Module 2: _isms

isms cause me pause.

Clearly we, as educators, are all part of a practice. This practice is one which deals mainly with the unseen; learning. How can learning be authentically measured in order to prove one learning theory as affective over another?

In viewing the blog postings between Karl Kapp and Stephen Downes, http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html,
I walk away with more questions than answers, which I enjoy!

The analogy which originally came to mind was that of a physician attempting to diagnose an illness which presents itself with certain symptoms. Symptoms were looked at in many ways by differing physicians, through different medical procedures, and therefore, different diagnoses may be assigned. Likewise, the students present themselves with certain behaviors and abilities which demonstrate the assumption of increased knowledge or assimilation of information. However, as educators we must guard against the burden of proof being placed upon our students through anything but authentic demonstration of knowledge. Whichever learning theory is utilized, based upon the situation, task or level of information, as Karl Kapp believes to be the correct formula, the learning theory must address the outcome, the desired knowledge first and work back to the individual learner by design. This design is essential in order to assure that testing of knowledge isn’t based on simple regurgitation of information. Higher order processing must take place in order for there to be an increase in understanding.

So, as we pick and choose which theories apply to which situations and students, we need to keep in mind that the outcome is increased knowledge. Increases in knowledge, however, seem to be more difficult to assess than diagnosis of a patient’s illness. With so many variables, what is a classroom teacher to do? As we assess the human behavior of motivation and learning styles, educators themselves are born of or under a certain learning style themselves which translates into their teaching style of choice. My next question pertains to the role of technology as a mediator within the classroom. Could technology provide students with varying learning styles and levels of knowledge gain the correct prescription for growth?

There appear to be more questions here than answers, and I apologize. I’m a student myself, and will continue to assimilate this information into a knowledge base. More to come…always more!

Kerr, B. (2007) http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html, retrieved on June 19, 2009.

Module 1:
Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?

"Metaphors of educators" made me sit up and really take note! As an avid reader, elementary educator, and now library/media director, I enjoy these comparisons, and use them as teaching tools often.

I particularly enjoyed reading the metaphors of educators by John Seeley Brown (2006) in comparing the educator to that of an artist or architect, the Clarence Fisher metaphor for teachers at network administrators, and the gentle guidance metaphor of Curtis Bonk (2007) comparing the educator to a concierge. While all of these comparisons ring true, and serve as valuable models of reference, I like to think of the role of the educator as the simple gardener.

Being a gardener myself, I find that the nurturing piece is an easy attraction for me. My particular interests are with perenials. I enjoy them over time, watching them take shape, thinning and transplanting them to better fitting locations as they multiply which help them take root in a new area of my garden. Taking into consideration what each varying species of plant in my yard needs in order to grow, I carefully supply the plants with specific locations in order to maximize or minimize the amount of exposure to the sun, provide the amounts of natural water collection, and couple the plants with complimentary varieties of other perenials.

Within my "garden community", I have a plan. I wish to maximize the growth and beauty of all of the plants within my yard. I want them to work together with the resources around them in order to reach their fullest potential. Once my garden really takes root, I want to guide the vines in a direction which will allow them to continue their growth and development. At times, a plant may not be blossoming in it's current location, in which case, I can try it out in another location and see what progress is made there.

I can't make my garden grow, but I need to understand the resources necessary in order to provide my plants with the best opportunity under differing conditions. Understanding what one species needs in order to thrive and being able to provide and guide are the essential tools for my garden.

Introductions

Hello and welcome!
I often wonder who would be interested in reading my thoughts! Yet, here we are.

My family and I live in a suburb of Chicago. My husband of 12 years and our three children enjoy the museums, biking and soccer. We are excited for the summer to begin, it still feels like April around here!

My professional experience has been in elementary education. I have been teaching since 1992, from grades K-4, not in that order, of course. For the past three years, I have been the Learning Center Director of our K-5 elementary building where I have been able to utilize so much wonderful and exciting technology! This experience has led me to where I am today; here with you!

I look forward to building this site, and I look forward to seeing all of your blogs, as well.

Let's go!

Jeannine