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Dr. Hazari,
Thank you for your response and reference. I found the following regarding your questions on variables to consider when teaching via online. Moore explains that "teachers must be mentors, subject matter experts, counselors and social psychologists" as well as “understand social forces and theoretical thoughts for effective classroom teaching." He explains that "effective teachers must engage in quality planning and preparation, prepare a positive classroom environment, use proven instructional techniques and exhibit professional behavior and take into account student needs, differences, and abilities.
I agree with Moore that teachers are more than just providers of facts and figures. but more than this, a significant influence on overall personal and professional development of the student. I interpret Moore as promoting a truly more holistic approach to teaching, even mentoring and guiding each student as much as time and resources permit.
Ruben
Reference:
Moore, K., Effective Instructional Strategies: From Theory to Practice, 2nd Edition Sage, 2008
Sunday, January 31, 2010
Professor Responds
Sunil Hazari 28 Jan 10 8:28 AM MST
Ruben,
You have provided good information from a student's perspective. Now let's pair this with the instructor's perspective so we can form a picture of the whole enviornment and variables needed for it to be effective.
Moore (2005) writes that the constructivism approach requires teachers to re-think teaching. No longer are students to be thought of as an empty vessel to be filled. Instead of focusing on memorization and fill in the blank definitions, students are encouraged to seek understanding of concepts themselves. Active techniques such as “real world problem solving” are strategies that enable students “. . . to create more knowledge and then to reflect on and talk about what they are doing and how their understandings are changing” (Moore, 2005, p. 11).
What lessons will you take away from this, if, say, you were to teach an onlne class?
Moore, K. (2005). Effective instructional strategies: From theory to practice. Thousand Oaks, California: Sage Publications.
Respond
Ruben,
You have provided good information from a student's perspective. Now let's pair this with the instructor's perspective so we can form a picture of the whole enviornment and variables needed for it to be effective.
Moore (2005) writes that the constructivism approach requires teachers to re-think teaching. No longer are students to be thought of as an empty vessel to be filled. Instead of focusing on memorization and fill in the blank definitions, students are encouraged to seek understanding of concepts themselves. Active techniques such as “real world problem solving” are strategies that enable students “. . . to create more knowledge and then to reflect on and talk about what they are doing and how their understandings are changing” (Moore, 2005, p. 11).
What lessons will you take away from this, if, say, you were to teach an onlne class?
Moore, K. (2005). Effective instructional strategies: From theory to practice. Thousand Oaks, California: Sage Publications.
Respond
Wednesday, January 27, 2010
Social constructivism and Elearning
Learning from the environmental influences is continuous and deeply rooted in an individual’s mind. Vygotsky’s key theoretical points seem to revolve around this common theme. Environmental factors such as family structure, socio-economic status, language, symbols, norms, and rules of behavior all teach a child how to cope, survive, and thrive in a particular setting. (Ormrod, J., et al, 2009)
Traditional students are provided with the ideal tools to learn problem-solving skills that they encounter in their roles as students and citizens in varied social settings and circumstances. Learners have personal interaction with instructors and fellow students. The more that zone of proximal development is enriched with new and positive settings, the more one expands that zone in productive and effective instruction through guidance and positive role modeling (Ormrod, 2009). For the student, this role modeling may come from leaders of community organizations such as private businesses and public entities as well as non-profit organizations.
I think that online university settings are examples of those environmental influences that provide choices to students for their academic success. I believe that online instruction, when effectively administered, does become an influence for higher learning within the student’s “zone of proximal development”.
Elearning provides the learner those lessons that can enhance personal awareness, understanding and self-realization as well as the transfer of these skills into the professional setting. However, online instruction does not provide the opportunity for personal contact and communication among classmates. I think much is lost without personal communications, but I think that increased focus on subject matter is gained.
During the past several months I have been a member of this online social circle, in this and a previous course. The communications have been meaningful and helpful to my understanding theories relating to organizational change, leadership and culture as well as learning theories. Most of my reflections have included personal insights shared by my classmates and professor.
In this context, I can say that online learning with its discussions format has given opportunity for interpersonal communications in a social setting. It includes reciprocal teaching, peer review, and problem-based instruction (Kim, 2001) along with required readings, viewings and interactions. Online instruction has had a positive impact on the enhancement of my own learning process.
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Video: Ormrod, J., “Theory of Social Cognitive Development” (2010)
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Traditional students are provided with the ideal tools to learn problem-solving skills that they encounter in their roles as students and citizens in varied social settings and circumstances. Learners have personal interaction with instructors and fellow students. The more that zone of proximal development is enriched with new and positive settings, the more one expands that zone in productive and effective instruction through guidance and positive role modeling (Ormrod, 2009). For the student, this role modeling may come from leaders of community organizations such as private businesses and public entities as well as non-profit organizations.
