ETEC 512: Applications of Learning Theories to Instuction
Inspiring Theories
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When I started the MET program in September of 2013, I wanted to test the waters first. I did not want to overwhelm myself with enrolling in more than a single course. ETEC 512: Applications of Learning Theories to Instruction was the course I chose to start with. The course offered me a chance to familiarize myself with learning theory that I had previously learned throughout my two undergraduate degrees (BHKin and BEd). While I was applying some of the previously learned theory in my teaching practices, I had forgotten some of the finer details of the theories. This is comparable to picking up a SLR camera again after a period of not actively photographing. Since I had left the darkroom behind after moving out of my family home, I found myself rarely using my Single Reflex Lens (SLR) camera, instead using a compact camera or my iPhone to capture images on special occasions. I found myself too busy to focus on my photography skills and to develop my own film. Although I was still capturing some moments in photographs, I was no longer using the more advanced exposure theory to manually expose the images with changing the aperture and shutter speeds. I was however, still using the basic composition theory, shooting my subjects using simple rules.
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After a decade of not using a SLR, I had to reacquaint myself with the intermediate theory. Leaving 35mm film behind and picking up a Digital Single Reflex Lens (DSLR) for the first time I thought it would be best to refresh my memories by enrolling in a course. Much like reacquainting myself with the finer details of the theories photography, I had to reacquaint myself with the educational learning theories I had learned nearly a decade ago.
Lesson Plan Critique: Sustaining Ecosystems: A Unit Plan Critique and Update
Throughout ETEC 512, I was able to refresh my memories of learning theories, applying them to a physical learning environment and an online learning environment. Furthermore, I was able to learn new theories, such as the Four Attributes of Learning as outlined in Anderson’s (2008) “Toward a Theory of Online Learning.” Anderson (2008) outlines the four attributes of learning; learner-, knowledge-, community-, and assessment- centered. While these four attributes seem to be straightforward and to be common sense, it was not until I read Anderson’s chapter in Theory and Practice of Online Learning that I actively began reflecting on them and their appearances within my teaching practices.
Anderson’s writing was the first of many that had me thinking about the way I had been teaching and doing a disservice to my students, my Science 10 class in particular. As a photographer, you tend to develop a repertoire for shooting similar images repeatedly. We become comfortable in our shoots and not challenge ourselves to step-outside of our comfort zone and to photograph new scenes, or similar scenes in new manners. The ability to self-critique is valuable to view our photographs in a new light and to alter our angle of view, our exposure mores, or our composition to enhance the story being told within the photograph. This is an identical to the manner in which I completed my lesson plan critique.
The lesson plan critique had me examining my Science 10 Sustaining Earth’s Ecosystem Unit. As I mentioned within my critique I believed the unit was “quick and simple; a unit in which students could teach themselves if it were required” (Marsh, 2013b). It did not take a lot to recognize this unit had not been developed and had lacked any effort on creating meaningful lessons for my students. The unit was teacher-centered with the focus on me attempting to transfer my knowledge to the students, as if it were a commodity (Von Glaserfeld, 2008; Lombardi, 2010). The lessons were simple, I would provide the students with a term and a definition on the overhead projector and they would be responsible for copying them. The only discussions that occurred were if and when a student happened to ask for clarification; or if I had asked the students to provide an example to demonstrate their understanding of a particular term, such as adaptation.
By recognizing my lack of effort and the disservice to my students I began to develop an entire unit plan from scratch. It was important for me to include elements from Anderson’s attributes of learning, Vygotsky’s and Piaget’s developmental theories, constructivism, and situated learning. This allowed the unit’s lessons to transform from teacher-centered and from an exercise of copying notes and sharing ideas in an inauthentic manner to lessons that are student-centered. These new student-centered lessons provide them with authentic learning opportunities, allowing them to construct their own knowledge through social interactions with their peers and their environment.
No longer do I view the Science 10: Sustaining Earth’s Ecosystem unit as one that is of little importance and that students are capable of teaching themselves. I now view this unit as one that I am proud of; one that encourages students to take responsibility for their learning, encouraging them to develop a deeper understanding of ecosystems through an engaging in authentic and meaningful activities.
