Question Map Session 3

Get Started. It's Free
or sign up with your email address
Rocket clouds
Question Map Session 3 by Mind Map: Question Map Session 3

1. Connectivisim

1.1. How do we design an environment for the individual to distribute information flow to their teams and then the company?

1.2. it has a lot of limitations (I'm thinking of the "jack of all trades, master of none" concept). I wonder how we account for this way of learning that is common with the abundance of information as we think about effective learning strategies.

1.3. "What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval).”

1.4. I agree that “Self­ organization on a personal level is a micro­process of the larger self­ organizing knowledge constructs created within corporate or institutional environments.” What kind of learning is required for these kinds emergent orders?

1.5. Is there equivocation in the idea of learning in the traditional learning theories described and the learning described in Connectivism. Are they different understandings of learning, or are these expanded/nested concepts?

1.6. What digital product(s) can we make that can address the needs students and teachers have in order to meet the demands of the knowledge economy?

1.7. In addition, what is the role of educators? Are they merely information sources?

1.8. If technology is seen as an important source of connectivity, what happens with those societies that do not have a well-develop technology structure?

1.9. Regarding the notion of “amplification of learning”, how does connectivism help students to develop skills to distinguish between adequate and inadequate information?

1.10. if the core of connectivism is to create connections, how should we apply that theory in our professional practice?

1.11. knowing how to research and gather information that is pertinent to the tasks and obligations we have is it skill that should be at the fulcrum of each classroom and learning experience.

2. Book

2.1. Would this involve mass practice and continual rereading?

2.2. Who is responsible for this lack of knowledge? Is it the parents, the teacher, the environment or the learner?

2.2.1. What is happening in the environment? High School, underprivileged, over privileged?

2.3. How do we get all the stakeholders involved?

2.4. What are we going to do about this? We know the challenges and the theories-

2.5. what are the limitations of the strategies McGuire describes when applied to different subject domains?

2.6. Do these strategies help students develop metacognitive and learning skills that will in turn help them succeed in any domain, or are there limitations for specific types of subject domains or levels of experience (elementary school vs college, for example)?

2.7. I wonder how her explanations of the issues and proposed strategies would differ if she instead focused on underperforming and underserved student populations.

2.8. What is the role of the teacher as and beyond translator? Is this a useful concept to think about when designing?

2.9. While they understand why it’s important to teach using the framework, if they can’t affectively relate this to their students or don’t relate it at all how is the student supposed to learn from it?

2.10. Results----->If the first exam took place at the very beginning of the semester, is the reason for the better scores possibly just because students had much more information to build off of?

3. Learning Theories & Instruction Design

3.1. How much does culture influence instructional design?

3.2. Are these design trends more reactionary compared to precautionary?

3.3. What signs as designers should we be looking at culturally, economically, etc., that might better mold our designs into more beneficiary platforms for today’s learners?

3.4. Tennyson ultimately wants instructional designers to develop theories that are learner-centered instead of technology-centered.

3.5. Background to why we have connectivisim

3.6. At the end of his paper, Tennyson suggests that one of the greatest barriers to “the acceptance of instructional design principles in the K-12 school system is the resistance of teachers” and more specifically, their resistance to implementing instructional design concepts in schools (Tennyson 14). I would like to know what my fellow K-12 teacher classmates think about Tennyson’s claim. Is it a valid claim and has this been your experience in the US school system?

3.7. I wonder what would have emerged if the science had been designed for human flourishing instead of as an expedient to training for war?

4. Overall statements & questions

4.1. The future role of educators will have to adapt to this paradigm, taking on a more advisorial role, providing trusty information and techniques for tackling the choppy waters ahead.

4.2. How do students get conditioned for higher learning?

4.3. How do the three readings connect?

4.4. I still do not entirely understand what instructional design entails

4.5. After reading Tennyson and Siemens, this question still remains: What is instructional theory and how does it differ from educational theory or learning theory?

4.6. what will you do to motivate students?

4.7. How can we help students prepare for the knowledge economy given all the skills required in the digital age?

4.8. How can we help students prepare for the knowledge economy given all the skills required in the digital age?

4.9. I actually found it curious that it seemed almost as if the authors (as experts in understanding how we interpret, understand, engage with, and make sense of information) weren’t applying the techniques they described?

5. How does culture connect to all the readings?

5.1. They both made me think it would be fascinating to explore in depth how the culturally accepted learning theories and instructional designs of certain periods of time (and how contemporaneous technology was incorporated into learning) might correspond to characteristics of the generations who experienced them as learners.

5.1.1. For example, comparing baby boomers, who were raised in classrooms that emphasized behaviorism and are typically associated with a strong work ethic and being team-oriented vs. Gen X’ers, raised in classrooms that emphasized cognitive theory and are typically known as more self-reliant and cynical vs. millennials raised in classrooms that were more adapted to individual learner needs and incorporated interactive media, and who are typically known as progressive and innovative but less apt to perform well under pressure, and now Gen Z’s learning under theories of connectivism, chaos, and rapidly evolving tech, and so on. (I’m paraphrasing from past articles on generational characteristics I’ve read, but referred to this for a refresher in case anyone is interested in more detail: https://us.sagepub.com/sites/default/files/upm-binaries/58778_Abrams_The_Multigenerational_Workplace_Ch_1.pdf (Links to an external site.)Links to an external site.) We could also expand this to think through how different styles of teaching and learning goals in different places in the world correspond with different global cultural values.

6. After reviewing our classes reflection I understand the need for roadmaps- learning must be actionable so that each student had a purpose to what they are doing. Blindly following norms may not reap the rewards you seek. But having an overall structure that support learning appears to be key in Learning Success-