The Doorway to Professional Learning Communities
I started this degree program in order to create another career opportunity. I thought it might be interesting to create learning tools. I have great interest in web design and had been teaching myself how to use Creative Design Suite, particularly Photoshop. I had no idea that it would entail learning about learning theories and methods of teaching. (I have been told in the past that I would make a terrible teacher.) So it is with great surprise that I have found some intriguing information from these first two weeks of class. It is surprising that educators are still formulating learning methods based on theories proffered by Socrates, Plato and Aristotle. One thing that stands out for me comes from the Timeline of the History of Learning. Marc Prensky has offered fresh ideas regarding how to address educating a new generation of learners by defining two distinct groups, “digital immigrants” (pre-1970 births) and “digital natives” (post-1970 births). Designing materials for these two groups would be definitely take different paths.
In looking at the blogs sites dedicated to Instructional Design, I have found a few that are intriguing. First there is Educational Technology and Mobile Learning (http://www.educatorstechnology.com/). This website/blog markets itself as ‘a resource of educational web tools and mobile apps for teachers and educators.’ It appears to me to be a storehouse of useful information that can be a reference in the future when actually designing learning tools. The layout is so busy it would take some time to go through it all.
Secondly, I came across ISD Instructional Systems Development (http://yogajoe56.wordpress.com/2013/09/08/discovering-isd/). This blog I found interesting in that author outlined the pros and cons of attaining a degree in Instructional Design. This blog was created on 9/8/13 so this is probably the first post. I plan to revisit this site to see what future comments arise.
The last site I found is Trendy Em (http://trendyem.wordpress.com/). I really like the look of her site and she has some salient information regarding application of what is expected for the design of learning tools.
I look forward to revisiting them all and maybe discovering some more and learning how to blog.
Reams of paper have been dedicated to research on the brain and learning. Understanding how the brain processes and retains information is critical to assisting in creating the best teaching methods. Marilee Sprenger has spent the past 15 years, Marilee Sprenger using brain-based teaching strategies to raise student achievement. She has outlined the following seven steps to assist students to perform better on standardized test:
Reach – start the lesson with a discussion relevant to the students
Reflect – students make a connection between the problem and what they already know
Recoding – students translate to their own words
Reinforce – students are giving feedback that will either reinforce information or correct misconceptions
Rehearsal – students get the opportunity to review what they have learned. It is possible that some may need a new reach or reflect. Rehearsals can continue for some time in order to give students the chance to ruminate over and recode information. At this time, methods can be incorporated to encourage higher levels of thinking.
Reviews – students are then subjected to a review to ascertain how much information has been retained.
Retrieval – How much of the new information can be retrieved and applied (Sprenger )
Storing information and retrieving it is one aspect of learning, we must take that a step further to processing information in order to solve problems. This type of processing involves a higher level of thinking. There have been several models proffered to describe the problem-solving process among them:
General Problem Solver – two sets of processes, understanding and search processes
IDEAL problem solver – a uniform process that goes from identifying and defining the problem to exploring and acting on strategies to evaluating the results.
The methods by which problems are solved are not homogeneous, like the varying problems themselves, there are a myriad of ways to reach a solution. ‘The ability to solve problems is a function of the nature of the problem, the way that the problem is represented to the solver, and a host of individual differences that mediate the process.’ (Unknown)
Reading these websites has illuminated for me the need for true understanding of learning theories and how they may be applied to instructional design.
Sprenger , M. (n.d.). Brain-Friendly Teaching: From Sensory to Long-Term Memory . Retrieved September 15, 2013, from Education World: http://www.educationworld.com/a_curr/profdev/profdev156b.shtml
Unknown. (n.d.). Toward a Meta-Theory of Problem Solving. Retrieved September 15, 2013, from Problem Solving: http://web.missouri.edu/jonassend/problems.htm
My name is Nezeree Moore and we share the same class this session. I have subscribed to follow your blog which looks great.
I look forward to following your blog for the Distance Learning class! We are in the same group.
I rarely comment, but i did some searching and wound up here Comments
| DiDi’s Musings. And I do have a few questions for you if you usually do not mind.
Is it simply me or does it seem like some of these responses come across as if they
are coming from brain dead individuals? 😛 And, if you are posting on other social sites,
I’d like to follow anything fresh you have to post.
Would you list of the complete urls of your public pages like
your Facebook page, twitter feed, or linkedin profile?
HI Dierdre, Just wanting you to know that I have subscribed to your blod and will be following it
I just wanted you to know that I have subscribed to and will be following your blog.
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