EDLD 5364 REFLECTION

I was unable to access the web conference on 8-29-13.  I waited for about 45 minutes to no avail.  Because our assignment was due in two days, I decided to converse with my team members.  We collaborated and decided that I would be the team leader.   I missed the conference on Saturday as well but because the syllabus, readings, assignments, and videos were self explanatory, I was able to complete the assignment with no problem.

EDLD 5364

During the first week, we were introduced to three different Learning Theories:  Constructivism Theory, Connectivism Theory, and Cyborg Learning Theory. The first theory, Constructivism, I am very familiar with.  This theory is based on the premise that learners begin with what a person knows about a subject, topic, or item.  As described by Vygotski, a learner gains new information from instruction through reading, hearing, or collaborating about the information.  By doing this, the learner adds to his or her personal baseline knowledge and creates new knowledge.  It is considered to be a continual process where students are making connections as they find sources of information through interactions and databases.  Connectivism regards learning as more complex than just constructing knowledge within an individual. This learning theory is considered to be a continual process-more about knowing where to find knowledge needed within various networks.  It includes what we gain internally as an individual learner as well as what we can learn from our interactions with external networks such as human social interactions and technology-based databases. Of the three learning theories, the Cyborg Theory was the most interesting.  It is described as a futuristic model that implants devices to connect machines in humans.  Implanting a chip into the brain that will improve communication seems like a very dangerous procedure but it is described as a reality that might change human evolution.  The possibility of being able to plug a computer directly into ones nervous system or download information directly into the brain will definitely change education the way we have it today (Warwirk, 2008).  Ray Kurzweil predicts that the melding of humans and technological devices will have tremendous implications for education. 

                                                       Citing

Abbott, J. (nd). Building Knowledge: Constructivism in Learning. [Video file]. Retrieved from http://www.youtube.com/watch?v=F00R3pOXzuk

Siemens, G. (nd). The Changing Nature of Knowledge  [Video file]. Retrieved from http://www.youtube.com/watch?v=YMcTHndpzYg

Warwirk, K. (nd). Cyborg Life [Video file]. Retrieved from http://www.youtube.com/watch?v=RB_l7SY_ngI

EDLD 5366 Web Conference Reflection

The web conferences of EDLD 5366, Digital Graphics, Animation, and Web Design were very beneficial.  Each time I attended, I came away feeling confident in knowing my assignments would be correct.   At the first conference, I was able to find and form my group for week 5’s assignment. We exchanged e-mail addresses and form a Google hangout spot for further collaborations. Because the conferences are recorded, the conferences I missed, I was able to view on blackboard and catch up on any other information I needed. Dr. Abernathy did an excellent job making sure all of our concerns were met.

DIGITAL GRAPHIC DESKTOP PUBLISHING

I really enjoyed the Digital Graphic Desktop Publishing course.  It was enjoyable, motivating, and engaging through the duration of the entire five weeks.  In our assignments, we used the four principles of design (C.R.A.P.) as each week built upon the other. As a paraprofessional for ten years, I was the person who was responsible for bulletin boards and hall way decorations so I had a lot of practice designing different projects for teachers.  I can say that I’ve always had an eye for design but it was not until I learned C.R.A.P. was it made clear to me that whether putting together a bulletin board, poster, or newsletters, using C.R.A.P principles help people understand as well as appreciate what they are viewing.

The strategies I used in completing these assignments were very simple: participate in the web conferences, watch the assigned videos, complete the weekly readings, participating in the discussion board, and follow the rubric.  As our team members began working together, each member was assigned a particular task. As hands on learner, I was excited about being one of the ones to put together the “How To” and “Special Education” page of the assignment and collaborating through our Google hangout and e-mails made it very easy.  As we utilized each of the C.R.A.P. skills, we were able to practice, create, and produce an extraordinary website.

There were several lifelong learning skills I developed while in this course such as sharing assignments and working with and creating animations.   As I further investigate more about Web 2.0 tools; micro blogs, niche forums, and article directories, I will be able to better interact and collaborate with my colleagues. I’ve also learned that classroom activities such as Think-Pair-Share and Think Books can assist students in engaging in reflective practice. Lastly, I’ve learned that the fundamental principle behind multimedia learning is that people learn better from words and pictures than from words alone” (Mayer 2005).

                                                     References

Basic Layout and Design Principles for Webpages. (Nov 29, 2007).  Retrieved

              from http://www.youtube.com/watch?v=mF_mWi6r-9I&feature=youtu.be

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Understanding Multimedia Learning: Integrating Multimedia in the K-12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf