Sunday, June 20, 2010

Prevailing Theory and Instructions

I have developed a much broader perspective about the different learning theories and learning styles. My views of learning have changed and it has also enhanced the process on how to facilitate learning. I cannot dismiss the influence of the traditional theories, which serves as framework for research. Theories which I found well developed and interesting for the time and the era, in which they were introduced, by using their logic and reasoning, I still find them as being relevant today. The traditional theories of Behaviorism, Cognitivism, and Constructivism can still help to implement different approaches to developing strategies, that can be effective as an Instructional Designer. Because such prior approaches and learning theories can serve as a guide for planning instructions.

However, my learning preference and approaches with new methods of instructions have taken a shift. One of the theory which I found interesting 10 years ago is Howard Gardner's Multiple Intelligence Theory. His early studies of developmental and cognitive psychology, and how he was able to incorporate the Arts within academic psychology fascinates me, because those are two of my interests. Howard Gardner as a founder of Project Zero, which was based for a research group at the Harvard Graduate School of Education in 1967, and how the organization is still thriving after 43 years, that alone can speak for itself. I also have become aware of Gardner's Neurological Research of Norman Geschwind, about what happens to someone who was once gifted, and have the misfortune of suffering from a stroke or some form of brain injury. When I was about to finish graduate school, I had a concussion from a car accident. I was teaching students with special needs, my injury caused some form of depression, which led me to retire from teaching and academia. Somehow, something has been missing, and I guess it is what I had set-up to accomplish for myself, which is why I have return to higher education, and have become interested in becoming a Instructional Designer. I have also learned in these few weeks about the inter connected nature of the brain, and how the affected area of abnormality of the brain can as affect the missing abilities that brain injury have caused. When I first studied the Multiple Intelligences of Howard Gardner, he had just included his eight intelligence, which is Naturalistic. I knew that I had to write and implement Individual Educational plans, for students with special needs or exceptionally, so I figure if I can tap into the intelligences that a individual student may possess then the I.E.P. would be more effective, and the student would perhaps be able to excel in the areas of his or her intelligences. In other words, tap into their strenghts. So what I have learned now about varies learning assimilating theories over the past weeks , which I had not learned before. My personal preferences in learning is about how the traditional learning paradigms of previous learning theories of Behaviorism, Cognitivism, and Constructivism, and apply it along with the technological advancements that have evolved, since I was back in school ten years ago. Traditional theories, which I happen to find interesting. Behaviorism and Cognitive, has been taken into a different level in this 21st century, with Connectivism, which have been stated,

" learn how to know", in processing and applying information in a different pace, which is more rapidly then ever before. This new way of assimilating information, and reaching people globally, with a new view point of having to create networks between different connection of entities, is what defines Connectivism. And by incorporating emerging technology of Connectivism and Intergrated Studies, which combines from more then one discipline, where students can see a few ideas that can be connected, and can promote collaboration, critical thinking, and knowledge retention, in through a contextual form. And the Core Concept for Innovation and Reform in Learning, which are six Core Concepts of Integrated Studies, are Project Learning, Comprehensive Assessment, Teacher Development, Social and Emotional Learning, technology integration can be best utilized and implementation of a instructional setting.

Sunday, June 6, 2010


As I reflect upon the rapid changes in technology, which has created an abundance of networks that consist of people learning and communicating whereby, providing people the opportunity, and the ability between forming networks, that integrate technology and social networks, which has provided a massive formal of diverse information in a global environment. The kind of network that allows me the capability to acquire new knowledge, by expanding my resources, and its influence has allow me to adapt and change the way I learn. Learning for me consist of a range of different resources. "Google" happens to be one of them, in a simple form. The accessibility that we have to obtain information is Hugh. I do not have to go through an encyclopedia, or run to the library to do research. I have a network of knowledge and data that is arms length away.

