EDUC 251 Misc. Blogs

Portfolio assignment  EDUC 251 3.4

Actually, after talking with Mark and reading this carefully, I see that I was way off in my interpretation of what we should be doing in this activity.
I believe what I should be doing is engaging in a cognitive presence.

In this class, I’d like to learn learning theories I have not learned before.  In this class I would like to be exposed to the wellspring of fresh theories so that I can continue to refresh my practice after this class.  Lastly I’d like to have some space and opportunities to apply learning theory to online learning.  If online learning is different from face to face learning, I would especially like to know about those areas so that I can really define what should be different from a face to face class.  All of my online learning thus far has been from teaching online and taking online classes. I have had no formal online theory aside from our online department professional development.  The practical knowledge has been valuable, but I see a need for research in my practice.

More important than what we learn is how we learn.  I would like to experience and see where the ideas come from so that I can continue to learn after this course is over.  I believe that the coursework so far has been great at teaching me how to find my own learning. The Diigo site, although is like dumping beads into a pool for me still, is a great opportunity to practice finding my own information online.

The other important component of learning is practical experience applying the learning theory to my teaching.  So far, I have made a scenario based activity that is helpful, I believe, in developing deep cognitive thinkers because I was able to apply and lead students though a new schemata.  Looking at the research on situated cognition an ill structured problems will be an opportunity for more practice.  In the real world, teachers occasionally look at each other’s work and give feedback.  In this course, when we design something applying new theories, we have the opportunity to give and receive feedback.

My goals and what I think I will get out of the class go beyond the content of Learning Theory. I want to learn how to learn this content in the future and practice putting the content in to classroom like scenarios within a community.


One response

  1. Thanks, Tanya. What you’ve posted sets you up for a quarter’s worth of metacognition: watching yourself learning and then reflecting on that. For me, the better I am at metacognition, the better I am at teaching because I get used to thinking about/trying to get at what’s going on in my students’heads. There’s a definite skill that we develop: if we’re good at it, we ask students questions that guide them to reflect on a particular moment in their thinking/working. If we’re not, then those questions are so generic that when you read the student answers, it’s clear that the activity had little value. I do think that the degree to which we can get online students to think about themselves as learniners–that’s the degree to which we help them succeed in that role. We help them because their own reflective processes become a way for them to solve their own problems/misunderstandings.

    I hope this topic–metacognition–is something we in 251/252 can work on for the rest of the quarter. And so part of your job going forward is occasionally to revisit this post to remind youself of what you want from the class, gauge the degree to which you’re getting what you want, and figure out how to proceed if you’re not getting it.

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