Adult Learning: Misconceptions and Analysis

Adult Learning: Misconceptions and Analysis

Hello there!

In EDU 643 we learned about theories of adult learning how to apply within our own environments. To display the growth of knowledge I have learned in about eight weeks, I have embedded a presentation about my misconceptions and theories to dispel my misconceptions. It’s been and interesting eight weeks. The links are below.

Thanks,

Amanda

Final Project Paper on Misconceptions about Adult Learning

Misconceptions about adult learning presentation

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Reflections Through the Connections

Reflections Through the Connections

Throughout this course, many of the concepts and theories that have been covered have had a significant impact on my personal and professional life. The concepts I connected most with were social context, motivation and emotions and hidden games.

Motivation and Emotion

Motivation and Emotions play an important part of my personal and professional life. These concepts go hand in hand in fulfilling my goals life. Through our readings, the roles of motivation and emotions really connected with me through Houde’s (2006) socioemotional selectivity. Parts of my motivation for my degree is connected my feelings of time constraint as my life and family is moving forward, I want to complete this degree not only for my own satisfaction and my desire to advance my career but I want to do something that will ultimately benefit my family. Despite my socioemotional selectivity, I wonder if how strong my motivations and emotions will be and will continue as I venture on with degree? Will I still be able to balance my motivation for education and my complicated family life? Does socioemotional selectivity still hold up if my emotions change? I will probably have to look into more research about it.

effort

source

 

Social Context

According to Brofenbrenner’s microsystem and mesosystsems (n.d.) these systems are provide our social context for our learning. As a mother, I am providing a microsystem for my children for learning manners, values and social cues. They in turn are taking what they have learned from my husband and I to their mesosystem at their daycare center. Some questions that arise with Brofenbrenner’s theory are what if your microsystem is horrible? What if the values and social cues you learn clash with mesosystems, macrosystems and exosystem? Which system, if any, can change the learners’ experience with their own social context? Does that outside system become a learner’ s new microsystem?

Hidden Games

Perkins (2009) thoroughly discusses learners discovering the “hidden game”. At a job I used to have in higher education. I was good at my job but I had to begin looking at the hidden game of my job. I had to learn the office politics. Now learning office politics isn’t necessarily a bad thing but it was for me. I had to learn how much authority I could exert at my job, if any. I realized I was responsible for every thing that occurred in the office. I also learned that whatever director said, whether it was beneficial to the office not, she was correct. So I had to learn to become a better at the hidden games. I had to learn to take imitative but not too initiative. I had to make I was a couple steps of ahead of what my boss was thinking so I would cause any snafus in the office. What did realize about this one terrible episode of me learning hidden games is when learning, we should never think of anything we are learning as simple. There is always a different perspective and there is always something more we can learn.

A Helpful Link

I have a found Brofrenbrenner’s theory very useful. I found this fun short video that explains his theory. It’s informative, quirky and humorous. I hope you enjoy.

References

Bronfenbrenner’s microsystems and mesosystems. (n.d.). Retrieved 13 February 2015, from http://www.vvc.edu/academic/child_development/droege/ht/course2/faculty/lecture/cd6lectmicro.html

Houde, J. (2006). Andragogy and Motivation: An Examination of the Principles of Andragogy through Two Motivation Theories. Retrieved January 29, 2015, from ERIC: http://eric.ed.gov/?q=ED492652&id=ED492652

Perkins, D. (2009). Making learning whole: how seven principles of teaching can transform education. San Francisco, California: Jossey Bass Wiley.

Rutherford, M. (2014). Bronfenbrenner’s Ecological Systems ModelYouTube. YouTube. Retrieved from http://youtu.be/08M_K0GIti8

Memories Attention and Emotions, Oh My!

Memories Attention and Emotions, Oh My!

For the last two weeks , many concepts have been covered in relation to Cognitive Science. Out of the concepts I will discuss Memory, Attention and Emotion and its connection to my own learning environment.

Memory and Attention

As a program assistant, I rely on my skilled knowledge, experience and practice (Perkins, 2009) to complete my tasks at my position and work on my job performance. At times I have deal with the “hard parts” like the fairly new financial system, so many time I pay very close attention what I am doing and I am very deliberate about making sure I rehearse the task before I execute it. In his paper, Fougnie (2008) discusses that central attention works in conjunction with your working memory to allow you to keep the information you acquire over time and helps the brain concentrate when processing tasks using the stored information. Until this course I did not know the big connection between memory and attention. I have noticed if I am distracted or not very interested in what I am learning, my memory of what I learned is choppy or not clear. As a better illustration of this point, I have included a video of Jonis Jendi discussing the effects of poor working memory and what it does to your attention. The video is really short but I feel he explains a lot in that short time on video.

