Author: jiajings119

What should institutions consider before adopting new technologies?

Before adopting new technologies, I believe institutions should consider pedagogical alignment. Institutions should evaluate how the technology aligns with their educational goals and pedagogy. It is critical to ensure that the technology supports effective teaching and learning practices rather than being implemented for the sake of novelty. Also, the infrastructure and support of the technology plays a large role of the institution. Institutions need to assess their existing technology infrastructure and determine whether it can support new technologies. The institution should be proactive in providing adequate technical support and training to faculty and staff to ensure smooth integration and use of the technology.

In addition, cost and sustainability are important. Institutions need to consider what it will cost to adopt new technologies, including upfront costs, maintenance, licensing, and ongoing support costs. Institutions should assess the long-term sustainability of the technology and its compatibility with existing systems before adopting new technologies.

What should faculty consider before implementing new tools or approaches to teaching in their own practices?

Instructors should consider pedagogical fit, student needs and preferences, and evaluation dn feedback on the new tools before implementing it. Teachers should evaluate how the new tools or approach aligns with their instructional goals, learning outcomes, and pedagogy. It is critical to select tools that increase student engagement, promote critical thinking, and support active learning.

In addition, teachers should also consider the needs, preferences, and technological literacy of their students. It is important to select tools that are easy to use and convenient for students and to gauge their receptiveness to new technologies. And teachers should ensure that the new tools supports effective assessment and provides timely feedback to students. They should consider how the tool can enhance the assessment process and improve student learning outcomes.

What hidden motivations may impact the adoption of new technological tools? How could these motivations impact the future of education long term?

I think hidden motivations that influence the adoption of new technology tools may include business interests, pressure to keep up with trends, or the desire to demonstrate technological advances. These motivations may place technology above pedagogy, thereby influencing the future of education and leading to superficial implementation or making learners dependent on technology without careful consideration of its impact on learning outcomes.

Furthermore, if institutions or teachers adopt technology without addressing issues of accessibility, equity, and inclusion, this may further exacerbate educational disparities and marginalize certain student populations. Therefore, I believe it is important to critically examine the motivations behind the adoption of new technology tools and to ensure that decisions are made with a focus on pedagogy, student needs, and long-term education benefits.

Self-reflection:

I chose this one because the title appealed to me. Through this problem study, I found that we should think about and evaluate the impact on learners or teachers or educational institutions before adopting new technologies. It also taught me that taking time for self-reflection can help deepen people’s understanding and awareness of complex issues, which can help us make more informed decisions in education or society.

The full title of MOOCs is Massive Open Online Course, which is a type of online course that is open to a large number of participants from the different countries. I will talk about MOOC on the topic of Artificial Intelligence (AI).

How was it organized?

AI can analyze learner’s performance, progress, and preferences to generate personalized learning paths. Based on individual strengths and areas for improvement, the AI can recommend specific modules, resources, or activities to help learners maximize their learning outcomes.

Also, AI can be used to automate the grading process for objective assessments like multiple-choice quizzes. This can save instructors’ time and allows for faster and more consistent feedback to learners. Natural language processing is an AI technology that can be used to develop chatbots or virtual assistants that can interact with learners, answer leaners’ questions, and provide guidance in real time. Adaptive assessment is also a skill of AI that adjusts the difficulty level of questions by observing the learning state of the learner. By continuously assessing learner’s knowledge and skills, AI can adjust assessments to deliver appropriately challenging questions and provide a more accurate assessment of their proficiency.

What interactions were available?

Interactions in the MOOC were facilitated through discussion forums and online communities where participants could ask questions, share insights, and engage in discussions with fellow learners. This allowed for peer-to-peer learning and collaboration.

How were you assessed?

MOOCs often assess learner’s understanding of the course material through quizzes and exams. These assessments may be in the form of multiple-choice questions, fill-in-the-blank, or short-answer questions, They are typically auto-graded, which will provide immediate feedback to learners. Also, some MOOCs involve project-based assessments or case studies that require learners to apply the concepts learned in the course to practical situations. Learners will be asked to develop solutions, analyzed data, or present their findings.

Overall, assessment strategies in MOOCs is to provide learners with opportunities to demonstrate their understanding, apply their knowledge, receive feedback, and track their progress throughout the course.

How did this learning experience compare to “traditional” course?

The advantage of MOOC between the “traditional” course is that it reaches a large number of participants around the world, it break down barriers of geographic limitation. This allows for a diversity of perspectives and a global learning community that may not be possible in a traditional course setting.

