Learning Theory: Artifact Nine Reflection
As mentioned in the Pedagogy Theme introduction, EDUC 5001G Principles of Learning asks how we learn and how our environment affects our behaviour. Without a solid grounding in learning theory, these questions would be difficult to tackle and, by extension, my understanding of 21st-century learning would be problematic at best. To develop an understanding of learning principles in EDUC 5001G, I contributed to an ongoing collaborative Course Wiki (Artifact Nine A). This Wiki covers many areas in the field of education, such as theorists, their important contributions to the fields of education, important digital applications, and key definitions. By then end of EDUC 5001G, sections on theorists Ruben Puentadura, Gibson’s Affordance Theory, the contributions of Kearsley and Shneiderman’s (1998) Theory of Engagement and Puentedura’s (2009) SAMR model would be personally added to the Wiki.
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Of note, and as an extension of developmental theories of Vygotsky, Bruner, and Bandura's social cognitive theory, the SAMR ladder is a system in which educators can measure the successful application of technology (Puentedura, 2012). Puentedura’s model has four levels of technology integration; substitution, augmentation, modification, redefinition. The inclusion of the SAMR model was key for my blossoming understanding of 21st-century learning throughout the UOIT MEd program (and something I referred back to often). Please note that an explanation of the SAMR model will not be mentioned here as I do go into detail in both the Course Wiki (Artifact Nine A) and the Wikiography (Artifact Nine B).
As I was in the midst of a significant tablet initiative at my place of work during my time in EDUC 5001G (Winter Term 2014), I was keen on researching and adding theories to the Course Wiki that would support my professional endeavours. One of my supporting articles, Cochrane, Narayan & OldField’s (2013), iPadagogy: appropriating the iPad within pedagogical contexts used the term 'affordance' no less than fourteen times to support social constructivist pedagogy and the iPad’s capability within the applications of affordance (p. 62).
As I was in the midst of a significant tablet initiative at my place of work during my time in EDUC 5001G (Winter Term 2014), I was keen on researching and adding theories to the Course Wiki that would support my professional endeavours. One of my supporting articles, Cochrane, Narayan & OldField’s (2013), iPadagogy: appropriating the iPad within pedagogical contexts used the term 'affordance' no less than fourteen times to support social constructivist pedagogy and the iPad’s capability within the applications of affordance (p. 62).
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Following the suggestion of Dr. Hunter, I analyzed Conole & Dyke’s (2004) What are the affordances of information and communication technologies? Both papers base their arguments on Gibson's (1977) Theory of Affordance. The definition of affordance, as explained by McGrenere & Ho (2000), is “an action possibility in the environment to an individual independent of the individual’s ability to perceive this possibility” (p. 2). Norman (1988), previously defined an affordance as, “the design aspect of an object which suggests how the object should be used” and emphasized “perceived properties that may or may not actually exist” (p. 9). According to Gibson (1977) and Norman (1998), we perceive objects in terms of the possibilities for actions they offer and afford us (Norman, 1998, p.11). After reading these articles, I contributed sections on the EDUC5001 Wiki detailing the main tenets of this Affordance Theory, focusing on how it relates to tablets-in-the-classroom learning.
As the Course Wiki was the core component of EDUC 5001G, I continually added sections and modified older entries to more readily align with the affordances of 21st-century learning theory. The final deliberation on my Course Wiki contributions, the Wikiography, (Artifact Nine B) is a reflective essay explaining why I choose what I did and how these contributions support 21st-century learning. As mentioned in the final paragraph of my Wikiography paper, “the wiki itself lends affordance. It offers the opportunity to reflect on one’s learning and expand on previously contributed ideas” (Griffiths, 2014, p.11).
As the Course Wiki was the core component of EDUC 5001G, I continually added sections and modified older entries to more readily align with the affordances of 21st-century learning theory. The final deliberation on my Course Wiki contributions, the Wikiography, (Artifact Nine B) is a reflective essay explaining why I choose what I did and how these contributions support 21st-century learning. As mentioned in the final paragraph of my Wikiography paper, “the wiki itself lends affordance. It offers the opportunity to reflect on one’s learning and expand on previously contributed ideas” (Griffiths, 2014, p.11).
Artifact Nine A: EDUC 5001G's Course Wiki
Links to major contributions
Ruben Puentedora: http://wikis.apa.uoit.ca/wikis/EDUC5001-SEP10/index.php/Ruben_Puentedura
SAMR: http://wikis.apa.uoit.ca/wikis/EDUC5001-SEP10/index.php/SAMR
Affordance Theory: http://wikis.apa.uoit.ca/wikis/EDUC5001-SEP10/index.php/Affordance_Theory
Popplet: http://wikis.apa.uoit.ca/wikis/EDUC5001-SEP10/index.php/Popplet
Book Creator: http://wikis.apa.uoit.ca/wikis/EDUC5001-SEP10/index.php/Book_Creator
Artifact Nine B: Wikiography
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