Emotion

Emotions play a strong role in my learning environment, particularly with my motivation. As with others that have created a PLE online, each course is a new learning environment or at least a piece of that environment. I understand that I have a goal in mind and that each course and how I perform will get me closer to my goal of earning my degree and advancing my career. I am also getting older, so my perspective of time is starting to become constrained as I felt that I didn’t go back to school last semester, most likely I would have never done it and subsequently I would feel like I was a failure to potential I know I possess. In short, I am experiencing what Houde (2006) calls socioemotional selectivity. I have children and a husband now so I am taking time much more seriously and it has an effect on my emotions, motivation and my learning.

Please check out this short clip from Professor Laura Cartensen briefly talking about getting older, and motivation in the 21st century.

Preparing for Long Life in the 21st Century

Before You Go

I found this great article about intrinsic motivation, emotions and cognitive learning that I think ties into some of my thoughts of this post.

http://www.huffingtonpost.com/robert-sun/emotional-fuel-and-the-po_1_b_3232236.html

 

 photo calvin-hobbes-motivation.gif
Calvin and Hobbes always says it best.
 Source

References

Carstensen, L. (2015). Preparing for long life in the 21st centuryKantola.com. Retrieved 9 February 2015, from http://www.kantola.com/Laura-Carstensen-PDPD-346-S.aspx

Cogmed Working Memory Training,. (2008). Cogmed: Working memory and attention problems. Retrieved from http://youtu.be/-E6LMeMQ3Ro

Fougnie, D. (2008). The relationship between attention and working memory. In N. Johansen, New research on short-term memory (1st ed.). New York: Nova Biomedical Books.

Houde, J. (2006). Andragogy and Motivation: An Examination of the Principles of Andragogy through Two Motivation Theories. Retrieved January 29, 2015, from ERIC: http://eric.ed.gov/?q=ED492652&id=ED492652

Perkins, D. N. (2009). Making learning whole : How seven principles of teaching can transform education. San Francisco, Calif: Wiley

Sun, R. (2013). Emotional fuel and the power to motivate studentsThe Huffington Post. Retrieved 8 February 2015, from http://www.huffingtonpost.com/robert-sun/emotional-fuel-and-the-po_1_b_3232236.html

 

Connections

Connections

Greetings!

Welcome to the EDU 510 section of my PLE site! For the first 3 units different sections of Cognitive Science are covered: Artificial Intelligence, Logic and Analogies.

Artificial Intelligence

As AI is becoming more prominent in education and our everyday lives. As engineers do their best to make AI as human as possible. There are videos of engineers using robotics to make human looking AI androids. However, emotion is difficult there is not yet a complete understanding of how emotions work in the brain so it is difficult to try to emulate that in a machine (Emory University, 2011). AI doesn’t know how to love or what friendship or a relationship means. They only know what they’re programmers have entered into their system and can only perform “learning” by the program that was designed for them. We don’t know what the future holds for AI but I am sure we have seen plenty of movies that imagine what it could be like. Below is an interesting scene from the film “I, Robot” starring Will Smith. The scene covers AI and emotions.

 

Logic, Rules, Concepts

I currently work in a small office at major public university and I often work alone. In order to get things done I have “formulate a method” to solve the problems that I face in my job each day (Barbey & Barsalou, 2009). I have to use logic and rules to execute all my tasks for my position. Logic, rules and concepts plays out not only on my job but also in the educational setting that I am in now. As a graduate student of Post University, I am constantly using these terms to “solve” my problems or complete an assignment. I have to follow the rules such as deadlines and rubrics in order to fulfill the requirements assigned to me. When I talk to others about the course I am taking now, it is already understood that concept I am discussing is “Cognitive Science”. I am not going to say, “I am taking a course in AI, Logic and Analogies”. Learning about these topics helps me see how our brain is working through logic, rules and concepts all the time and quickly. We make inferences from the world around us even as early as infants and use them to make decisions.