The computer is the best digital tool to facilitate my learning, my son is his apple i phone. And now "Blogs" , I find them interesting and a new learning tool, not just to acquire knowledge, but to voice peoples' opinion, and the points of view of whether you agree or disagree, like a debate, a form of a forum or open plateau. I have acknowledged a different approach to adult learning. And how I gain new knowledge, which has facilitated me to become more inquisitive and question matters more frequently. Frankly, I had not given it some thought prior to reading the article from Adult Learning from Emerging Perspective on Learning, Teaching and Technology, on Malcolm knowles and his description of Andragogy, which he consider " the art and science of helping adult learning". The five assumptions he underlines and the principles that knowles used would be more manageable approach toward gaining new knowledge in my perspective.

George Siemen's Theory of Connectivisim emphasises on the importance between the interplay of networks, and the complexity of its "half-life" of knowledge. Assimilating the ways my personal learning network support the central tenets of connectivisim and its components, in reference to its Chaos Theory, which is when studies are linked together or connected to create a pattern that is important. However, the bottom line is finding balance, or a equilibrium, some kind of flexibility of the events that are constantly changing, therefore, adapting to the changes positively. There are different impacting factors that combine the interplay self-organized, or self-directed. The interacting components of the diverse population, or community of people who interact in a functional global connecting organized structure of patterns, and behaviors which can make matters more complex. The decisions that will be based on today's event's that are constantly shifting, may not well be the actuality at another later time. New information alters the decisions made yesterday. The viewpoint of the abundance of information, and moving forward with the "digital age," has facilitated the concept, and provided the opportunities to nurture the connections needed to motivate continual learning. The principles of Connectivisim, people gathering together their skills and knowledge by interacting at a larger scale and capacity connecting is of preference on my book.

Conlan, J., Grabowski, S.,& Smith, K. (2003). Adult learning. In M.Orey (Ed.), Emerging perpective on learning, teaching, and technology.

Davis, C., Edmunds, E. & kelly-Bateman, mV. (2008). Connectivisim. In M.Orey (Ed.) Emerging perspective on learning, teaching, and technology.

Sunday, May 16, 2010

Calibration Indices

Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence.
Authors: Boekaerts, Monique, Rozendaal, Jeroen S.1 http://boekaerts@fsw.leidenunivn/
Source: Learning & Instruction; Oct 2010, vol.20 Issues 5, p.372-382, 11p
Document Type: Article

Subject Terms:

  • COGNITIVE ability
  • MATHEMATICS--Study & Teaching
  • STUDENTS --Psychology
  • PROGRAMMING (mathematics)

Abstract: The present study used mutiple calibration indices to capture the complex picture of fifth graders'' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after the problem solving) on calibration skills were investigated.

Learning Information Process and Theory

ir information research
vol. 14 no. 4, December, 2009

In search of credibilty: pupils' information practices in learning environments

Introduction. we aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine.

Method. An ethnographic study was conducted in an upper secondary school class, Methods included observations, group interviews and information seeking diaries in the form of blogs.
Analysis. The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory.
Results. The pupils make credibility assessments based on methods developed for traditional media where, for instance, instance, origin and authorship are important. They employ some user-created sources, notably Wikipeia, because these are easily available, but they are uncertain about when these sources should be considered credible.
Conclusions. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversitity of resources requires that pupils assess credibility for the particular situation in which they use information.

Sundin, O. & Francke, H. (2009). "in search of credibility: pupils' information practices in learning environments" Information Research, 14 (4) paper 418.[Availible at]

I find this resource valuable and becuase it gives me a different perspective on how students are taugh in Sweden. I also found nit resourceful for me because of the diverse media which we have to also assess its credibility. I also liked the fact taht the students are also using blogs, just as we are creating them.

Monday, May 10, 2010

Innovating Concepts

Innovating Concepts

Research Methods in Education

Key Concepts Boldof Reseach Methods
Survey research Leading questions
Survey designs Open-ended items
Cross-sectional designs Census
Longitual designs Telephone interviews
Trend study Selected-response items
Cohort study Pilot run
Panel study Likert Scale Cover letter Follower-ups Response rate
Ex post facto research Telephone interviews Interrater relibility
Casual-comparative research Intratater relibility Branching items
Correlation research Community reseach Status surveys