Reflection #13

(1) Describe the Resource / Experience:
Over the past few weeks, my classmates and I have been working in a social context or group setting via the Internet to research and write our assigned WikiText chapters. I always knew that group work was challenging to complete in and of itself, but during these past few weeks, I have discovered that group work is even more difficult to complete online. For example, during our last WikiText chapter submissions/postings, some groups experienced difficulties that delayed or omitted the posting of their chapters. However, even though it’s more challenging, I still remain a fan of online group work because it does possess several unsurpassable benefits. For example, with the online group work process, people are not required to leave the comfort of their own homes to complete the actual group work.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through this experience I have learned that we as educators will face many challenges, such as the ones listed above, when attempting to implement new and innovative constructivist instructional methods within our classroom. I’ve learned that we just have to monitor and adjust instruction accordingly and persevere or “push through” these challenges. As everyone knows, “practice makes perfect”, so I think the more we experiment with and practice using constructivist strategies within the classroom, the more effective and efficient we’ll become at using them, and eventually we’ll be more equip to overcome any challenges this approach may present.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the readings and discussions we have been participating in about the controversies associated with constructivism (from chapter 1 of our WikiText). I think some experts opposed to constructivism may argue that these challenges make constructivism impractical, and that it’s not the most effective instructional approach to use within the classroom.

Resource Log #8 (Sources #43-48)

#43 “Constructivist Tools for Learning” Website – This website is sponsored by the University of Saskatchewan, and it how technology can be effectively used in the constructivist classroom. It also lists a wide variety of technology tools that seemingly complement constructivist learning.

Skaalid, B. (n.d.). Constructivist tools for learning. University of Saskatchewan. Retrieved from http://www.usask.ca/education/coursework/802papers/Skaalid/tools.html

#44 “e-Learning 2.0: How Web Technologies are Shaping Education” – This is an online article that discusses how web technologies are being used in education. It discusses blogging, podcasting, media-sharing, and many, many other ways technology is used in the educational world today. This article is part one of a two part series. Part two is listed below as a separate resource.

O’Hear, S. (2006, August 8). e-Learning 2.0: How web technologies are shaping education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/e-learning_20.php

#45 “Elgg: Social NetworkingSoftware for Education” – This online article is part two of a two part series. Part one of the series is listed above. This article in the series discusses Elgg, which is a social networking software created specifically for education.

O’Hear, S. (2006, August 11). Elgg: Social networking software for education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/elgg.php

#46 “Don’t Tell Your Parents: Schools Embrace Myspace” – This is a blog posting that discusses how many teachers have started using social networking sites such as Myspace, Facebook and Bebo in their classrooms. It also discusses the Elgg social networking site that was developed specifically for the educational world by the University of Brighton.

Andrews, R. (2007, April 19). Don’t tell your parents: Schools embrace Myspace. CondeNet, Inc. Retrieved from http://www.wired.com/culture/education/news/2007/04/myspaceforschool

#47 “Think Social Networking for Education” – This is a Wiki-posting that lists examples of popular social networking sites that are used by kids, teens, and adults. It also discusses several popular social networking sites that are used today in education.

Montgomery, K. (2009). Think social networking in education. Pbwiki. Retrieved from http://thinkingmachine.pbwiki.com/Think+Social+Networking+for+Education

#48 “Social Networking in Higher Education” – This article is discusses how colleges and universities need some type of “intercampus collaboration” in today’s technology driven world. It suggests that social networking sites are the key to establishing such a system in higher education institutions.

Alexander, B. (n.d.). Social networking in higher education. Educause. Retrieved from http://net.educause.edu/ir/library/pdf/PUB7202s.pdf

Reflection #12

(1) Describe the Resource / Experience:
This week, I have been completing my authorial duties for our third WikiText chapter. Our section focused on authentic learning, its relationship to real-world learning, how it is enhanced by technology, and the rationale for using it in a constructivist classroom.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through this experience, I have learned the value of participating in constructivist learning experiences. I feel that I am really “learning by doing” as I proceed through this course. After researching and writing this chapter about authentic learning, I feel like I have learned and retained more information about authentic learning than I would have been able to learn and retain through traditional instructional methods. I also feel like the information that I have learned is more meaningful and valid to me because I worked so hard to research the topic in order to construct my own knowledge. It has been a real eye-opening experience for me. I feel so empowered and in control over my own learning. It’s just a great feeling and a great experience. As for recommendations for myself and other teachers, I would recommend that we use a constructivist approach on a regular basis in our classrooms with our own students because I think our students should feel empowered about their learning experience as well.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the reading and research we have been conducting about the benefits of constructivist teaching/learning.

Reflection #11

(1) Describe the Resource / Experience:
During my resource search this week, I discovered a National Geographic website entitled “Forces of Nature”. This website has a simulation feature that allows individuals to manipulate weather conditions to create virtual hurricanes, tornadoes, volcanoes, and earthquakes. I thought this site was a great example of a technology-enhanced authentic learning activity.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through this week’s resource search and through interacting with this example of technology-enhanced authentic learning, I have discovered the true value of using authentic learning experiences inside the classroom. As for recommendations for myself and other teachers, I would recommend that we try to incorporate more authentic learning experiences into our everyday classroom instruction. I have learned that the authentic learning instructional method is a very useful and valuable teaching tool to have in my instructional strategy repertoire. I have learned that authentic learning experiences help students make the meaningful connections between their new learning and their prior knowledge/real-world experiences that are fundamental to the constructivist learning theory.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:

National Geographic Society (2009). Forces of Nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t

This resource directly relates to the research my group has been conducting about authentic learning, technology, and constructivism for chapter 3 of our WikiText entitled “Authentic Learning”.