 

Analogies/Learning Styles 

As I reference again to my educational setting as a student as Post, I recently took a learning style survey, which the results seemed I was neutral across all criteria. I seem to not lean to far one way or the other on each spectrum. After viewing the YouTube video from Heritage College (2009), I identify with being combination learner. I enjoy audio, visual and kinesthetic approaches to learning. I do not experience much kinesthetic learning while taking this online course but it’s okay because I am learning to adjust to learning without a hands- on approach. I have the opportunity to incorporate kinesthetic learning myself by using what I have learned in class and using it at work. Therefore I can incorporate some experiential learning within this course. Please see the graphic below to get a better sense of what I am talking about.

One More Thing

I found an interesting video on Youtube about using Analogies and Images to communicate better when you presenting. It is not  education related per se but you certainly see what Ms. LaBalme is talking about.

 

 

References:

Barbey, A. K., & Barsalou, L. W. (2009). Reasoning and problem solving: Models. Encyclopedia of Neuroscience , 8, 35-43.

Emory University,. (2011). Transformers: Is artificial intelligence dangerous without emotions. Retrieved from http://youtu.be/q4-zZxVSYkU

FHEfoxconnect,. (2012). I,Robot. Retrieved from https://www.youtube.com/watch?v=05bGPiyM4jg

Heritage College,. (2009). Teaching strategies -learning styles. Retrieved from https://www.youtube.com/watch?x-yt-cl=84503534&v=oNxCporOofo&x-yt-ts=1421914688

LaBalme, V. (2012). Communication & Presentation Skills – The Power of Analogies. Retrieved from https://www.youtube.com/watch?v=wVcxAhbeMWc

McLeod, S. A. (2010). Kolb – Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html

Digital Learning Network: My final learning project

Digital Learning Network: My final learning project

Greetings!

If you have read my about me page, you’ll know that I am a member of univerisity support staff. I encountered a problem with communication with other departments in my position and issues my colleagues discussed in terms of knowing procedures. Many of us would find out new rules by doing something wrong or were confused or found that the training we received on different procedures was not engaging and if you needed to find something pertinent to a duty you were doing, you have to either call someone with experience or search university websites that are poorly designed which makes it difficult for you to find your answer.

There wasn’t a central place to learn best practices and discuss day to day work issues or even unusual work issues. In my project, I propose a digital learning network with a learning activity that focuses on the complexity of the travel department. I also discuss the developing a community of practice for University support staff to improve work performance.

The network would be housed under Blackboard which is user-friendly and most universities. Assessment and Evaluation of the the learning activity and the technology used to administer the learning network will also be on Blackboard.

Assessment and Evaluation will come from surveys from the participants themselves, the staff of the departments that university staff work with frequently and from the data analytics of usage from Blackobard.

For the the framework of my learning activity, I used Kolb’s research on experiential learning. Here is Kolb’s theory in a nutshell:

Experiential Learning Model from Kolb, 1984
Experiential Learning Model from Kolb, 1984

I think experiential learning is really important and the use of it is becoming more prominent in higher education. As employees we all have knowledge to share.

Don’t be this guy.

To illustrate how beneficial Communities of Practice can be, I found this interesting video on how CoPs were used in a mining company to solve problems and share best practices which led to the betterment of the company.

If you are looking to read more about my final project, please check it out here.

Sharing is Caring: Open Education

Sharing is Caring: Open Education

It’s week 7 and Open Education is topic of the week. Here are my thoughts on the Open Education movement.

One of the most exciting aspects of the Open education movement is the part it plays in the evolution of learning. Knowledge is now quite far reaching and is altruistically shared among other learners near and far. Due to Web 2.0, OERs create a “unique blend of learning” (Bosk, 2009). Peer to peer learning that may have not been possible in the past due to proximity is now something of the past. OERs allow learning to evolve by “eliminating barriers and facilitating access” (McNally, 2012).

The biggest challenge is the perceived ambiguity of intellectual property and copyrights. OERs need licensing to in order to provide information to learners. Copyrights create an obstacle for the OER as they have the ability to block knowledge from others on the stance that they will lose ownership of the idea (McNally, 2012). On a work related note, I have heard professors discuss that are apprehensive of doing a MOOC or putting a curriculum online as they want to keep their intellectual property. If organizations and universities can find a way to let reluctant faculty know that OER can be an assets to learning instead of hindrance to intellectual property, research and content.

After perusing on the internet find out more about open education, I found this great video on the importance of open education.  To see other videos, please go to whyopenedmatters,org


My learning activity is heavily related to Open Education. One of the goals of my learning activity is to create a community where education is shared in order for all staff members to perform better in their positions.

My questions for my readers this week: Do you think the Open Education Movement has the ability to negatively impact Education? If so, how?