Anderson’s writing was the first of many that had me thinking about the way I had been teaching and doing a disservice to my students, my Science 10 class in particular. As a photographer, you tend to develop a repertoire for shooting similar images repeatedly. We become comfortable in our shoots and not challenge ourselves to step-outside of our comfort zone and to photograph new scenes, or similar scenes in new manners. The ability to self-critique is valuable to view our photographs in a new light and to alter our angle of view, our exposure mores, or our composition to enhance the story being told within the photograph. This is an identical to the manner in which I completed my lesson plan critique.
The lesson plan critique had me examining my Science 10 Sustaining Earth’s Ecosystem Unit. As I mentioned within my critique I believed the unit was “quick and simple; a unit in which students could teach themselves if it were required” (Marsh, 2013b). It did not take a lot to recognize this unit had not been developed and had lacked any effort on creating meaningful lessons for my students. The unit was teacher-centered with the focus on me attempting to transfer my knowledge to the students, as if it were a commodity (Von Glaserfeld, 2008; Lombardi, 2010). The lessons were simple, I would provide the students with a term and a definition on the overhead projector and they would be responsible for copying them. The only discussions that occurred were if and when a student happened to ask for clarification; or if I had asked the students to provide an example to demonstrate their understanding of a particular term, such as adaptation.
By recognizing my lack of effort and the disservice to my students I began to develop an entire unit plan from scratch. It was important for me to include elements from Anderson’s attributes of learning, Vygotsky’s and Piaget’s developmental theories, constructivism, and situated learning. This allowed the unit’s lessons to transform from teacher-centered and from an exercise of copying notes and sharing ideas in an inauthentic manner to lessons that are student-centered. These new student-centered lessons provide them with authentic learning opportunities, allowing them to construct their own knowledge through social interactions with their peers and their environment.
No longer do I view the Science 10: Sustaining Earth’s Ecosystem unit as one that is of little importance and that students are capable of teaching themselves. I now view this unit as one that I am proud of; one that encourages students to take responsibility for their learning, encouraging them to develop a deeper understanding of ecosystems through an engaging in authentic and meaningful activities.
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ONline Conference: Information Processing
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As a photographer when you leave behind the automode there is sure to be some uncertainties. With ETEC 512 being my first course of the MET program and this Online Conference being the first group project I was nervous. Especially given, I had not experienced a group assignment in an eLearning environment before. Thankfully I was partnered with two students that lived locally. It was also their first experience completing a group project for the MET program. For this reason we had decided to meet in a face-to-face environment for the first brainstorming session. In doing so, we were able to support one another to ease our nerves. Despite the initial brainstorming session being completed in person, the remainder of the organization was completed using Google Documents. Additionally we held regular Google Hangouts (GHO) to flush out the finer details.
Throughout the completion of this project I was introduced to a variety of online tools; such as Weebly, LucidChart, and ThingLink. Being introduced to these tools at the beginning of the MET program was quite beneficial. By learning how to use these tools early on, I was then able to focus on other tools later on. While learning how to use new tools can be a frustrating experience, nothing was more frustrating than trying to learn HTML code for the first time. Granted it was another team member who solved the problem first, learning how to code tables, I was right alongside her trying to solve it too. |
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Once the project website, Information Processing Online Learning Conference, was completed we were instructed to reflect on our learning process. Although we could have written our reflections individually to submit them to our instructor, as a group we wanted to create an original reflection piece. As Google Hangouts played a large role in the organization process of the project, we wanted to host one final GHO. This GHO was aired live; by hosting a live GHO we were able to generate a YouTube video of our discussion and reflections to be embedded within our online learning conference. This enabled the visitors to the site to continue in the learning process.
While the learning experience was memorable; however, the most memorable moment in this class was meeting Victoria Olson in person for the first time. This face-to-face encounter lead to the development of a friendship that has only continued to grow.
While the learning experience was memorable; however, the most memorable moment in this class was meeting Victoria Olson in person for the first time. This face-to-face encounter lead to the development of a friendship that has only continued to grow.
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