what was the muddiest concept in one of the readings?

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Individual Post #1 Instructions

Your task in this post is to respond to the three topic 1 readings.

Let your curiosity be your guide in how you respond, but here are some possible questions you might answer:

what was the muddiest concept in one of the readings?

what did you disagree with?

what was your ‘Aha!’ moment?

what do you want to learn more about?

…feel free to ask (and answer) your own question.

 

Many educators, both in public (K-12, higher ed) and private (corporate, non-profit) education systems have found themselves in a situation that requires them to think for the first time about how their learners access learning opportunities. Due to coronavirus and COVID-19, most public spaces have been physically closed, including schools and businesses of all kinds, but required to stay open to continue operations through some sort of technology. This has led to an inevitable question:

What is the best technology for education?

Some might think it is a learning management system, like Moodle, or D2L Brightspace, or maybe Zoom, or MS Teams, or AI. The list could go on for a very long time, as you may have experienced in the spring of 2020. The fact is, none of these technologies can do anything to teach. All of these technologies are completely reliant on the input of a caring and competent person to engage with the people on the other side of the ‘screen’, who are the learners. And that is a focus of this first topic in EDCI 339.

As you read Stommel (2018), think about ways that we are constrained by the technologies we use. For instance, where is this post displayed in CourseSpaces? Is that an ideal space? How does Moodle (the software that UVic calls CourseSpaces) and the technical infrastructure define how we interact with each other? With the content?

Second…

How can community develop in these remote and technologically mediated learning environments?

One strategy that we are employing in EDCI 339 is to have you work in Learning Pods (groups) so that you can have a smaller group of people with whom we hope you will connect and support during the course. This is a structure based on the practice of cooperative learning, a set of strategies that create the conditions for significant levels of interaction between learners in a course.

To help you get an idea of how this structure is theorized in higher ed, the topic 1 reading from Vaughan, Garrison, and Cleveland-Innes (2013)[chapter 1], (which is a free download!) describes the idea of a Community of Inquiry which consists of three presences:

· cognitive

· teaching

· social

Finally…

How should educators respond to the proliferation of “educational” technologies that are really just ways for corporations to steal learner work and data?

Your third reading this topic, (Regan & Jesse, 2019), explores the ethics of big data in educational environments. Why do we allow, no, why do we pay companies like TurnItIn to scrape learners’ work (assignments) through invasive surveillance only to have them profit from your work.

Identifying Milestones And Behavior Patterns

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Foundations of Child Development

Milestones Chart

 

  Theorist
  Maturation

Gesell

 Constructivism

Piaget, Vygotsky, Montessori, Bronfenbrenner

 Behaviorism

Pavlov, Skinner, Watson, Bandura
Domain Physical

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      
  Cognitive

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      
  Social

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      
  Emotional

Infants

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

      

 

 

 

   
© 2020 American College of Education 2

Gagne’s Suggestions For Optimal Conditions For Learning

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In your text, Driscoll highlights Gagne’s suggestions for optimal “conditions for learning” in each of his 5 areas of learning outcomes: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. (Note: these conditions are discussed on pp. 365-372.) Choose two of these areas of learning outcomes, and using original examples, apply some of Gagne’s suggestions for “external” conditions that instructors and other educators can arrange to support this outcome.

ONE FULL PAGE DOCUMENT

BOOK- Driscoll, M. P. (2005). Psychology of learning for instruction. Needham Heights, MA: Allyn and Bacon. 3rd edition

Successful Adult Team Learning

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During this Unit IP, you will be required to create and conduct a 2–4-hour lesson for one or more adults in a classroom or online course. You may choose to create and conduct a lesson for any type of adult on any topic that you wish. However, you must plan your time so that the actual administration of the lesson is completed with enough time to be able to address the evaluative areas of the final IP requirements.

Please note: Your lesson must be created and conducted “in real time,” which means you must actually design and implement in a real setting within the 2-week time frame of this unit. The reality of your project is a critical component for success of this unit and for future analysis steps to follow.

Some examples of topics include the following:

  • Starting a memoir
  • Motivating volunteers for conservation projects in your community
  • Pumping your own gasoline and paying for it at a convenience store where only English is spoken
  • Symbols in modern poetry as symbols in your life
  • Citizen-action groups of your city during World War II

You must consider the specific audience for your lesson. Some types of adult audiences include the following:

  • First-year college students
  • Beginning-level ESL learners
  • Inmates in a penal institution
  • Young adults in a GED program
  • Middle-aged adults in a GED program
  • Senior citizens in an Elderhostel program
  • Senior citizens in a class at a community center
  • Senior citizens in a class at a retirement home
  • Adults in a basic education program
  • Employees in a health care company

You are not restricted to the audiences or the topics in the above list.

To plan adequately and conduct your lesson on specific content for a specific audience, adhere to the following requirements:

  • Identify the learners who will participate in your lesson. Describe the needs and characteristics of these adult learners.
  • List the specific topic that the students will learn during your 2–4-hour lesson.
  • Create and include 1–2 terminal performance objectives for the lesson.
  • Objectives must be written in audience, behavior, condition, degree (ABCD) form and use Bloom’s Taxonomy with appropriate measurable verbs to align with specific Bloom’s cognitive level expectations.
  • Ensure that your objectives include the following attributes:
    • Learner-centered
    • Measurable (no use of “Know”, “Understand”, “Demonstrate understanding”, or “Learn,” none of which can be measured)
    • Appropriate for your adult learners
    • Appropriate cognitive level verbs for your content
  • Create and include 3 active learning activities.
  • Ensure that your active learning activities are as follows:
    • In alignment with the verbs of your terminal performance objectives
    • Appropriate for your adult learners
    • Appropriate for your content
  • If you plan to conduct your lesson for more than one learner, you may wish to include a pair or group activity.
  • Explain your rationale for determining the order in which the activities occur.
  • Using your plan for the active learning activities that you created, include the following:
    • Facilitate learning for one or more adult learners.
    • State the place that the lesson occurred and the exact time that the lesson began and ended.
  • Correctly use grammar, punctuation, spelling, and other mechanics of the English language.

Deliverable Length:  4-6 pages