Getting Connected to E-Learning

Diana Stein     AET/541     March 17, 2014     Dr. Sean Spear

Abstract

The purpose of this post is to explore ways that the online course designer can create innovating, engaging, relevant, and purposeful courses for the online adult learner. Considerations are made for content inclusion, cultural aspects of the classroom community, and ways that technology can bridge the social gap between on line cohorts. Several ideas to get students introduced and connected to eLearning will also be presented in this write up. Establishing an inclusive learning environment that is equitable for all learning types, behaviors, and cultures is no easy task. Ultimately, no matter how much scientific evidence or technology exists the best guide for reaching students will always come down to the experience and intuition of the skilled teacher. Whether in-person, or on line, connections are made one person at a time when both parties find the relationship mutually beneficial. Growth, academic or otherwise, takes dedicated effort, communication, and time.

Getting Connected to eLearning

Will Rogers’ age-old adage, “You never get a second chance to make a first impression” still rings true. Considering this point, how can the online instructor welcome new students and familiarize them with course content through innovative and engaging means? How can the online course designer create a warm and welcoming classroom experience without making eye contact? What are some things that the instructional designer can do to make-up for the lack of visual clues in the online classroom? In real life we make up our minds about someone within the first 29 seconds of hearing and seeing them. How can technology bridge this social gap, and connect the learners within the online classroom to behave as a cohesive group? Some ideas to get students introduced and connected to eLearning will also be presented in this write up.

 Instructional designers write for a myriad of purposes. The approach that the writer selects is will vary depending on several factors. Information may be used to describe, explain, inform, persuade, or entertain. The delivery and voice of the subject matter will vary depending on several factors, including pedagogy, culture, and level of expertise in the particular subject or skill. First and foremost, the instructional writer must know his or her purpose and goal of the course content, and what value knowing this information will have on the learner.  Ultimately, the course content should be more relevant than merely receiving a passing grade.

What will the learners need to know? Do they need to be supported with written documentation or explanations in some other format? What media will be utilized to communicate and collaborate most effectively? All of these factors will affect the tone and the style of instructional writing. The writer must consider all of these aspects before deciding how to make an entrance. How will he or she create an online presence that is tells the learners that this course will be worth the time that it will take to complete it?   

Learners must be personally interested to be motivated. Finding ways to make the information and course content relevant in their perspective work or endeavors is also necessary. The wide perspective that a community of learners can bring into the mix can make for interesting as well as meaningful discussions. These discussions could lead to discovery and higher critical thinking than could have been accomplished individually. Findings ways to tap into each other’s personal strengths will benefit the group as a whole. 

It all starts with “hello”. An introduction can make or break the establishment of an environment that is inclusive and encourages all students to respond, or one that intimidates and condescends. Knowing the characteristics of the people who will be reading, listening, and interacting will determine how to build effective pathways for collaboration throughout the course. The age range, the culture, motivation level, and how learners feel about the content being covered are key pieces of information in knowing how to communicate in a common language.

Getting to know each other may be done through the use of icebreakers.
These could be done as quick biographies in question and answer format, or as short video introductions to each other. An on line game could be made out of using these introductions to get to know each other better.  One example is found at http://www.edutopia.org/multiple-intelligences-learning-styles-quiz.  The quiz is interactive and takes less than five minutes to complete. The goal would be to better understand each other’s personal strengths, and understanding each other’s preferred learning styles. These introductions can be made at the student’s convenience, on their own time, and in their own space.

Once the members of a class know each other better they are better suited to be put into teams that have diversified skills and levels of experience. When learners feel that their skills are acknowledged, and their voices and ideas are heard their sense of classroom community will thrive. Creating a classroom code of conduct will establish concrete guidelines for expected behaviors. Keeping all information clear and concise will aid in keeping the content focused and organized. This applies to posts as well as written assignments. The cascading and sequencing of the assignments must clearly focus on the purpose of each segment of learning, and not stray towards personal rants or negative gossip of any kind. The code of conduct must remind the learners that the tone of each posting must remain positive at all times. Learners lead through positive interactions. Negativity is a natural response at certain times for all learners, but keeping the classroom culture positive is critical to successful learning outcomes for all.

