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Tag: Media

  • Constructionism Research Approaches

    How hard is it to develop a research method that both matches your theory and created curriculum? What was simple and what was difficult? It is difficult to consider how to best employ a research method to study a constructionism approach to online learning. The difficulty lies in the ability to provide a flexible or free approach to learning and at the same time foster increased engagement. Ackermann’a (2011) analysis of Papert’s theory of constructionism focuses on the “art of learning.” Improved communication technologies foster an increase in the ability for an audience to feel a sense of connectedness, which provides depth to the overall learning experience. Creating an environment that provokes discourse and produces a variety of perspectives promotes a change in thinking or knowledge transformation, improved cognitive presence. It is necessary that an instructor of facilitator to assist a community in exchanging perspectives or experiences. A mixed methods research approach would best accommodate a study related to my theory of learning. During the last week, I have developed an improved understanding of the differences of constructivism and constructionism. I believe in the importance of community and the role of energy that such a community produces to improve the overall cognitive experience. From a research perspective, measures in frequency of communication within the social learning community, video reflections, and interviews could provide an in depth look into how an online community best serves to meet professional development needs of teachers. Many MOOCS in existence fail a way for learners to express their ideas to a larger community. What are the perspectives of K12 teachers Ackermann (2004) correctly points out that knowledge transformation occurs as learners express or reflect using media to a larger community. Media does matter, and how that media is used within an online course also matters (Ackermann 2004). Papert’s Instructional Software Design Project utilized a mixed methods approach with fourth grade math course. A mixed method approach would best explore how learners create personal meaning through reflections shared within a social environment. The frequency and richness of such artifacts could be explored in greater depth.

    Ackermann, E. K. (2004). Constructing knowledge and transforming the world.A learning zone of one’s own: Sharing representations and flow in collaborative learning environments, 1, 15-37.

    Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference. Future of learning group publication, 5(3), 438.

    Harel, I., & Papert, S. (1990). Software design as a learning environment.Interactive learning environments, 1(1), 1-32.

    Stager, G.,S. (2007). Towards the construction of a language for describing the learning potential of computing activities.Informatics in Education, 6(2), 429Image

  • Learning with Media Reflections

    After reviewing Robert H. Kozma’s (1991) article entitled “Learning with Media,” I am convinced that the continued evolution of learning technologies and instructional design will further the need to scientifically explore how media influences the learner. Systemic and theoretical research approaches continue to provide insight on how media is influencing the learner’s ability to connect working memory to long term memory using images, both printed and electronic textbooks, video, gaming, social media, and other forms of hypermedia. Strategic targeting of needs to diverse learners to aide in academic growth using media provides the instructor with the ability to address a variety of abilities and learning styles.

    Including the arts element in an integrated STEM approach, (science, technology, engineering, and math), can aide in a greater understanding of how academic vocabulary applies to the topic at hand. Students conduct research of a term and create an artistic expression from their prior research. This activity deepens the learning experience to connect long term memory to working memory. Digital technologies and mediums can provide for the activity to be more engaging, allow for the student to teach others, and contributes to the overall learning process.

    STEAM ideas

    Kozmo is accurate in identifying how video, television, technologies provide a window of “cognitive engagement” (p. 194). Students strive to understand why content is important. Good teaching can occur when students understand that the subject at hand has a purpose. Teachers must explain how objectives and materials connect to real world scenarios that learners can relate to. Media allows for learners to become exposed to a variety of perspectives, encouraging critical thinking skills that are much needed. Ignoring technologies and media’s role in the learning process is prevents all stakeholders from the ability to tap into rich learning experiences. Media can both add or take away from a learners cognitive ability. Teachers still lack training and knowledge on how to design instruction that foster media related decisions. Teachers must also be empowered with the ability to be creative in the classroom and model life long learning.

    References

    Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ429464&site=ehost-live&scope=site

  • Reflecting on Richard E. Clark’s Reconsidering Research on Learning from Media

    Just as there are many types of vehicles or modes of transportation in the world, there are many varieties of media and tools that can aide students to become both a producer and consumer of knowledge. In reviewing Richard Clark’s (1983) article entitled “Reconsidering Research on Learning from Media”, I found many interesting parallels to current discussions regarding quality and reliability of online media content.

    Clark (1983) stated that “media does not influence learning or student achievement under any circumstances.” He offers the analogy of media as a vehicle “delivering instruction” and compares media’s role to that of a “grocery truck delivering nutritious food.” Clark suggests that research scientists concentrate on media attributes to instructional design, attitudes towards media, and focus on instructional methods instead of media.

    The problem with Clark’s analogy, is found in the many generalizations. If the truck has a higher operation cost, that passes the cost to the consumer who now can’t afford quality food.

    In 1983, the world did not have the choices and technologies available today. Students are now not only consumers of media, but have the ability to contribute content to a global audience. The questions surrounding the issues of media are more complex. Nutritional content, accessibly, ease of intake, research, creation tools, and ease of feedback offer students new opportunities and learning approaches that were previously unavailable.

    Clark is correct in his assessment on the importance of the quality of instruction. The teacher is the most important contributor and can greatly influence learning. Another famous Clarke (1980) stated in Electronic Tutors, “Any teacher who can be replaced by a computer….should be”.

    Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=18880403&site=ehost-live&scope=site

    Clarke, A. (1980). Electronic tutors .