I think that online university settings are examples of those environmental influences that provide choices to students for their academic success. I believe that online instruction, when effectively administered, does become an influence for higher learning within the student’s “zone of proximal development”.
Elearning provides the learner those lessons that can enhance personal awareness, understanding and self-realization as well as the transfer of these skills into the professional setting. However, online instruction does not provide the opportunity for personal contact and communication among classmates. I think much is lost without personal communications, but I think that increased focus on subject matter is gained.
During the past several months I have been a member of this online social circle, in this and a previous course. The communications have been meaningful and helpful to my understanding theories relating to organizational change, leadership and culture as well as learning theories. Most of my reflections have included personal insights shared by my classmates and professor.
In this context, I can say that online learning with its discussions format has given opportunity for interpersonal communications in a social setting. It includes reciprocal teaching, peer review, and problem-based instruction (Kim, 2001) along with required readings, viewings and interactions. Online instruction has had a positive impact on the enhancement of my own learning process.
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Video: Ormrod, J., “Theory of Social Cognitive Development” (2010)
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Sunday, January 10, 2010
Selected Blogs for Instructional Design
The first blog site I am discussing is eLearning Technology (http://elearningtech.blogspot.com/2006/02/what-is-elearning-20.html). This site seems to have an extraordinary abundance of articles, information, and links to the on-line learning industry. It is owned by Tony Karr, CEO/CTO of TechEmpower, an on-line learning service bases in Los Angeles, California. One article in this blog is on ‘personal learning environment’. Personal knowledge management is interesting for me because I am in the process of planning the implementation of a long-range training plan to provide in-service training for my 25 medical instructors. The idea of individual knowledge management seems like an idea worth looking into. Too often we provide company sponsored in-service training without seeing the benefits to efficiency within the program. I am interested in introducing the idea of self-managing knowledge to my peers. (http://elearningtech.blogspot.com/2007/05/personal-learning-environment-ple.html#ixzz0cGUFE8Qa)
The second blog site is IDEAS: Instructional Design for eLearning Approaches (http://ideas.blogs.com). This site is owned by Mr. Ferdinand Kraus of Ontario, Canada.What I found most interesting was an introduction to the ‘Seven Principles of Effective Teaching’ attributed to Chickering & Gamson (1987). These seven principles include: 1) encouraging contact between students and faculty; 2) developing reciprocity and cooperation among students; 3) giving prompt feedback; 4) emphasizing time on task; 5) encouraging active learning; 6) communicating high expectations, and ; 7) respecting diverse talents and ways of learning. Another interesting post concerns the Knowledge Media Design Institute (KMDI) from the University of Toronto which “conducts research in all areas of knowledge media design”. KDMI is described as “an exemplar for the design, production and sharing of knowledge” with a “human centered design philosophy”. Our school, Southwest Career College, has earned the necessary monetary resource for implementing state of the art technologies. However, the human factor must be paramount when we consider how we will spend these resources.
The third blog site is entitled ‘Living In Learning’ (http://livinginlearning.ning.com). This site caught my attention because I have recently discovered the concepts of “knowledge workers” and “learning organizations”. It appears to have posts from medical experts discussing various issues in clinical medicine as well.
The second blog site is IDEAS: Instructional Design for eLearning Approaches (http://ideas.blogs.com). This site is owned by Mr. Ferdinand Kraus of Ontario, Canada.What I found most interesting was an introduction to the ‘Seven Principles of Effective Teaching’ attributed to Chickering & Gamson (1987). These seven principles include: 1) encouraging contact between students and faculty; 2) developing reciprocity and cooperation among students; 3) giving prompt feedback; 4) emphasizing time on task; 5) encouraging active learning; 6) communicating high expectations, and ; 7) respecting diverse talents and ways of learning. Another interesting post concerns the Knowledge Media Design Institute (KMDI) from the University of Toronto which “conducts research in all areas of knowledge media design”. KDMI is described as “an exemplar for the design, production and sharing of knowledge” with a “human centered design philosophy”. Our school, Southwest Career College, has earned the necessary monetary resource for implementing state of the art technologies. However, the human factor must be paramount when we consider how we will spend these resources.
The third blog site is entitled ‘Living In Learning’ (http://livinginlearning.ning.com). This site caught my attention because I have recently discovered the concepts of “knowledge workers” and “learning organizations”. It appears to have posts from medical experts discussing various issues in clinical medicine as well.
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