Practical, and sometimes technical, subject matter can be dry for the on line learner to engage with. This does not mean that the writing of such information needs to be dull and unimaginative. Cohorts have a wide variety of digital tools available to them, many of which are free of charge for usage. For example, students could create an animation using PowToon, or shoot a short video response on their smart phones and upload it onto YouTube to use as effective and imaginative means of communication. The information shared must appeal to both intrinsic as well as extrinsic learners.

The on line classroom for adults is potentially comprised of learners from multiple generations including Baby Boomers, Gen X’ers, and Millenials. The diversity of experience that comes with a diverse group brings experience, energy, reputation, connections, and motivation. “This is the cradle in which innovation is born. Some differences will stand out between generations, but there are more similarities between students of the past and the present than there are differences” ("Multi-Generational Mcgyvers: It’s Not Just About The Millennials ", n.d.).

Conclusion

On line classrooms no longer need to feel isolated think tanks. The instructional designer has the means to create on line classrooms that can also be community-based, right now. There is a vibrant community that we all share within the online classroom.
It transcends both geographic and age boundaries. We have the potential to share our learning discoveries with the larger community to make profound and meaningful impact. We've got the technology to make this happen. Using technology to its fullest to communicate in real and meaningful ways will turn an isolated learning experience into a shared growing experience where imaginative ideas are exchanges, and friendships are forged.  In many ways the blended eLearning classroom experience can serve as a catalyst for convergences and inclusion.

Creating encouraging eLearning environments starts with an engaging introduction, and concludes with deep learning and intrinsically motivated students. When the learning experience is individualized and student-centered all students exit with more knowledge and confidence than he or she had prior to taking the course. Individual student strengths and weaknesses are identified and supported throughout the course; the classroom community acts cohesively as one. Ultimately, no matter how much scientific evidence or technology exists the best guide for reaching students will always come down to the experience and intuition of the skilled teacher. Whether in-person, or on line, connections are made one person at a time when both parties find the relationship mutually beneficial. Growth, academic or otherwise, takes dedicated effort, communication, and time. 

References

Haythornwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA: Sage.
Stavredes, T. (2012). Effective online teaching. Foundations and strategies for student         success. San Francisco, CA: Jossey-Bass.
The eLearning Coach. (n.d.). Retrieved from http://theelearningcoach.com/learning/what       is-cognitive-load/ https://people.creighton.edu/~abs40223/matrix_2/index.htm

Simonson, M. (Writer). (2008). Designing the perfect online course, Journal Volume 5,       Number 3, 2008 [Audio podcast]. Retrieved from University of Phoenix           website:https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:464       1954/context/co/view/activityDetails/activity/8c68cc8f-63f7-4ae9-a756        182ee45ecba9/expanded/False/focus-cmt/none/tab/Instructions

Multi-Generational McGyvers: It’s Not Just About The Millennials. (n.d.). Retrieved

from http://jeannemarieolson.wordpress.com/2012/06/10/the-multi-generational-

mcgyvers-of-business-i/

NOTE: Please follow this link to see my video clip titled Classroom Culture vs. Cultural Diversity in a Global Sense related to the content of this paper. http://www.youtube.com/watch?v=AXXqIQdRRus

Learning Theories and E-Learning

Diana Stein   AET/541   March 10, 2014   Dr. Sean Spear

Designers of effective instructional online content for adult learners must consider how their learners optimally receive and process information. Learning is based essentially on three learning theories behaviorism, cognitivism, and constructivism. It is important to have a basic understanding of these learning theories, how these learning theories evolved, and how adults think to proficiently plan, deliver, and assess instructional material. The methods used in the teaching-learning interaction must convey the content of the course to the students through motivating and engaging means. “The coursework must be effective, rigorous, yet interesting online” (Simonson, 2008). 
The following information provides an overview of behaviorist, cognitivist, and constructivist learning theories, and examples of how each may be utilized in progressive e-learning instructional design.

The A, B, C’s of Behaviorist Learning Theory
Learning in the 1950’s and 1960’s was based on behaviorist theories. Behaviorist B.F. Skinner derived the Reinforcement Theory, one of the oldest theories of motivation as way to explain behavior and why we do what we do. The theory states, “an individual’s behavior is a function of its consequences” (Stravedes, 2011). The learner is more passive in this learning model, and the instructor administers the consequences of reward or punishment. The concept of Behaviorism is based on “observable changes in behavior”. An example that determines the behavior of the online student is the instructor’s definition of learning objectives, with attached specified, quantifiable, and terminal behaviors to the goals. Although learners may receive high measurable marks, the actual knowledge that has been transferred from short-term to long-term memory is questionable if this theory is used in isolation.

