ideas that enhance each other (Ormrod, Schunk, & Gredler, 2009, p. 119).

Learn This provides 11 Rules for Effective Brainstorming.

1. Defer Judgment—this can squelch the fluidity of ideas

2. Everyone Participates—everyone’s ideas counts

3. High Energy—alert and active

4. Faster is Better—minimizes filtering of ideas

5. Quantity verses Quality—more ideas the better

6. Encouraging Wild Ideas—think outside the box

7. Build Each Other’s Ideas—modify and improve

8. Keep on Track—stay focused

9. Short Discussions—this is not the time to have lengthy discussions

10. Capture Everything—getting everything written down for reviewing later

11. Organize and Filter AFTER the Brainstorm—minimizes distractions

Personal experience with using brainstorming, in conjunction with a case study, in an adult classroom proved interesting as it has the tendencies of sounding chaotic, and you wonder if any learning occurs. Adult students saw the benefit of hearing everyone’s input, recognizing that one person did not have all the answers, and brought out ideas not thought of before.  

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

The Doorway to Professional Learning Communities

Good Saturday evening

To learn together, you need to search out what others have to share; and as I explored the Internet, I several sites I desire to follow, but I will discuss three for now.

  

“Big Dog, Little Dog; Thoughts on Instructional Design and Performance” by Donald Clark  http://bdld.blogspot.com

Under his “Links” you find Big Dog & Little Dog (performance web site) http://nwlink.com/~donclark/index.html 

I first encountered Big Dog, Little Dog in 2006 as I looked to enhance my understanding of Instructional Design. I like how Mr. Clark provides information on leadership, Training (Learning, Instructional Design & Training), Learning Concept Map, History of ISD, Knowledge, Performance (Completing the Zen in Performance Management), and Etc. (Books in the News). Mr. Clark presents information in a manner easy to understand, links to relative articles, as well as providing links to other sites he follows, thus expanding one’s reading.

Learning Journal; Thoughts on Learning in Organizations by Catherine Lombardozzi http://learningjournal.wordpress.com

Ms. Lombardozzi brings her adult learning and instructional design teaching, along with 30+ years in training and development, books she read and how they relate to learning, she developed learning environment design, and is the founder of  “Learning 4 Learning Professionals” http://www.l4lp.com/Home_Page.html supporting those focused on providing adult learning within organizations and academic arenas. Ms. Lombardozzi provides a list of journals and organizations that help the professional stay engaged. She has a strong feeling towards the importance of using research and theories—this goes along with a fellow co-work and scholar himself.

Instructional Design & Development Blog hosted by the Faculty Instructional Technology Services (FITS) Department at DePaul University http://www.iddblog.org

The FITS staff focuses on the technology side of instructional design, providing insight from conferences relating to instruction via technology, Administration related, and Learning Management System (LMS) to name a few. I see this site helping in my understanding of the various LMS that I have little knowledge in working/developing courseware; and how technology influences learning.