Lions and tigers and _isms, OH MY!

Here it is, week 7 of my Instructional Design course.  I look back at what I knew before I began learning about _isms, not-quite-_isms, and the people who came up with these learning theories.  In this course, I didn’t learn a whole lot more about how I learn, but I am better able to talk about how people learn.  I came to this course with an inherent knowledge of learning styles, but now I can put a name to the different learning theories and learning styles.

I found it quite interesting to learn about multiple intelligences, particularly the fact that everyone has some level of each intelligence.  It is important to nurture various intelligences, especially those that are less developed.

Growing up in the 90’s, I saw technology slowly move into my education.  It started as a way to do research and write reports.  Now it has encompassed my entire learning environment at Walden University.  Communication, data storage… it’s indispensable to my online learning experience.

How I Learn

When I am seeking information about something work-related, such as electricity or energy efficiency, the first thing I do is turn to a coworker to see if they have already researched the topic.  I have learned a great deal of information from my coworkers.  Often times, one of us will then seek more information on the internet.  If I am wondering about something relatively foreign, one thing I like to do is start with a Google search.  This usually brings up a Wikipedia article that I can use to learn key phrases to help me better formulate my question.  For work, I do a lot of research on websites such as Department of Energy, Energy Information Administration, and Canada’s Energy Kids site.  I have grown to trust these sites for their data and factual information.

Once I have figured out the answer to my question, or at least learned a bit more, I will typically tell my coworker(s) about my findings.  We tend to spend a good deal of time bouncing ideas back and forth, seeing if the new information makes sense and how it applies to our work.  I also usually write an email to all the people on our staff (there are only six of us!) describing what I have learned.  Since we are teaching kids about energy efficiency and electricity, it helps to share in this way.  You never know what a student may ask, so more pertinent knowledge is a good thing!

When I compare what I just wrote to the basic principles of connectionism (Davis et al., 2008), I see many parallels.  For example, when I discuss issues with my coworkers, I am learning by hearing about their different experiences and opinions.  That being said, I do not rely wholly on people for my learning, as my own experiences have been a powerful learning resource.  I am constantly learning about new connections between different topics – energy and the environment, for example – and trying to impart those connections to my students, too.  As mentioned before, I am constantly learning new information.  We all see technology changing before our eyes, but what also changes is our understanding of different topics.  To be a life-long learner is to continually evaluate one’s prior knowledge as it pertains to new information learned.

Resources

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 11 October 2010, from http://projects.coe.uga.edu/epltt/.

My Learning Connections

In reflecting on connectivism, I have been thinking about the different ways I go about learning new information.  I have identified three main avenues: people, technology, and printed media.  Below is a mind map that I created to illustrate my learning connections.

Creative Thinking About Creativity

At times, I have been an artist, but I am not an artist right now.  I am going through a creativity drought.  Or am I?  I encounter problems all day, every day.  The road I usually take is closed due to construction.  My oven gets up to 425^oF when it’s only set at 350^oF.  However mundane, most every problem I experience needs a creative solution.  I call myself thrifty and scrappy, with a hint of Yankee Ingenuity.  In other words, I AM creative.

Can Creativity be Planned?

In his 1996 article, Models for the Creative Process, Paul Plsek looks at several step-by-step models for fostering creativity in problem solving.  The Wallas and Barron models are simple 4-step plans to build creativity.  But Plsek argues that they are also vague.  He then discusses other models, such as Rossman’s Creativity Model and Osborn’s Seven Steps for Creative Thinking, which give more detail and make creativity seem less magical and more achievable. The graphic below my way of comparing two such models.

Integrating Movement to Spark Creativity

Rae Pica, an expert in the field of movement and early childhood education, wrote an article in YC: Young Children in 2009.  Can Movement Promote Creativity? explains how she encourages problem-solving through movement.  That’s not to say that we should just encourage students to run around in circles all day long.  Pica suggests that having students come up with multiple solutions to a problem promotes divergent thinking.  One example she gave was when she asked preschoolers to show her a number of ways to go from one end of a balance beam to the other.  Encouraging all solutions leads students to continue developing these creative thinking skills rather than trying to solve the problem the “right” way.

References

Pica, R. (2009). Can movement promote creativity? YC: Young Children, 64(4), 60-61. Retrieved September 19, 2010 from EBSCOhost online database (Education Research Complete, 43385524)

Plsek, P. (1996). Working paper: models for the creative process. Directed Creativity. Retrieved September 19, 2010 from the World Wide Web: http://www.directedcreativity.com/pages/WPModels.html

A Few Instructional Design Resources

I have known about blogging for several years.  I have read a few blogs here and there, blogged "as my cat" a couple of times on MySpace, and even tried to (unsuccessfully) set up an RSS feed.  One thing I never thought of doing was using blogs for my professional development.  How is it that I can be out in cyberspace for hours each day without stumbling upon a blog that's relevant to my profession?  The good news: they're out there.  I have reviewed a few such blogs and will describe them here.

Sasha's e-learning blog
Sasha Scott is a British freelancer specializing in Instructional Design and e-Learning.  His blog is highly focused, showing the reader how to use multimedia to improve the presentation of information.  He takes a simple idea, providing conservation information about five threatened and endangered animals, and shows to to make the information more interactive, absorptive, and entertaining.  In his posting, "Interaction and pictures and stuff: who needs it? - Part I," Sasha outlines the benefits of using graphics with text.  In older posts, he shows the reader how to turn ordinary photos into interactive "carousels" and
"filmstrips."

Instructional Design & Development Blog
This blog is published by the Instructional Design & Development Department of DePaul University.  It includes postings from several writers, including faculty, staff, and students.  One posting that caught my eye was written by Emily Stone.  "I Don't Need a Learning Management System - I Teach Face-to-Face" reveals research showing that students expect their instructors to use the online environment in addition to their face-to-face teaching.  Stone gives examples of what students expect: support from instructors online, relevant web resources, online forums, and electronic class materials.  She goes on to describe some ways to migrate a technologically void course closer to the electronic learning environment.

INSPIRE 2 LEARN
Richard Watson is an Instructional Designer who assists other Instructional Designers and people looking to present content more effectively.  One posting, "Basic Competencies for Instructional Designers," listed a number of KSA's (knowledge, skills, and abilities) that a good Instructional Designer should embody.  He also elicited responses from readers, asking for suggestions on other important skills.  "Nine E-Learning Warning Signs" lists a number of pitfalls to watch out for when designing online learning opportunities.  All these lists left me hungry to learn more, and while he doesn't elaborate much in his blog, he does include resources from time to time.

Hello, and Welcome to my Blog!

My name is Stefany and I work for Maine Energy Education Program.  This week, I embarked on an intellectual journey, thanks to my "travel agent," Walden University.  I am enrolled in their Instructional Design Certificate program, which is really convenient because it's all online.  I've found the coursework, readings, and discussion to be great, too.  This blog is a long-term assignment.  I hope you enjoy it and find it useful!