Cognitive Learning Theory
In the late 1960s and 1970s psychology moved from the study of behavior to the study of the mind, and cognitivism emerged as a new theory of how learning occurs. Jean Piaget and Jerome Bruner were instrumental cognitive theorists. According to cognitivism, knowledge is still considered to exist outside of the person; however, its focus is understanding how human memory works to acquire knowledge and promote learning (Stravedes, 2011). Cognitivist theorists take into account additional concepts like prior knowledge, information structure, and mnemonic effects. Instructional designers of e-learning implement knowledge of cognitive functioning through task analysis. Informational components and tasks are “chunked” into subgroups sequentially from simple to complex to aid in long-term memory retention. Methods of learning for each learner may not be easily measured using this learning model, because it requires more open-ended learning experiences. Communication with the online professor, as well as with cohorts will establish community, build concept understanding, and aid the facilitator in informal student assessment. The professor is able to collaborate with the student online using either e-mail or the discussion board. Goals and expectations of each student are clearly outlined and followed through use of these tools.

               

Constructivist Learning Theory
Constructivism became popular in the 1980s. Lev Vygotsky and Benjamin Bloom (of Bloom’s Taxonomy) were instrumental constructivist theorists. Constructivist theory describes learning as a process in which learners construct knowledge and meaning by integrating prior knowledge, beliefs, and experiences. According to this theory, knowledge does not exist outside of the person but is constructed based on how a person interacts with the environment and experiences the world (Tennyson & Schott, 1997). Control of the environment is not a focus of the constructivist theory of learning. Instead, it emphasizes the synthesis and integration of knowledge and skills into an individual’s experiences. This theory addresses some of the limitations of other learning theories that emphasize components instead of integrated wholes” (Stavredes, 2012, p. 37).

How information is learned and processed is critical to learning. Students will benefit by identifying and actively controlling specific learning systems that he or she finds personally effective for long-term memory enhancement (e.g., mnemonics, flashcards, chants, etc.). Thinking about thinking, metacognition, supports information processing by actively controlling what learners think they can learn. Specific learning strategies can be put in place to attend to incoming information, draw on knowledge in long-term memory, and store information into meaningful schemata.

Instructions based on the constructivist theory alone would have many hyperlinks to reference different sources of background information. While this would be ideal for the experienced student in the specific subject area of study, too much information could easily overwhelm and frustrate a novice of this field of study. Too much information that is offered simultaneously may cause cognitive overload.  Cognitive load is referred to our working memory that “refers to structures and processes for temporarily storing and managing information in short-term memory… Learners with poor thinking skills have more difficulty in the online learning environment because their ability to process information effectively may be hindered by environmental and emotional factors. This can lead learners to feeling overwhelmed, frustrated, anxious, and a number of other emotions that can diminish motivation and ultimately cause a learner to drop the course” (Stavredes, 2012, p. 43-45).

           
Emotions and Learning

The facilitator can reduce stress and anxiety by checking in on students. Two things that instructional designers can do to aid learners in building memory capacity are to guide them to construct and automate personal schemas. This is done by sequencing instruction on the site in such ways to allow the learner to chunk specific groups of information. Through repetition of use the information transfers from short-term to long-term memory becoming automatic. Examples of this sort of automacity in real life are reading, riding a bike, driving a car, etc. “When multiple elements of information are chunked as single elements, there is more working memory capacity available for solving problems and processing information” (“The eLearning Coach”, n.d.).

Learning Styles

Learning theories and learning styles work systematically. Two cognitive learning styles that influence how we learn are Field Dependent and Field Independent. “Field dependent people cannot separate the parts from the whole, whereas field independent people are able to see the individual components of a perceptual field.

Learners who are field independent are perceived as analytical because of their ability to separate the parts from the whole, whereas field dependent learners perceive things more globally” (Stavredes, 2012, p. 54).

