Mapping My Learning Connections

How has your network changed the way you learn?

My learning network has been changed in ways that sometimes I feel as though it is challenged. I come from a family that has a long line of educators, which is why I was encouraged to go into education in the first place. I say my network has been a bit of a challenge because I feel I am often struggling to keep up with what is being accomplished by some of my relatives my age or struggling even harder to maintain or succeed what has already been accomplished by someone such as my Grandmother, who was in the educational field for years, including being one step from being the Superintendent of the schools before retirement. I go to her a lot for advice about different learning processes or understandings or even if I am having a hard time communicating to those I instruct. With that said, I find that my network has changed not just because of the challenge but also getting the “real” side of things and how it really should be rather than just referencing people’s opinions.

Which digital tools best facilitate learning for you?

The best digital tools that work for me are search engines, such as Google and Yahoo. Although the sometimes frowned upon, Wikipedia, I still use it because although this source may not be as reliable, it still gives me a better understanding of the concept. I find that whenever I need to find out more information or meaning of something I do not understand, I turn to these sources. Ultimately, they give me the breakdown of the term or concept, which gives me what I need.

How do you gain new knowledge when you have questions?

I usually attempt to first Google the concept. If that does not work, I then turn to a family member who may have used, been through or know someone who has had a similar situation. Although this may be an uncreditable way of figuring things out, however what is the best way to learn about something, experiences or word of mouth.

In what ways does your personal learning network support or the central tenets of connectivism?

My learning network support helps me in many different ways such as helping me “connect” two concepts by linking it to personal experiences or experiences that I have heard others have gone through. I am a huge fan of this way of learning. Many times, especially being new to learning about education, I try to read the concept and link it to something that I have either gone through in the business field, or something personal. This can also be demonstrated by using my favorite search engines or many times, if you post something on a social media website, someone can relate – which is one of the perks of the internet. According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (2005, para. 15). Inherent to this new viewpoint on learning is the idea that we can no longer personally experience everything there is to experience as we try to learn something new. We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Siemens, 2005, para. 21).

 

References:

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved October 06, 2013, from http://www.itdl.org/Journal/Jan_05/article01.htm

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved October 06, 2013 from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Connectivism

Evaluating and Identifying Online Resources

For this week’s (Week 2) blog assignment, we were to evaluate and identify at least two online resources as it relates to the brain and learning, information processing theory, and problem-solving methods during the learning process.

Upon reviewing multiple sites within my Walden Library, I came across the following websites that I found interesting.

The first was found under the Psychology curriculum called “Human agency in social cognitive theory.” The article examines the nature and function of human agency within the conceptual model of triadic reciprocal causation. In analyzing the operation of human agency in this interactional causal structure, social cognitive theory accords a central role to cognitive, vicarious, self-reflective, and self-regulatory processes. The issues addressed concern the psychological mechanisms through which personal agency is exercised, the hierarchical structure of self-regulatory systems, eschewal of the dichotomous construal of self as agent and self as object, and the properties of a non-dualistic but non-reductional conception of human agency (Bandura, 1989).

In reading the above article, I came across a second interesting study called Parents, siblings, and peers: Close social relationships and adolescent deviance (2002). In this study, the relations between parents, older siblings, peers, adolescents’ individual characteristics, and adolescents’ deviant attitudes and behaviors were examined simultaneously, using a social learning perspective and data of 121 families from inner-city Philadelphia (Ardelt & Day, 2002). Of the structural equation models, it showed that older deviant siblings had the strongest effect on adolescent deviance. Deviant peers also played a significant role. The effects for parents varied for deviant attitudes and behaviors. Positive family relationships, parental support, and discipline consistency were associated negatively with adolescents’ approval of deviance, but only parental discipline consistency and adult supervision of adolescents were related negatively to adolescents’ deviant behaviors (Ardelt & Day, 2002). Coefficient estimates did not differ by ethnicity/race, family structure, or the quality of the sibling relationship. However, adolescents who identified with their older sibling, were of the same gender, or had a deviant older brother tended to be affected most negatively by the deviant sibling.   I found this study personally interesting because time and time again, I’ve mentioned far too often kids growing up in intercity areas are getting more and more accustomed to that lifestyle and are believing they cannot succeed because nothing more is offered in the world. Sadly, according to this article, most of these feelings or thoughts are based on what is taught or told to them, unfortunately, by those living in the same home.