References

Blink Tower,. (2014). Why open education matters. Retrieved from http://vimeo.com/43401199

Bosk, C. (2009). The word is open:How web technology Is revolutionizing education. San Francisco, CA: Jossey-Bass.

Life animated gif. (2014). Retrieved from http://i.giphy.com/12Aj3TAodsyL0Q.gif

McNally, M., & Western University,. (2014). Democratizing Access to Knowledge: Find Out What Open Educational Resources (OER) Have to Offer. YouTube. Retrieved 5 December 2014, from https://www.youtube.com/watch?v=W2IPOgl0ZE8

 

Share the Knowledge!
F2F, Hybrid, or Online : What’s Your Classroom Type?

F2F, Hybrid, or Online : What’s Your Classroom Type?

Greetings!

In Unit 5 of this course different types of classroom settings were discussed. Here is my overview of Face to Face (Traditional), Hybrid and Online Classrooms, their differences in teaching and learning and what teaching technique I think works best for each setting.

Face to Face teaching and learning is the most traditional setting out of the three.  It provides the most support and communication due to the allotted period of time the instructor and learner have to interact (Crawford, Smith, & Smith). As in all classroom settings, an instructor should feel the need to set the atmosphere for learning. I would argue anxiety in traditional classrooms would most likely be the highest in comparison to hybrid classroom and online classroom settings. Humor in the classroom I believe would work best in the traditional classroom settings. Stambor discusses how if humor is introduced into the classroom, albeit through jokes, skits, or relations to pop culture, students feel  more at ease and their engagement in the classroom increases (Stambor). He also discussed that humor in the classroom also can aid in retention and recall of material learned.

Hybrid Classrooms can be considered the best of both worlds. The traditional classrooms have an outside technology component to it. For learners it requires a little more discipline than you would find in a traditional only classroom and for teaching it is up to the instructor on how and how much technology will be integrated into the classroom (Doering, A., & Veletsianos, G, 2008). Collaborative Learning  would work best for Hybrid Classrooms as  much of the collaboration and critical thinking can be completed online with other learners. This component to a course can provide an environment for peer learning and cooperation.

Online Classrooms are very student orientated.  For learners, they must have a high level of discipline. The student must constantly stay abreast of the material. If they fall behind, there may not be opportunity to make up the work as it may be the case with traditional classrooms. Interaction is key and passiveness is not applicable since online participation is the only way prove your engagement in class (Crawford, Smith, & Smith). The instructor is more of a facilitator of learning than a lecturer. Social networking works well for online learning because it is so pervasive. It allows students to not only interact on a personal level but it allows sharing of ideas through discussions, and websites rapidly. Learning can extend far beyond the hub of the course (Blackboard, Moodle, MOOC, etc.)

For my learning activity, I would like to use a Learning Management system like Blackboard or Moodle to teach support staff new methods of efficiencies for their department. I would mainly focus on training presentations and actively engaging them in activities to help improve what they do in the office.

Will traditional learning come to an end one day?

As technology grows and becomes more and more prevalent in education, I think we will begin to see less traditional settings and more hybrid and online classrooms. I found a post on Edutopia on six different types of Hybrid or Blended Learning. It  puts in all in an appealing infographic. Check it out.

If you are interested in learning more about humor in the classroom. Here is an example of humor used in a math class:

Question for the readers: Do you think traditional classrooms will one day be a thing of the past? Do you think hybrid or online learning can be detrimental to the future teaching and learning?

References

Crawford, C. M., Smith, R. A., & Smith, M. S. (2008). Course student satisfaction results: Differentiation between face-to-face, hybrid, and online learning environments .CEDER Yearbook, 135-149.

Doering, A., & Veletsianos, G. (2008). Hybrid online education: Identifying integration models using adventure learning . Journal of Research on Technology in Education, 41(1), 23-41.

Heick, T. (2012). 6 Types of Blended LearningTeachThought. Retrieved 24 November 2014, from http://www.teachthought.com/learning/6-types-of-blended-learning/

Stambor, Z. (2014). How laughing leads to learning. Retrieved 21 November 2014, from http://www.apa.org/monitor/jun06/learning.aspx

YouTube,. (2014). Maths professor pranks class with funny video presentation. Retrieved 24 November 2014, from https://www.youtube.com/watch?v=_XvwGY25Fbc

Britney Spears Animated Gif. (2014). Retrieved from http://media.giphy.com/media/uVz35sX4G5Dnq/giphy.gif