image via Consumerist, from MoveOn

“What we’ve been doing is trying to teach people to do what Obama does during his speeches — to tell their own stories to motivate others,” he says. “You’re building this sense of commitment to both the values and people, but you’re structuring it purposefully to achieve goals like, ‘In this district, we need 2,000 votes.'”

Via Wired on October 29, 2008:

Obama is the first to successfully integrate technology with a revamped model of political organization that stresses volunteer participation and feedback on a massive scale.

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Integrating Technology with Adult Learning Theory

Near the top of a google search for “adult learning theory and education,” I found the article “Andragogy and Technology: Integrating Adult Learning Theory as We Teach with Technology” by Dolores Fidishun, Ed.D., Penn State Great Valley School of Graduate Professional Studies, presented at the 2000 Mid-South Instructional Technology Conference, Middle Tennessee State University.

The article begins with this idea:

The principles of adult learning theory can be used in the design of technology-based instruction to make it more effective.

I share this sentiment and one of the reasons that I have developed this blog is to learn more about adult learning theories and how these ideas can be applied to the development of online educational resources.

Based on the application of adult learning theories, Dr. Fidishun offers several suggestions for the design of an effective online educational resource, including these specific design ideas:

One way to help students see the value of the lessons is to ask the student, either online or in an initial face-to-face meeting, to do some reflection on what they expect to learn, how they might use it in the future or how it will help them to meet their goals.

It becomes extremely important for those who are designing technology-based adult learning to use all of the capabilities of the technology including branching, the ability to skip sections a student already understands, and multiple forms of presentation of material which can assist people with various learning styles.

The instructor must find ways to move [dependent] learners into self-direction by giving them short, directed, concrete online tasks that provide the most “learning for the experience” to make these adults see the relevancy of online learning.

The design of technology-based instruction must include opportunities for learners to use their knowledge and experience. Case studies, reflective activities, group projects that call upon the expertise of group members and lab experiments are examples of the type of learning activities which will facilitate the use of learners’ already acquired expertise.

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a perspective transformation

From an essay entitled “The Critics Need a Reboot. The Internet hasn’t led us into a new Dark Age” by David Wohlman, via Wired on August 18, 2008:

The explosion of knowledge represented by the Internet and abetted by all sorts of digital technologies makes us more productive and gives us the opportunity to become smarter, not dumber.

Think of Wikipedia and its emergent spinoffs, like Wiktionary. Imperfect as they may be, the collective brainpower contained within these kinds of sites — and the hunger for learning and accurate information they represent — is something human history has never known before.

… consider the Public Library of Science: By breaking the publishing industry’s choke hold on the circulation of scientific information, this powerful online resource arms scientists and the masses alike with the same data, accelerating new discoveries and breakthroughs.

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