Category 1:
“we may be witnessing the emergence of what has been called the learning society” Page 25
I have not given much thought to the evolving ways of education until given this chance to research and spend time reflecting on different learning theories and education options. I realize now that I am not only a part of the learning society I can also contribute to the learning society by increasing my knowledge and understanding of how to provide students with alternative learning opportunities and new ways of engaging and collaborating with others to enhance learning.
The above quote has proved to me that the more effort that educators put into their learning the better experience for students taking their course. It is very important for educators to keep current with technology and trends in education. The better I understand the different ways students learn the more I can contribute to the “learning society”.
The learning society can be described as self-directed, self-motivated, resourceful e-learners. The learning society is also described as individuals who are lifelong learners who consider education as an activity not a place. The learning society has come about due to the increased risk of job security in our society, continued changes in technology and our need as a society to continue to learn in order to be productive and competitive in the workforce. The Cisco video on the subject of learning society is well done and clearly describes the changing world of learning. The concept that every society has a contribution to make, a responsibility to engage and an opportunity to inspire is fascinating.
The increased popularity of MOOC's (massive open online courses) is quite an interesting trend. I have not taken part in one of the many offerings but I plan to take part in a course in the future. I hope to better understand the process as a student in a massive online learning environment and apply what I learned to my own small scale curriculum.
I have been a student on and off for 10 years, taking primarily on-line courses due to my ability to learn at my own pace and still work and raise a family. I hope that it is making a difference in my job security, earning potential, setting a good example for my children and providing a better learning experience for my students.
Cisco Systems Inc. (2010). “The Learning Society”. Retrieved September 20, 2013, from Cisco Systems Inc.: http://www.cisco.com/web/about/citizenship/socio-economic/docs/LearningSociety_WhitePaper.pdf
http://www.youtube.com/watch?v=aaa9CwS2BIc
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
This video is a must see:
“we may be witnessing the emergence of what has been called the learning society” Page 25
I have not given much thought to the evolving ways of education until given this chance to research and spend time reflecting on different learning theories and education options. I realize now that I am not only a part of the learning society I can also contribute to the learning society by increasing my knowledge and understanding of how to provide students with alternative learning opportunities and new ways of engaging and collaborating with others to enhance learning.
The above quote has proved to me that the more effort that educators put into their learning the better experience for students taking their course. It is very important for educators to keep current with technology and trends in education. The better I understand the different ways students learn the more I can contribute to the “learning society”.
The learning society can be described as self-directed, self-motivated, resourceful e-learners. The learning society is also described as individuals who are lifelong learners who consider education as an activity not a place. The learning society has come about due to the increased risk of job security in our society, continued changes in technology and our need as a society to continue to learn in order to be productive and competitive in the workforce. The Cisco video on the subject of learning society is well done and clearly describes the changing world of learning. The concept that every society has a contribution to make, a responsibility to engage and an opportunity to inspire is fascinating.
The increased popularity of MOOC's (massive open online courses) is quite an interesting trend. I have not taken part in one of the many offerings but I plan to take part in a course in the future. I hope to better understand the process as a student in a massive online learning environment and apply what I learned to my own small scale curriculum.
I have been a student on and off for 10 years, taking primarily on-line courses due to my ability to learn at my own pace and still work and raise a family. I hope that it is making a difference in my job security, earning potential, setting a good example for my children and providing a better learning experience for my students.
Cisco Systems Inc. (2010). “The Learning Society”. Retrieved September 20, 2013, from Cisco Systems Inc.: http://www.cisco.com/web/about/citizenship/socio-economic/docs/LearningSociety_WhitePaper.pdf
http://www.youtube.com/watch?v=aaa9CwS2BIc
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
This video is a must see:
Category 4
“Motivation to learn is intrinsic; it emanates from the learner.” Page 282
Why am I taking the PIDP 3100 course? Is my motivation intrinsic or extrinsic? In order for me to understand this quote it is important to first ask these questions of myself.
I signed up for PIDP 3100 for professional development, to continue working as an instructor, to improve my teaching abilities and to satisfy my employer by continuing my education. The obvious external reward is money and job security, thereby making these reasons extrinsic motivation. On the other hand intrinsic motivation is taking place. I am finding this course interesting, challenging, and I like the feeling of accomplishment. I understand that my motivation to learn is not just extrinsic or intrinsic but an interesting combination of the two.
