Concept Map
My first attempt at connecting my ideas...
I see the three themes of my portfolio, Educators and Technology, Students and Technology, and Online Learning as interconnected in many ways. Educators and Students are integral parts of online learning, and the way we learn has an impact on the structure and organization of online learning environments. Educators, or adults, approach learning and technology in different, yet similar ways than/as with students. And in the case of professional development, educators are students.
As my Venn diagram illustrates, common subthemes that connect the larger, main themes are freedom and collaboration; principles of learning, or learning theory; and transformative education/transformative use of technology. In the center of the diagram is the word context. I believe this term is at the core of where technology and education intersect.
I was not satisfied with my first consolidation image attempt because I do not feel that it presents the process of learning in the way I have come to understand it. Below is a more comprehensive concept map that attempts to organize the topics I have discussed throughout the portfolio into an explanation of learning.
As my Venn diagram illustrates, common subthemes that connect the larger, main themes are freedom and collaboration; principles of learning, or learning theory; and transformative education/transformative use of technology. In the center of the diagram is the word context. I believe this term is at the core of where technology and education intersect.
I was not satisfied with my first consolidation image attempt because I do not feel that it presents the process of learning in the way I have come to understand it. Below is a more comprehensive concept map that attempts to organize the topics I have discussed throughout the portfolio into an explanation of learning.
Download a copy of this Concept Map
I have organized my graphic into an upper and lower section, divided by the arrow connecting Learner -> Learning Process -> New Knowledge or Understanding bubbles. Above the line, shown in blue/purple are terms and concepts that apply to student learning. These concepts apply to any student, regardless of age. Below the line, in green, are terms and concepts added by adult learning principles. I have organized my map this way to coincide with the themes of my portfolio. "Online Learning" appears in red as an offshoot of the learning process. I have included it this way because online learning is only one type of learning environment. The arrows to Learner, Learning Process, Online Learning, and New Knowledge from the turquoise TECHNOLOGY bubble represent its influence on each of these areas.
Learner
Learning begins with the learner. To the new information or disorienting dilemma, the learner brings experience. Intelligence type, preconceptions, and initial understanding influence all learners. Net Generation Norms are included to represent technology's influence on young people. The norms listed by Tapscott and references in this portfolio are applicable to learners born between 1981 and 1991). In the green bubbles are the principles or Andragogy and the knowledge types listed by Hughes.
Learning Process
The learning process is influenced by the learning environment. Learning environments should be knowledge, community, learner, and assessment centered, and enable collaboration. For best results in professional development for innovative technology use and adult learners, examples should be content specific, and immediately applicable.
The second set of influences on the learning process, according to my diagram, are educational approaches including differentiated instruction, constructivism, student centered learning, problem based learning, meta-cognition and reflection. Additionally, andragological principles, transformative education, and collaboration are approaches outlined in my portfolio and represented in my artifacts.
New Knowledge or Understanding
As a result of the learning process, a new level of understanding is reached.This new understanding leads back to the beginning of the cycle with new questions, illustrating that the learning process is never complete because knowledge is not static. After 'New Knowledge and Understanding', I have added '21st Century Skills' as a desired result for students, and 'transformational use of technology' as result for educators. These bubbles represent skills that result from the process as shown. These outcomes were not possible before the integration of technology in the learning process.
I have organized my graphic into an upper and lower section, divided by the arrow connecting Learner -> Learning Process -> New Knowledge or Understanding bubbles. Above the line, shown in blue/purple are terms and concepts that apply to student learning. These concepts apply to any student, regardless of age. Below the line, in green, are terms and concepts added by adult learning principles. I have organized my map this way to coincide with the themes of my portfolio. "Online Learning" appears in red as an offshoot of the learning process. I have included it this way because online learning is only one type of learning environment. The arrows to Learner, Learning Process, Online Learning, and New Knowledge from the turquoise TECHNOLOGY bubble represent its influence on each of these areas.
Learner
Learning begins with the learner. To the new information or disorienting dilemma, the learner brings experience. Intelligence type, preconceptions, and initial understanding influence all learners. Net Generation Norms are included to represent technology's influence on young people. The norms listed by Tapscott and references in this portfolio are applicable to learners born between 1981 and 1991). In the green bubbles are the principles or Andragogy and the knowledge types listed by Hughes.
Learning Process
The learning process is influenced by the learning environment. Learning environments should be knowledge, community, learner, and assessment centered, and enable collaboration. For best results in professional development for innovative technology use and adult learners, examples should be content specific, and immediately applicable.
The second set of influences on the learning process, according to my diagram, are educational approaches including differentiated instruction, constructivism, student centered learning, problem based learning, meta-cognition and reflection. Additionally, andragological principles, transformative education, and collaboration are approaches outlined in my portfolio and represented in my artifacts.
New Knowledge or Understanding
As a result of the learning process, a new level of understanding is reached.This new understanding leads back to the beginning of the cycle with new questions, illustrating that the learning process is never complete because knowledge is not static. After 'New Knowledge and Understanding', I have added '21st Century Skills' as a desired result for students, and 'transformational use of technology' as result for educators. These bubbles represent skills that result from the process as shown. These outcomes were not possible before the integration of technology in the learning process.