chuaysim

1. Embed a photograph of yourself here

How to insert images

[Embed your decision tree video here. Instructions on how to do this.]

2. My name: YEW CHUAY SIM

3. My role in the SAF: Implement KM in RSAF on a designated platform

4. Why I am taking the Specialist Diploma: To enhance myself as an instructor as well as to assist in knowledge organising in my command

5. What I hope to gain from the New Media Pedagogy course: To learn more about new technology to engage with the current generation

6. My notes and questions:

Cognitivism : Is the ability to learn by the way a person thinks

Cognitivism is "the psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually" (Cognitivism) and is also known as cognitive development. The underlying concepts of cognitivism involve how we think and gain knowledge. Cognitivism involves examining learning, memory, problem solving skills, and intelligence. Cognitive theorists may want to understand how problem solving changes throughout childhood, how cultural differences affect the way we view our own academic achievements, language development, and much more

Constructivism

Constructivism is a theory of learning based on the idea that knowledge is constructed by the knower based on mental activity.

Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective.

Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner

Keywords: Learning as experience, activity and dialogical process; Problem Based Learning (PBL); Anchored instruction; Vygotsky’s Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning.

Connectivism

Connectivism is a learning theory for the digital age.

Some principles of connectivism:

• • The integration of cognition and emotions in meaning-making is important. Thinking and emotions influence each other. A theory of learning that only considers one dimension excludes a large part of how learning happens.

  • Learning has an end goal - namely the increased ability to "do something". This increased competence might be in a practical sense (i.e. developing the ability to use a new software tool or learning how to skate) or in the ability to function more effectively in a knowledge era (self-awareness, personal information management, etc.). The "whole of learning" is not only gaining skill and understanding - actuation is a needed element. Principles of motivation and rapid decision making often determine whether or not a learner will actuate known principles.

  • Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network.

  • Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database.

  • The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information.

  • Nurturing and maintaining connections is needed to facilitate learning. Connection making provides far greater returns on effort than simply seeking to understand a single concept.

  • Learning and knowledge rest in diversity of opinions.

  • Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Courses are not the primary conduit for learning.

  • Different approaches and personal skills are needed to learn effectively in today's society. For example, the ability to see connections between fields, ideas, and concepts is a core skill.

  • Organizational and personal learning are integrated tasks. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network and continue to provide learning for the individual. Connectivism attempts to provide an understanding of how both learners and organizations learn.

  • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning.

  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate impacting the decision.

  • Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning.

7. My individual presentation/assignment:

See the powerpoint file uploaded on 27 Oct 12 below (with improvement after the presentation on the last day of the course).

8. My reflection (use comments feature below or embed a blog here)

The most interesting part of the course is how to produce a decision-tree video and able to add annotation to it.

Realised all the annotations done on a individual clip will be lost if it is embedded into a new video. Thus annotation had to be added only on the final completed video and not the individual clip.

Should have found the 3rd day very relevant as it is also my job to ask everyone to use wiki and blogs, though on a designated platform