The YouTube video below called Intrinsic Motivation in Online and Blended Learning has ideas to help motivate students who are taking online courses. As an instructor this is helpful guide and one I will be referring to during my semesters.
Humanistic Psychology (Maslow 1970) states that self actualization is the goal of learning, educators should strive to bring this about. In order to get to self-actualization also known as the top of the pyramid, you need to have everything else in line including physiology, safety, love, and self-esteem. Self-actualization is intrinsically motivated and is described as our desire to learn and grow. The video presentation by Dan Pink called The Puzzle of Motivation is fascinating. I am surprised that intrinsic motivation is found to be more productive and beneficial. This point is very important as an instructor and to be able to encourage intrinsic motivation by providing encouragement, praise, modeling, goal setting and direction.
I have already used this in discussion with a couple of students by not mentioning the cost of the course or the lack of a good grade but discussing their goals, giving them encouragement and suggesting organizational tools to help them achieve their full potential.
“Motivation to learn is intrinsic; it emanates from the learner.” Page 282
Why am I taking the PIDP 3100 course? Is my motivation intrinsic or extrinsic? In order for me to understand this quote it is important to first ask these questions of myself.
I signed up for PIDP 3100 for professional development, to continue working as an instructor, to improve my teaching abilities and to satisfy my employer by continuing my education. The obvious external reward is money and job security, thereby making these reasons extrinsic motivation. On the other hand intrinsic motivation is taking place. I am finding this course interesting, challenging, and I like the feeling of accomplishment. I understand that my motivation to learn is not just extrinsic or intrinsic but an interesting combination of the two.
The YouTube video below called Intrinsic Motivation in Online and Blended Learning has ideas to help motivate students who are taking online courses. As an instructor this is helpful guide and one I will be referring to during my semesters.
Humanistic Psychology (Maslow 1970) states that self actualization is the goal of learning, educators should strive to bring this about. In order to get to self-actualization also known as the top of the pyramid, you need to have everything else in line including physiology, safety, love, and self-esteem. Self-actualization is intrinsically motivated and is described as our desire to learn and grow. The video presentation by Dan Pink called The Puzzle of Motivation is fascinating. I am surprised that intrinsic motivation is found to be more productive and beneficial. This point is very important as an instructor and to be able to encourage intrinsic motivation by providing encouragement, praise, modeling, goal setting and direction.
I have already used this in discussion with a couple of students by not mentioning the cost of the course or the lack of a good grade but discussing their goals, giving them encouragement and suggesting organizational tools to help them achieve their full potential.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
http://blog-next.learnboost.com/10-super-quick-and-easy-ways-to-intrinsically-motivate-your-students/
http://blog-next.learnboost.com/10-super-quick-and-easy-ways-to-intrinsically-motivate-your-students/
Category 3:
"effective learning does not follow from a positive experience but from effective reflection." page 115
Transformational learning theory has four main points that include experience, critical reflection, reflective discourse, and action. According to Mezirow (2000), there are three types of reflection. Content reflection refers to an actual experience, Process reflection is related to problem-solving strategies and Premise reflection allows us to compare and reflect on what we once knew to what we now understand. The video below helped me to better understand this learning theory as it has many variables.
"effective learning does not follow from a positive experience but from effective reflection." page 115
Transformational learning theory has four main points that include experience, critical reflection, reflective discourse, and action. According to Mezirow (2000), there are three types of reflection. Content reflection refers to an actual experience, Process reflection is related to problem-solving strategies and Premise reflection allows us to compare and reflect on what we once knew to what we now understand. The video below helped me to better understand this learning theory as it has many variables.
As an instructor I understand the importance of critical thinking and know that it is vital in the process of learning and successful outcomes. I want to promote critical thinking and am interested in finding new ways to help students. The faculty focus article on critical thinking, has several ideas including setting an example, utilizing additional resources, soliciting opposing views, and asking open ended questions.
The ability to encourage and create critical learning in a classroom is easier said than done. This component will be one that I will need to continue to work on and experiment with in order to better understand how to implement this into my courses.