In terms of learning, learners can access course materials anytime, anywhere and provides flexibility in terms of engagement activities. Learners can often complete courses at their own pace, adapting to their personal schedules and learning preferences. This flexibility makes education more accessible to those with busy schedules or limited access to traditional educational institutions.

Also, MOOCs are demanding of learners’ attitudes toward self-directed learning and require learners to take responsibility for their own progress and engagement. Learners are free to choose the pace at which they move through the course and the specific topics they want to focus on. While MOOCs are primarily online, they promote opportunities for interaction and collaboration through forums, peer feedback, and group community of participants to exchange ideas and perspectives.

Do you think this MOOC would be considered an xMOOC or a cMOOC?

xMOOC and cMOOC are two different types of MOOCs. xMOOC is Extended MOOC, which is structured and instructor-entered. It features pre-recorded video lectures, assessments like quizzes and assignments, and a large enrolment of participants. cMOOC is Connectives MOOC, which is learner-centred. It emphasizes learner participation, networked learning, and knowledge creation through social interaction.

According to the topic of AI, I think it is more consistent with the characteristics of xMOOC.  The reason is that instructor-centered approach. While courses may have some elements of learner interaction and collaboration, such as discussion forums, the emphasis on lectures and quizzes suggests a more instructor-centered approach to content delivery and assessment.

Self-reflection:

Today’s topic revolves around MOOCs and their various aspects, including organization, assessment, openness, and how they compare to traditional courses. Exploring these concepts has allowed me to delve into the world of online learning and the potential benefits and challenges associated with it. In addition, the discussion of the differences between xMOOC and cMOOC emphasizes the importance of considering different pedagogical approaches and their impact on learner engagement and knowledge creation. Overall, studying MOOCs in this self-reflection has deepened my understanding of online education and its potential to revolutionize learning on a global scale.

The Universal Design for Learning framework is a flexible approach to education that aims to provide all learners with equal opportunities to access and engage in learning. UDL emphasizes the importance of designing instruction and learning environments that accommodate the diverse needs, preferences, and abilities of learners.

UDL promotes accessibility and inclusivity by addressing barriers to learning. It encourages educator s to consider multiple means of representation, allowing learner to access information in various formats, such as text, visuals, or audio. By offering multiple ways to engage, UDL provides learners with multiple ways to participate so they can connect with content in ways that are more meaningful and inspiring to them. Also, UDL supports learners in demonstrating their knowledge and understanding in a variety of ways, such as writing, speaking, or creating multimedia presentations.

In addition, UDL focuses on learners developing the skills to self-regulate and become active participants in their learning. By providing options for goal setting, self-assessment, and monitoring progress, UDL help learners increase self-awareness and take ownership of their learning. It promotes metacognitive strategies and reflection, enabling learners to identify their strengths, areas for improvement, and effective learning strategies that work best for them.

Here is the course that I design by using the UDL principles.

https://www.canva.com/design/DAFmvU3LGqI/2ZVpo8v-QROTzfXxVuBBzA/edit?utm_content=DAFmvU3LGqI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Self-reflection:

I chose this because UDL is a principle that teachers use to create course outlines, so I wanted to try making my own. I created a very simple course outline, but it was clear that the outline was easy to look at, but the content to be included was complex and required a lot of consideration.

“Connectivism” is a learning theory that emphasizes networked learning and the role of digital connections and technology in knowledge acquisition.

There are some ways that connectivism could influence the study of economics and the mode of teaching:

• Networked Learning: Learning is not solely an individual activity but occurs through connections with others and with information sources. In the study of economics, students can engage in networked learning by participating in online communities, forums, and social media platforms dedicated to economic discussions. They can connect with experts, share resources, and engage in collaborative problem-solving, enabling a broader understanding of economic concepts and their real-world applications.
• Real-time Data and Analysis:  In the study of economics, students can utilize online platforms and databases to access real-time economic data, market trends, and economic indicators. They can engage in data analysis, interpretation, and modelling using software tools to gain practical insights into economic phenomena and enhance their critical thinking and problem-solving skills.
• Collaborative Learning and Peer Interaction: During studying of economics, students can engage in online collaborative projects, case studies, and simulations. They can work together to analyze economic scenarios, develop solutions, and present their findings.

In terms of teaching, the connectives approach would involve leveraging digital technologies, online platforms, and social networks to facilitate networked learning, encourage collaboration, and provide access to diverse resources.

This might be a success paradigm for the discipline of economics, it depends on various factors and perspectives:

Advantages:

• The connectives approach emphasizes connecting learning to real-world contexts, which is particularly relevant in the field of economics. Students would be exposed to current economic trends, data, and practical applications.
• The connectives allows students to access a vast range of resources, academic papers, economic data, and multimedia materials. This facilitates a deeper understanding of economic theories and encourage exploration.