Cognitive learning style refers to ‘‘an individual’s characteristic and consistent approach to organizing and processing information’’ (Tennant, 1997, p. 80). There are numerous classifications of these styles; however, according to Tennant (1997), two dominant approaches are the Field Dependence/Independence dimension by Witkin (1950) and the Kolb Learning Style Inventory (Kolb, 1976)” (Stavredes, 2012, p. 52).

The global learner typically enjoys working in groups, prefers open-ended questions, relate things they learn to their personal life, and are good at multi-tasking. These students are more comfortable in a flexible, learning environment.

The analytical learner prefers working alone, likes multiple choice questions, is very comfortable in a structured, ordered environment and generally finishes one thing before beginning another. These students appreciate a well-structured learning environment.

According to Creighton University, discussion boards can be used well to bridge the differences between the global learner and the analytical learner. An on line discussion board allows the analytical learner to think about the question and format an answer, but still allows the global learner to answer spontaneously. The questions can be designed to solicit responses that demonstrate a global learner’s understanding of the whole picture while other questions would require of the analytical learner, an expression of the components of the concept.

Material posted on line can begin with an introduction paragraph that provides an overview of the concept, which benefits the global learner. The material can also be designed to provide tables, charts and graphs to assist the analytical learner (“Educational Tools”, n.d.).

Cognitive Load

The online classroom can be a daunting idea for learners who do not have much experience using technology. The vocabulary, and getting around the site can be intimidating for newbies. The stress of sorting through all of the information can make it difficult to concentrate, especially if too much information is presented at the same time. “According to Sweller and Chandler (1994), there are two sources of cognitive overload that have implications for instruction – intrinsic cognitive overload and extrinsic cognitive overload – which are illustrated in Figure 5.2” (Stavredes, 2012, p. 51).

Intrinsic cognitive load- Intrinsic cognitive load relates to the complexity of the learning content, as well as the schemata that learners have constructed, and cannot be controlled by design.

Extraneous cognitive load- Extraneous cognitive load is imposed by the design and the organization of the learning materials and has a negative impact on learning; therefore, it should be reduced to maximize learning.

If the materials being taught are difficult, then intrinsic cognitive load is high, so the amount of content that is presented and the structure in which it is presented should be simple to reduce extraneous cognitive load. Two sources of extraneous cognitive load that cost learners time and effort are split attention and redundancy. Split attention occurs when the learner has to focus on multiple sources of information. Redundancy occurs when learners process duplicate information from different sources. “The more you can eliminate redundant materials and arrange information to avoid splittingthe learner’s attention, the greater the opportunity for learning to occur” (Stavredes, 2012, p. 51).

In general a blend of all three learning theories behavioral, cognitivism, and constructivism are beneficial throughout various parts of the ideal online course. The  elements of effective course design for e-learning for adult learners are thoughfully integrated considering cognition, learning styles, and site architecture. As learners become increasingly familiar with site operations and navigations, the content is more easily accessed for building personal connections. Site architecture must support learners' schematic structure building.

An effective blended on-line classroom provides learners with time and spaces to brainstorm. Students may be given a task and then brainstorm a solution individually as well as collectively in learning teams. Each team member researches and then offers their perspective within the online classroom to give their findings and get feedback from each other. This accommodates converging learners by allowing many perspectives, working in a group, brainstorming and providing real life scenarios. They are also given the time to gather the information they need to generate their ideas. This brainstorming and collaboration could be done synchronously (using a virtual classroom tool) or asynchronously (using a discussion board tool) (“Educational Tools”, n.d.).

Instructional design techniques, learning theory, and technical tools for e-learning activities must be logically and intuitively sequenced. Challenges associated with planning the perfect e-learning environment are not limited to content confusion or cognitive overload. Internet tools required for use with tasks and activities must be reliable and compatible with all browsers and platforms. To optimally facilitate learning the instructional designer must provide learners with clear learning objectives, and multiple paths to build content knowledge.  Logical, creative, and constructive learning environments create opportunities for collaboration with fellow learners. 

Conclusion

We have examined three paradigm shifts in educational theories over the past half-century. As these shifts developed technology emerged. It is likely that we will continue to see technology experience paradigm shifts as well. Educational technology has been traditionally considered a change agent in educational development and design. We are beginning to see the impact of neuroscience, linguistics, and artificial intelligence on learning. These developments will undoubtedly build a closer relationship between semiotics, literature, art, and music.