I am becoming a better student and continue to think more critically as I navigate through this course. I hope that this process will enable me to encourage students down the same path.
http://www.facultyfocus.com/articles/effective-teaching-strategies/the-instructors-challenge-moving-students-beyond-opinions-to-critical-thinking/
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Category 2:
"Motivation and responsibility are reciprocally related and both are facilitated by collaborative control of the educational transaction" page 115
Initiative and responsibility are required in order for successful self-directed learning to take place. Adult learning is mostly voluntary and requires the learner to be curious, self-disciplined and goal oriented. Garrison's (1997) model called the dimensions of self-directed learning, start with motivation, continue to responsibility and control, which contributes to self-directed learning.
People take part in Self-Directed Learning for many reasons such as continued education requirements from employers, unemployment, and hopes of increased salary. Some adults enjoy challenges and learning and have not stopped their education process.
The SDLRS (Self Directed Learning Readiness Scale) is used in many organizations in order to verify a personality type or a fit for a job or relationship. According to the results of this scale one of the many components of self directed learners include taking responsibility for their own learning.
Should tests be given to students who are new to online or self-directed learning? I wonder if this should be addressed at an administrative level to gauge student success? Research should continue in assessing student readiness for self-directed learning. How come some students cannot succeed in a self-directed learning environment? What can I do as an instructor to provide a better environment and give encouragement to students who are struggling to be successful?
Intrinsic motivation seems to be at the center of this quotation. As an instructor I will need to continue to help students by providing feedback, modeling, encouragement, and caring. The student may need to be reminded of their goal as they proceed through the course in order to keep motivation and responsibility on track.
I can see how Albert Bandura's Social Cognitive Theory is a factor in the above quotation. In order to be motivated you must have high self-efficacy, personal responsibility, self-discipline, and enjoyment of learning. This video on self-efficacy is very inspiring and a reminder to me that motivation comes from within.
The ability to encourage and create critical learning in a classroom is easier said than done. This component will be one that I will need to continue to work on and experiment with in order to better understand how to implement this into my courses.
I am becoming a better student and continue to think more critically as I navigate through this course. I hope that this process will enable me to encourage students down the same path.
http://www.facultyfocus.com/articles/effective-teaching-strategies/the-instructors-challenge-moving-students-beyond-opinions-to-critical-thinking/
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Category 2:
"Motivation and responsibility are reciprocally related and both are facilitated by collaborative control of the educational transaction" page 115
Initiative and responsibility are required in order for successful self-directed learning to take place. Adult learning is mostly voluntary and requires the learner to be curious, self-disciplined and goal oriented. Garrison's (1997) model called the dimensions of self-directed learning, start with motivation, continue to responsibility and control, which contributes to self-directed learning.
People take part in Self-Directed Learning for many reasons such as continued education requirements from employers, unemployment, and hopes of increased salary. Some adults enjoy challenges and learning and have not stopped their education process.
The SDLRS (Self Directed Learning Readiness Scale) is used in many organizations in order to verify a personality type or a fit for a job or relationship. According to the results of this scale one of the many components of self directed learners include taking responsibility for their own learning.
Should tests be given to students who are new to online or self-directed learning? I wonder if this should be addressed at an administrative level to gauge student success? Research should continue in assessing student readiness for self-directed learning. How come some students cannot succeed in a self-directed learning environment? What can I do as an instructor to provide a better environment and give encouragement to students who are struggling to be successful?
Intrinsic motivation seems to be at the center of this quotation. As an instructor I will need to continue to help students by providing feedback, modeling, encouragement, and caring. The student may need to be reminded of their goal as they proceed through the course in order to keep motivation and responsibility on track.
I can see how Albert Bandura's Social Cognitive Theory is a factor in the above quotation. In order to be motivated you must have high self-efficacy, personal responsibility, self-discipline, and enjoyment of learning. This video on self-efficacy is very inspiring and a reminder to me that motivation comes from within.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
http://www.bizjournals.com/dayton/stories/2008/06/30/smallb2.html?page=all
http://lpasdlrs.com/ Retrived: October 2, 2013
http://www.bizjournals.com/dayton/stories/2008/06/30/smallb2.html?page=all
http://lpasdlrs.com/ Retrived: October 2, 2013