Resource Log #7 (Sources #37-42)

#37 “Authentic Learning Supported by Technology: Ten Suggestions and Cases of Integration in Classrooms” – This article discusses authentic learning and how it can be enhanced by technology. It also contains some good information about authentic assessment and it provides some examples of authentic assessment instruments.

Herrington, J., & Kervin, L. (2007, September). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. Retrieved February 24, 2009, doi:10.1080/09523980701491666

#38 “Forces of Nature” Website – This website is sponsored by National Geographic. It allows students to manipulate weather conditions to create virtual hurricanes, tornadoes, volcanoes, and earthquakes. I thought this was a great example of a technology-enhanced authentic learning activity.

National Geographic Society (2009). Forces of nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t

#39 “Editorial: The Components of Authentic Learning” – This is an editorial that was featured in the Journal of Authentic Learning. The author of this article has read much research about authentic learning and she has concluded that there are four basic principles associated with authentic learning. This article discusses and explains each of those principles.

Rule, A.C. (2006, August). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. Retrieved from Directory of Open Access Journals database.

#40 “Towards a Framework for Developing Authentic Constructivist Learning Environments in Semantically Rich Domains” - This article discusses the rationale for using authentic learning in Constructivist classroom environments.

Zaulkernan, I.A. (2004, May). Towards a framework for developing authentic constructivist learning environments in semantically rich domains. Knowledge Platform. Retrieved from http://www.knowledgeplatform.com/Content/Pdfs/constructivist_semantically_rich_domains.pdf

#41 “Meaningful Learning with Technology” – This book discusses how technology enhances teaching and learning in general. There is a section that specifically discusses how technology enhances authentic learning experiences. It also discusses the benefits of using authentic learning activities/experiences in today’s classroom.

Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson Education, Inc.

#42 “Visual Knowledge Project Glossary” – This website is a glossary that provides several different, but related, definitions for several of the terms we have been learning about and discussing in our class. It includes terms such as authentic learning, constructivism, real-world learning, etc.

Georgetown University. (2002). Resources: Glossary. Visual Knowledge Project. Retrived from http://cndls.georgetown.edu/crossroads/vkp/resources/glossary/constructivism.htm

Reflection #10

(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article by Marilyn M. Lombardi entitled “Authentic Learning for the 21st Century: An Overview”. It discusses authentic learning, its effectiveness, its importance, and how it is enhanced by technology.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
As for classroom applications, in my last reflection journal entry, I mentioned that I would like to learn more about authentic learning so that I will be more capable of constructing and implementing authentic learning experiences/opportunities into my classroom instruction. In correlation with these ideas, this article talks about how technology is a great way to easily develop and incorporate authentic learning experiences into the classroom. The article said that technology was a great vehicle to achieve authentic learning experiences because sometimes it’s very difficult to give learners authentic “being there” experiences. However, the article suggested that technology allows students to actively participate in simulations of “being there” experiences, which is the next best thing. Therefore, I have learned that integrating authentic learning experiences into the classroom may not be as difficult as I first thought. I have learned that I need to find and research some technological tools that can help me accomplish the task of creating and implementing authentic learning experiences/opportunities into my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:

Lombardi, M. M. (2007, May). Authentic learning for the 21st century: An overview. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf

These ideas directly relate to some of the research I have been conducting for my Module C WikiText chapter about authentic learning. A lot of the information I have read about authentic learning, suggested that technology was a great way to create and implement authentic learning experiences within the classroom.

Reflection #9

(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article entitled “Authentic Learning: A Practical Introduction and Guide for Implementation”. This article was originally published in a journal entitled Meridian: A Middle School Computer Technologies Journal. This article defines authentic learning and discusses the key characteristics of an authentic learning instructional approach.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I have learned that many experts believe that learning should be embedded into real, authentic life experiences. I’ve learned that learners should be given the opportunity to learn by being presented with real world problems that need to be solved. Therefore, as for classroom applications, I have learned that I need to try to incorporate some authentic learning experiences into my classroom instruction. However, since I’m not very well-versed in the practice of using authentic learning, I have also discovered that I will need to do more research in order to accomplish this task. After completing this WikiText chapter, I hope that I will have a better and more thorough understanding of authentic learning, and I hope I’ll be able to construct some effective authentic learning experiences/opportunities for the students in my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:

North Carolina State University. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal. 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/

Since this article focuses on “learning by doing”, I think the ideas expressed in this article are closely aligned with the research we have been reading and studying about constructivism. This article asserts that learning should be seamlessly embedded into real world situations that allow learners to effectively and meaningfully connect new concepts to prior knowledge/learning. These are some of the same concepts that we have discovered are associated with constructivist learning environments.