RSA 4 "Power of the learning community"

https://springerlink3.metapress.com/content/nx5741755lr3m7u6/resource-secured/?target=fulltext.pdf&sid=j1ot5vu4cclerbizpv3reth0&sh=www.springerlink.com

            The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions. It goes in depth to illustrate the shortcomings of direct instruction. Direct instruction methods have been criticized for failing to emphasize practical problem solving and critical thinking (National Science Teachers’ Associations, 1993.) Student centered instruction has proven to improve student retention and comprehension. The use of active learning and hands-on discovery not only requires higher order thinking skills, but also makes the learning more engaging. It seems fairly obvious that you will be learning a lot more when you are engaged in the material. The average adult can only “pay attention” to a lecture for about seven minutes. However, if the mind and body are actively working on solving a problem, the student can be attentive for hours.

            This paper supports the assigned reading, “Building Online Learning Communities: Effective strategies for the virtual classroom”, by agreeing the students being engaged in their learning via computers. Students can form virtual study groups on line through blogs, websites, Facebook, etc. It’s virtually impossible not to be active in a virtual study group because you will have to navigate through the information to follow and learn from it. Overall I think it is very obvious that education in the 21^st century needs to become student centered and technologically enhanced.

References:

 Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 157-204.

Hannafin, Michael & Land, Susan. (2006) The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science Volume 25, Number 3, 167-202, DOI: 10.1023/A:1002997414652

RSA #3 Building Online Learning Communities

http://www.tandfonline.com/doi/abs/10.1080/14759390500200211

The topic for this post is Building Online Learning Communities. In today’s day and age of computers, cell phones and iPads we are in a state of constant communication. We have immediate access to anything we want. It only makes sense to have our PLC’s (Professional Learning Communities) linked in a similar fashion.

                The linked online article summarizes a very interesting experiment conducted by the University of Dundee. Students were offered the option of receiving support via the VLE (virtual learning environment) as opposed to the existing methods that included face-to face meetings, letters, emails and telephone contact. It turns out that it was the student who chose the VLE that felt more connected to the learning community compared to the students that actually went to the face-to- face meetings!! Amazing, I think this Cohort should never meet face to face again!!! Students that are active are literally using more parts of their brain. When you go to a lecture, you are most likely only listening, if that. When you are in a virtual learning community you need to be actively searching, responding and interacting with the media. That alone will improve your comprehension. The average adult only has the attention span 15-20 minutes. So think about how much you are paying attention in a 4hour class. Interesting.