           

According to Saettler (2004), “New and exciting paradigm shifts are currently evolving in educational technology. For example, Guellette sees the emergency of what he calls psychotechnology. Psychotechnology will focus on the management and control of psychological processes of the learner and may include such supporting learning strategies as anxiety reduction, biofeedback, meditation, music, relaxation training, and yoga.”

A clear understanding of theories, and how each specific learner thinks to learn, must be firmly in place to proficiently plan, deliver, and assess instructional e-learning content. Instructional designers must reduce redundant cognitive load caused by poor course design or learning material. The end result of the well-planned e-learning site is rigorously engaged learners intuitively navigating for optimal learning.

References

Haythornwaite, C., & Andrews, R. (2011). E-learning theory & practice . Thousand Oaks, CA: Sage.

Saettler, P. (2004). The eveolution of american educational technology (2nd ed.).     Greenwich, Connecticut: Information Age Publishing.

Stavredes, T. (2012). Effective online teaching. Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

The eLearning Coach. (n.d.). Retrieved from http://theelearningcoach.com/learning/what is-cognitive-load/ https://people.creighton.edu/~abs40223/matrix_2/index.htm

Simonson, M. (Writer). (2008). Designing the perfect online course, Journal Volume 5, Number 3, 2008 [Audio podcast]. Retrieved from University of Phoenix website

Am I Culturally Competent?

I remember being eight years old and coming to school with liverwurst and pickles in my lunch box. Other times I discovered some RyKrisp crackers, cheese, and a smelly hard-boiled egg. It’s a wonder that I had any friends at all with a lunchbox like that! No one ever wanted to trade his or her Twinkies for a pickled herring roll, either. I won’t even get started telling you about the perfectly pressed and tailored dresses I wore... or the um-pa-pa music that resounded from the family stereo on Saturday nights. Yes, my house sounded different, looked different, and even smelled different from my best friend’s house.

As a first generation German-American “W.A.S.P.” living in a predominantly Jewish and Catholic suburb outside of Los Angeles I understand all too well how the cultural weave of a geographic area can impact our lives. I grew up with mixed emotions about my ancestry. I remember feeling ashamed of my heritage for the horrors that I learned about during our history lessons. On one hand I was taught about the brilliance of my family culture (e.g., Beethoven, Goethe, and Einstein), and on the other I was haunted by the atrocities committed by Hitler and his regime. Living in a community of screenwriters and actors didn’t help to ease the drama of my inner conflicts surrounding my cultural identity.

It wasn't until later in my life that I discovered 

that cultural identity is not only how we see ourselves, 

but also how we would like others to see us.

As I write my reflection of the past six weeks of study, I am compelled to contemplate my indoctrinated beliefs as an American, as the daughter of immigrant parents, as a wife, a mother, educator, student, writer, artist, and also as a community member. I discovered that among my many dimensions I am foremost a patriotic American citizen. Discussions between online student peers about what America is–or isn’t – provoked thoughts that prompted further dialog with friends, family members, and colleagues. These discussions have not only helped me to understand myself better, but more poignantly they have helped me to understand other cultures more intelligibly.

The research that I have conducted over the past month or so has taught me that there are many factors to consider to truly understand cultural diversity. The image of a melting pot suggests that we disregard our ancestral histories and morph into one. I have come to take a different vantage point of this metaphor. I see us as more of a tossed salad- pickles and all! When our differences are celebrated rather than disputed we find paths to accordance. If we consider our differences as strengths we will empower ourselves and each other to become vibrant, impactful citizens of our schools, communities, and country.

This sort of self-reflection has led me to seek out additional sources of inspiration to become more culturally sensitive. Some resources that I found to continue my culturally proficient practices are the CTA (California Teachers Association) and ASCD (formerly the Association for Supervision and Curriculum Development). Both of these organizations offer expansive guidance to provide innovative solutions in professional development, capacity building, and educational leadership. The ACSD community includes advocates from more than 138 countries, and includes 56 affiliate programs. I am looking forward to utilizing these tools available to me to enrich my practices through improved actions and methods.

