Whereas the 3 main learning theories most often used are behaviourism, cognitivism and constructivism, they do not attempt to address the challenges of organisational knowledge and transference. This is where connectivism comes in - the integration of principles explored by chaos, network, complexity and self-organisation theories.
The article suggests that the shrinking half-life of knowledge has lead to the inclusion of technology and connection making and this has helped to move learning theories in to a digital age - connectivism.
Although 10 years old (2004), the article is still very applicable as it mentions the explosion of knowledge and how to work with the 'connection of everything to everything'. It also suggests the importance of where the know-how and know-what must be supplemented with the know-where i.e.: the understanding of where to find the knowledge needed - this is so very relevant TODAY.
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Cheryl Belbin's insight:
I sometimes use WebEx for work meetings and discussion groups but not so much for training. However I do think it could be a technology that could enhance and transform the learning experience and learning outcomes.
WebEx allows for audio, video and text in real time. Sharing the desk top and documents is also possible. Recordings of sessions for play back and for those learners who missed out on the session is also possible along with polls, quizzes, chat lines threaded questions and answers and opportunity for break-out sessions.
This tool easily moves from the SAMR augmentation level where there is some functional benefit (tyranny of distance overcome for example) to the SAMR modification level. Significant functional change may occur for the learner where a task is put to the group of clinician learners along with a video and script of a scenario of a clinical problem. Together the group are required to work in real time using the WebEx tool for exchanging ideas via audio, video and text - a rich use of multimedia with no limits on how creative the group chooses to be. The SAMR redefinition level may be reached where the group interact with an international peer group to collaborate on a cutting edge solution to a clinical problem for example. A peer reviewed paper presented at an international conference would certainly top off a transformational eLearning experience.
This is another example of the application of the technology of virtual worlds to medical education - looks promising - with caveats attached for best results. These include the importance of ensuring the learner is first able to use the tool effectively - this may take some lead time prior to the actual application of the tool itself. This tool has been applied to real life scenarios for clinical teaching. As the learner moves through the learning experience in real time, they would be achieving the modification level of the SAMR model where significant functional change is occurring. The learner would be required to work with peers in a PBL situation and interacting with patient avatars to determine a course of action. This tool could transform to the redefinition level of the SAMR model where treatments are tested that may be cutting edge - such opportunities would never be possible in real life situations with real patients because of the potential risk of harm to the patient for example.
Interesting to note the technologies proposed to be most popular for 2013. This article brought my attention to a technology that did not prove so popular - virtual worlds, but one I think has lots of potential especially in the clinical education milieu.
Transforming media into collaborative spaces with video, voice, and text commenting.
Cheryl Belbin's insight:
VoiceThread could be a useful tool for a group to collaboratively work to solve a problem in a team situation - in the health context for example. The tool enables audio, text and video. It allows for a considered response to the problem - enabling the learner to reflect on their thoughts as well as digest the comments and suggestions of others in a closed environment.
The problem to be solved could be presented to the team of learners as a video. Their job could be to investigate options to solve the problem, collaborating with their peers on the VoiceThread site routinely. If the team of learners works cohesively, the group may even get to a stage where members take responsibility for a task and share the findings to their particular parts of the puzzle, thus moving more quickly and cohesively to find a solution.
This learning .exercise would easily reach the modification level of the SAMR model where there is significant functional change as the group investigate and reflect independently and then come back to VoiceThread to share their findings and interact (asynchronously) with other additions to the VoiceThread site. I think it is important that there is a moderator involved in the program to ensure a scaffold sets the scene. This guidance is important to facilitate the learning process, not to dictate it - again resonating with a more constructivist approach to learning - with some elements of behaviourist learning sprinkled in. This is important because there are facts that must be understood that can then be used to develop further understanding of the task at hand.
This is a thought provoking diagram that maps SAMR model against Bloom's taxonomic levels within the cognitive domain with the added benefit of suggesting digital tools that may be applied at the various levels.
This was a useful interpretation of a complex paper - neatly explaining a little more about learning theories: behaviourism, cognitivism and constructivism - with elements of instructional design sprinkled throughout.
Consciousness and competence are linked in a model by William Howell, starting with the 'unconscious incompetent'.
Cheryl Belbin's insight:
The first 3 levels make most sense - especially level 1 'unconscious incompetent'. This to me reiterates the importance of starting a learning pathway off with some 'pegs' on which to base further inquiry - integrated with a structure or scaffold to assist in easy navigation of the learning path. Case in point was a recent article about Education Qld's curriculum and the under valuing of rote learning in the guise of times tables. The analogy given was that we all learn the alphabet - necessary it seems for moving on to reading and writing - also a form of rote learning. The same could be said for basic times tables before advancing to other mathematical challenges...
This is a useful explanation with examples of the SAMR model which offers a method of seeing how computer technology might impact teaching and learning. The teacher - learner continuum is mentioned whereby the learning environment moves from teacher centric and teacher questioning the learner/s to learner centric and learner asking questions - reflecting a move away from behaviourism and towards constructivism.
Why Scoopit Is Becoming An Indispensable Learning Tool
Cheryl Belbin's insight:
As a new user of this technology, I am liking it more, the more I use it. I do agree with a previous comment on this site which refers to the importance of going to the source document and commenting from there - otherwise the intended message may soon be distorted.
I think the technology shows lots of promise as a transformative learning technology - further thought on my part required...
Regarding the Connectivism Theory and its effort to bring learning theories in the the digital age, I think this particular tool really does enhance connections and is a great repository for information/knowledge about a specific topic. this reiterates the notion that one is not required to 'know' everything - what really helps is to know where to find the information/knowledge.
The application of new technologies to the education of health professionals is both a challenge and a necessity. Virtual worlds are increasingly being explored as a support for education. Aim: The aim of this work is to study the suitability of Second Life (SL) as an educational tool for primary healthcare professionals.
Several universities worldwide are grappling with the challenges of medical education in the context of reduced access to preoperative patients . This is especially important given that most would...
Cheryl Belbin's insight:
The 'grappling' mentioned is ubiquitous in the clinical education world. There is never enough placements for learners to practise their newly acquired skills on real patients or in an environment with the required support and safety mechanisms in place. Pilots use simulation and virtual world learning - some clinical areas use it - perhaps the need for expansion of the technology is due...
This item gives a good example of what some of the most popular tools are for learning - After viewing the site, it is not really clear how the voting was done or how the results were determined - or what criteria were used. That aside, it is interesting to see what is topical. It would be an interesting comparison to look at this data/usage vs the ABS data in the Sensis report.
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