The final article I read spoke of problem-solving methods during the learning process. The name of this particular article is “Are social competence difficulties caused by performance or acquisition deficits? The importance of self-regulatory mechanisms.” However, it mainly discussed the performance vs. skill acquisition model of social skills deficits. In short, this reading performed two studies in regards to social behaviors and efficacy of self-management on a non-contingent and contingent reinforcement phases. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self-management intervention with non-contingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation (Gumpel, 2007). Two of the three participants responded favorably to the self-monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results were discussed and evaluated showing many of the students with ADHD and LD displayed more aggressive behavior, delinquent behavior issues, depression and social problems.

 

References:

Ardelt, M., & Day, L. (2002) Parents, siblings, and peers: Close social relationships and adolescent deviance. Journal of Early Adolescence, 22 (3), pp. 310-349.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. doi:10.1037/0003-066X.44.9.1175

Gumpel, T. P. (2007). Are social competence difficulties caused by performance or acquisition deficits? The importance of self-regulatory mechanisms. Psychology In The Schools, 44(4), 351-372. doi:10.1002/pits.20229

The Doorway to Professional Learning Communities

Some time ago, while attempting to obtain a Master of Education degree with concentration in Administration, Management and Leadership here at Walden, I was required to set up a blog, hence the “Johnson Early Childhood” link name of this blog. I did attempt to create a new blog through wordpress.com, but it just seemed a bit confusing to me, therefore I decided to tap into the phrase “stick with what you know.” However, I was able to at least change the overall name.

This week, we were required to give a brief overview of the type of content that can be found on three design blogs. The three blogs I found interesting are listed and described below.

·         The first I explored, as mentioned above, was wordpress.com. The site did seem user friendly, however for someone like me that is not used to the world of blogging, it did not. I did like the multiple themes that were available to add to the blog, with the variety of colors. I found it a bit confusing when attempting to set up the RSS feed, so I decided to stick with the blog I already had set up, which is this one.

·         As an individual looking to get further into the field of instructional design and technology, the second blog I came across was entitled, “Cathy Moore – Let’s Save the World from Boring Training.” On this blog, she discusses a multitude of things – such as how to make learning fun by adding simple things such as humor using funny cartoons to presentations to the top 3 powerful ideas you should steal from marketing. Her way of explaining concepts are extremely intriguing to me since I am new to the world of instructional design and she gives different ways of training and gives a variety of explanations.

 

·         The last and final blog I visited was called The Rapid E-Learning Blog. This blog was very delightful and colorful, which is very eye catching. It talks about how to communicate to e-learners, what they need to know as well as how to create engaging e-learning presentations. Although I did not have a change to read through the entire site, the little bit I did read was interesting in knowing what should and should not be included and gave helpful hints on how to portray concepts to any audience. 

 

During this course, I look forward to reading more into the above described blogs to gain a better understanding of the world of IDT along with the resources available to me within the course.

Research Aroung the World

For this week’s assignment, I decided to research Early Childhood (EC) in Australia. I chose Australia because it is not a country that I hear about a lot; therefore, I wanted to compare their EC programs to those of the US.

            In doing so, some of the current international research topics in Australia were slim to none. However, I was able to stumble upon EC news archives that continuously monitoring the news for information concerning the wellbeing and development of young children. The latest article published called Resources to support services, families and children deal with bushfires, focused on services and communities around Australia have been affected by the recent bushfires and gave listings of resources to assist families, children and communities through this difficult time. Very seldom you see where an area has been hit with devastation that the community focuses on just EC. Most times there are listings for assistance, but it doesn’t make mention of the biggest topic – children. The website goes on to state “Research shows children who have been directly affected by bushfires can experience emotional distress for a long time after the bushfire has happened. This can be related to the experience of having to leave their homes, fears about their parents' safety and fears about the future as well as actual experience of the fire”. I found this to be extremely touching having gone through many hurricane devastations here in New Orleans.