“Cultural competence… is the ability to successfully teach students who come from other cultures than your own. It entails developing certain personal and interpersonal awarenesses and sensitivities, learning specific bodies of cultural knowledge, and mastering a set of skills that, taken together underlie effective cross-cultural teaching”
(Diller & Diller, 2010, p. 5).

One change that I plan to create toward furthering culturally responsive practices is to share ideas that support multi-culturalism in curriculum with my colleagues. As a curriculum writer for my grade level Literature lessons I will seek out text that supports today’s vision of cultural diversity. Literature and text that promotes intercultural dialogue, diversity, and inclusion will help to combat polarization and stereotypes. Students who experience improved understanding and cooperation among people from different cultures will view world cultures as a source of creativity and inspiration, rather than as a threat.

I am currently involved as a Teacher Leader at my school site. In addition to my role as a teacher of record I write and design curriculum that integrates world history with art. I realize the impact that these lessons can have on potentially hundreds of students. I train parent volunteers to actively engage in, teach and facilitate these lessons. I am keenly aware of the importance of uniting the cultures of the world’s history with the mindset of our students, staff, and families. Here are some checkpoints that I will share with my colleagues and parent volunteers as a result of my research throughout this course:

FOUR BASIC CULTURAL COMPETENCE SKILL AREAS

Valuing diversity: Respecting different cultural backgrounds and customs, different ways of communicating and different traditions and values.

Being culturally self-aware: Understanding that your own culture — all your experiences, backgrounds, knowledge, skills, beliefs, values and interests — shapes who you are, where you fit into your family, school, community and society, and how you interact with students.

Understanding the dynamics of cultural interactions: Knowing there are many factors that can affect interactions across cultures, including historical cultural experiences and relationships between cultures in a local community.

Institutionalizing cultural knowledge and adapting to diversity: Designing educational services based on an understanding of students’ cultures and institutionalizing that knowledge so that educators and the learning environments they work in can adapt and better serve diverse populations. 

Source: NEA Human and Civil Rights Department

I believe that by working together toward shared common goals we can build a future that is filled with hope and the promise. When a community of learners is genuinely supported the joy of learning is exponentially higher. Creating an environment that is safe and inclusive transforms mediocre classroom lessons into powerful learning zones. It's all about making connections. Students who are attentive, thoughtful, and inquisitive about learning have made personal connections to the learning. As a culturally proficient teacher I will continue to strive to understand my students better and include their interests, cultures, and specific needs into my daily lesson planning, implementation and delivery. Developing a student's love of learning begins with understanding the student.

Our community of learners extends past our faculty and  organization. Our top-down approach to creating a culture that is both respectful and proactive is contagious. I am positively engaged in creating a future that is filled with opportunity and equity for all learners. Developing a culture of inquiry, trust, and engagement invites all learners to participate.

All countries and all people are special in their own unique ways. The shared experience of learning and discovery is a gift that we give generously to each other.

As for accepting my own cultural heritage? Today I am proud to say that I eat liverwurst and pickles with gusto! I am a consortium of my experiences. I am grateful for all of the people I have learned from who have shaped who I am today. Most of all I have learned that culture runs much deeper than food, music, and traditions. Stories of triumph and despair, of wins and losses, and especially of enlightenment are the stories of a people. Our collective consciousness is related through our stories. These need to be preserved if they are to be inherited for future generations to learn from their past. Progress is the act of moving forward by learning from our experiences, with mindfulness of the greater good. Culture that is deeply rooted will live on and continue to add dimension for all of us to spring forward from. What sort of ancestor will I be? I suppose that all depends on how the rest of my story is written.

RESOURCES

Diller, J. V., & Diller, J. M. (2010). Cultural Competence: A Primer for Educators . :

Wadsworth Cengage Learning.

Optiz, M. F., & Ford, M. P. (2014). Engaging Minds in the Classroom: The Surprising Power of Joy . : ACSD .

California Teacher's Association. (2014). Retrieved from    https://www.cta.org/en/Professional-Development/Publications/2012/06/June-Educator-2012/culcomp.aspx

Robins, K. N., Lindsey, R. B., Lindsey, D.B., & Terrell, R. D. (2006). Culturally
       Proficient Instruction (2nd ed.). Thousand Oaks, California: Corwin Press,
       A Sage Company.