Implementing connectionism in education can bring about potential challenges for learners, instructors, and institutions. Here are some challenges to consider:

Learners:

• Self-direction and Time Management: Connectionism places a greater emphasis on self-directed learning, independent exploration, and managing one’s learning process. Some learners may struggle with self-direction and time management, requiring support and guidance to effectively engage with the online resources and networks available to them.
• Overwhelming Information: The abundance of information and resources available in networked learning environments can be overwhelming for learners. It can be challenging to identify reliable sources, filter relevant information, and avoid information overload.

Instructors:

• Time and Effort: Designing and facilitating networked learning experiences can be time-consuming and resource-intensive for instructors. They need to curate online resources, moderate discussions, provide feedback, and support learners in their networked exploration. This can require additional effort and planning compared to traditional classroom instruction.
• Assessing Learning: Evaluating learning in networked environments can be challenging. Traditional assessment methods may need to be adapted or new assessment strategies developed to measure the complex and collaborative learning outcomes associated with connectivism.

Institutions:

• Pedagogical Alignment: Adopting connectionism requires alignment with institutional pedagogical practices, and evaluation methods. It may require revisiting curricula, retraining faculty, and ensuring consistency across courses and programs. This alignment can be challenging in large and diverse institutions.
• Quality Assurance: Maintaining quality and ensuring learning outcomes in networked learning environments can be concern for institutions. Institutions need mechanisms for monitoring, evaluating, and assuring the quality of networked learning experiences and the learning outcomes associated with connectivism.

Self-reflection:

I choose is activity is because I think it is more connect with Module 1. By study through this module 2, I argue that while the connectionist approach has the potential to enhance learning in economics through online learning, collaboration, and access to a variety of resources, it may not completely replace tradition teaching methods. We should combine elements of connectivism with other pedagogical approaches, so that we can more effectively provide a comprehensive and balance learning experience in economics.

Behaviourism is a psychological theory that focuses on observable behaviour rather than internal mental processes. It can be explained and predicted based on environmental stimuli and the responses they elicit. Behaviourists believe that learning takes place through conditioning, where a link between stimulus and response is formed.

Here is an example of Behaviourism: When I was still study in China, the teachers would always like to reward their class or certain students with a special treat at the end of week for good behaviour throughout the week. In another way, if the stunt misbehaves, the teachers can also take away certain privileges. This theory focuses on reinforcing the desired behaviour ( completing homework and class interaction) through positive reinforcement (treats or stars) to increase the likelihood of students consistently completing their assignments.

Cognitivism is a psychological theory that emphasizes the role of internal mental processes, such as perception, memory, and thinking, in learning and behaviour. Cognitivists view the mind as a complex information processing system and focus on cognitive structures and processes.

For example, students are learning to solve math problems. They actively engage in problem-solving strategies, such as breaking down the problem, identifying relevant information, applying appropriate algorithms, and reflecting on their thinking processes. This theory emphasizes the learner’s internal mental processes, such as attention, memory, and problem-solving strategies, as they actively process information, encode knowledge, and apple it to new situations.

Constructivism is an educational theory that posits that learning is an active process of constructing knowledge and understanding by building upon prior knowledge and experiences. The purpose is emphasizes the learner’s active engagement in meaning-making, inquiry, and reflection. The learners construct their own knowledge through interactions with the environment, social interactions, and personal reflection.

For example, in a science class, students are tasked with conducting an experiment to understand the concept of plant growth. They design their experiments, make predictions, collect data, and analyze the results. Through exploration and reflection, students construct their own understanding of plant growth and develop scientific inquiry skills. This theory approach highlights the learner’s active role in constructing knowledge through authentic experiences, inquiry, and reflection.

Connectivism is a learning theory that emphasizes the importance of networks, connections, and information flows in learning. Connectivism suggests that learning is not solely an individual process but is distributed across networks of people, resources, and technology.

For example, teachers can set a class chatting account, it can be used to share information, engage in discussion or announce homework tasks. This theory recognizes the importance of networked learning, digital technologies, and information flows in creating meaningful learning experiences that leverage the power of social connections and networked resources.

Self-reflection: 

This activity provided me with an understanding of how these theories offer different perspectives on how learning occurs and how it can be understood and facilitated. While behaviourism focuses on observable behaviour, cognitivism and constructivism emphasize internal mental processes and active participation, while connectionism emphasizes the role of networks and digital technologies in learning. Each theory provides valuable insights into the nature of learning and informs teaching practice in different ways, and has shown me that teachers teach students around these four theories.