            The most surprising fact/insights/new ideas about EC in Australia that I gained from the suggested website was the Australian Journal has been around for many years and like most magazines or journals have been through a number of name changes. The best part about it all is that it is known as the most scholarly journal in the field. The Australian Journal of Early Childhood (AJEC) acknowledges the breadth and diversity of those studying and working within the early childhood field, which for many people like me inquiring about the EC field internationally helps to understand their concepts and ways of doing things in comparison to the US.

            The other noteworthy information I found on this particular website was that there is many different types of assistance available in regards to EC. Whether a child is grieving, gone through a traumatic experience or dealing with a loss of a loved one, there are tons of assistance offered to children. As adults, we deal with things different ways from children. We may think the child is okay with certain things, but the truth is, they tend to deal with horrible or traumatic situations harder than adults. After reading the many articles related to these topics, it seems as though many communities need to revise their plans when dealing with disasters and those affected by them.

Reference

Early Childhood Australia. (2013). Retrieved from http://www.earlychildhoodaustralia.org.au/

Research that Benefits Children and Families—Uplifting Stories

            If I had the means and knowledge to conduct research, with no restrictions to make a positive contribution it would be to address specific types of cancers, such as leukemia. My reason for choosing such a sensitive subject is I have several friends and family friends who have children dealing with such a deadly illness. Many of which who cannot afford the expenses, especially when their children have to be flown into hospitals such as St. Jude.

 

My ideal research would consist of finding a special type of leaf or plant.  Although it may take me a while to figure out the right concoction for the cure, I would be extremely determined to do so. Of course, the obvious positive contribution would be that it would cure the illness. Unlike many people, I wouldn’t want to find this cure for the money, for me it will be strictly about helping out the families and saving a child’s life.

My Personal Research Journey

Although many times in the past, I’ve had to conduct research on various topics, the last two weeks of this class has shown me the correct way to do so. Reading through last week’s and this week’s resources has shown me to not just look up a subject and write about it, but to read about the topic and make sure I understand it before beginning to write.  Changing careers from business to early childhood has opened my eyes in different ways. For example, in business I would read something and write about it and may have to explain it every now and then. With Early Childhood, I now have to understand the concept and be able to apply it.

The topic I chose for the simulation is poverty as it relates to the wellness of early childhood students and their families. I decided on this topic because it is often kept a secret because I believe some people are afraid of the truth and ashamed to ask for help when they need it the most. In actuality, people with low incomes, particularly those who live in poverty, face particular challenges in maintaining their health. They are more likely than those with higher incomes to become ill, and to die at younger ages (Lillie-Blanton, Martinez, Lyons, and Rowland, (2000). They are also more likely to live in poor environmental situations with limited health care resources—factors that can compromise health status and access to care. 

In doing some extensive research on the topic, I gained some interesting insights such as according to the Census Bureau, in 1999:

• 16.9 percent of all children and 18 percent of children under age six lived in poverty, versus 10 percent of adults.
• Minority racial and ethnic groups are much more likely to live in poverty—23.6 percent of blacks and 22.8 percent of Hispanics lived below the poverty level, versus 7.7 percent of whites.
• Female-headed households (with no husband present) are much more likely than married couple families to live in poverty (27.8% versus 4.8%); with black and Hispanic female-headed households having the highest poverty rates (39.3% and 38.8%, respectively).
• In my local area, according to U.S. Census Bureau (2012), individuals and families below the poverty level in years 2000 and 2009 in the State of Louisiana were 862 (in thousands) in 2000 and 755 in 2009 for individuals, whereas 182 in 2000 and 150 in 2009 for families.

I look forward to continuing my research on this topic. I look forward to getting insights from my fellow colleagues and classmates with any information on this topic that will help me in the long run. I can say that it looks like each time I begin the research, I find even more interesting facts that are broadening my knowledge on the subject.

Resources

Dalaker, J., and Proctor, B. D. (2000). Poverty in the United States, 1999. U.S. Census Bureau, Current Population Reports, Series P60–210. Washington, DC: U.S. Government Printing Office.

Lillie-Blanton, M., Martinez, R. M., Lyons, B., and Rowland, D. (2000). Access to Health Care: Promises and Prospects for Low-Income Americans. Washington, DC: The Kaiser Commission on Medicaid and the Uninsured.

U.S. Census Bureau Statistical Abstract of the United States. (2012). Income, Expenditures, Poverty, and Wealth. Louisiana. Retrieved from http://www.census.gov