EDLD 5364 Constructivism, Connectivism, and Cyborg Learning

There were basically three learning concepts that were examined this week.  They included constructivism, connectivism and cyborg learning. Constructivism involves learning centered environments and student led activities and makes the students responsible for their own learning and connecting the new learning to prior learning.  Connectivism extends that student centered learning environment to include the group collaboration, sharing and critique to the product that demonstrates student learning.  Cyborg learning involves the stimulation of the brain through computer chips embedded into the human, along with stimulation of the brain and other nerves through electronic pulses. 
Whereas constructivism and connectivism seem very practical learning theories, the cyborg learning theory is very futuristic and very controversial.  I have used both constructivism and connectivism in my classroom with varied success rates, depending mostly on my ability to facilitate.  I cannot see myself allowing computer chips to be embedded in myself or my own family members.  Perhaps I am yet to immigarate to the Cyborg world.

Siemens, G. (nd). The Changing Nature of Knowledge. Youtube.com. Retrieved on Oct. 5, 2009 from http://www.youtube.com/watch?v-YMcTHndpzYg

Soloman, G., & Schrum, L. (2007). Web 2.0: New tools, New Schools. Eugene, OR:International Society for Technology in Education, 7-44.

Warwirk, K. (nd). Cyborg Life. Youtube.com. Retrieved on Oct. 5, 2009 from http://www.youtube.com/watch?v=RB_I7SY_ngI

EDLD 5301 Action Plan

Action Planning Template
Goal:  How can I utilize the sources of technology free, or already available through the district, that could also be used for homebound students?  The purpose of this research project is to discover sources of current technology, free or now available in the district, and use them to interact with homebound students.
Action Steps	Person(s) Responsible	Timeline: Start/End	Needed Sources	Evaluation
1.  Create, distribute and evaluate 2 surveys to parents/students and teachers of homebound students	Pam Mahalec	February1/ February 15, 2011	Online Survey, Written Survey	Evaluate results
2.  Interview Assistive Technology Facilitator and Special Educational Technology Coordinator	Pam Mahalec	February 1/February 15, 2011	Interview materials	List of available technology to be created
3.  Based on survey and interview results, create a list of technology to be used for each of 8 students	Pam Mahalec, with the support of Asst. Tech. Facilitator and Spec. Ed. Tech. Coordinator	February 15/February 28, 2011	Survey and Interview results, list of technology available	Evaluate each situation based on previous field notes (Pam Mahalec)
4.  Get permission from parents to video/photograph students	Pam Mahalec, along with Team Leader	February 15/February 28, 2011	Permission forms	Completed permission forms collected
5.  Begin utilizing technology with students	Pam Mahalec	March 1/May 15, 2011	Technology, Field notes, Video, Photos	Information to be evaluated
6.  Collect research data from previous studies	Pam Mahalec	Ongoing throughout Study	Notes, citations of sources	Information to be compiled and organized
7.  Create,  distribute and evaluate post-study survey/evaluation forms from parents/students/teacher	Pam Mahalec	May 16/May 22, 2011	Survey/ Evaluation forms	Evaluate Results
8.  Publish research results	Pam Mahalec	June 3, 2011	Surveys, evaluations, field notes, video, photos	Share results with all parties involved through a written report