Pagan Customs & Christianity

"Do not follow other gods, the gods of the peoples around you" (Deut.6:14 NIV).

http://godkind.org/pagan-holidays.html

... Customs are handed down from generation to generation sometimes without thought or questioning. I have made it a point in my Christian walk to proof and challenge these practices.

 Let the Holy Spirit be your guide. You will find that one simple question will start you on the path to Biblical truth: 

Where is that in the Bible?

Consider these Bible verses:

2Tim 2:15 Study to shew thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth.

Could you possibly be practicing pagan customs and thinking that this is what Christians do? I ask you to consider or re-examine , or verify for yourself that you are practicing  Christian beliefs.

There are many free studies available for you to study.

What happens when you separate yourself from Pagan practices? 

You become closer to God!

 Eph 4:30 And grieve not the holy Spirit of God, whereby ye are sealed unto the day of redemption.

1Cor 2:13 Which things also we speak, not in the words which man's wisdom teacheth, but which the Holy Ghost teacheth; comparing spiritual things with spiritual.

Luke 11:13 If ye then, being evil, know how to give good gifts unto your children: how much more shall [your] heavenly Father give the Holy Spirit to them that ask him?

 Ps 51:11 Cast me not away from thy presence; and take not thy holy spirit from me.

 "Do not follow other gods, the gods of the peoples around you" (Deut.6:14 NIV).

"Be careful not to be ensnared by inquiring about their gods, saying, "How do these nations serve their gods? We will do the same." You must not worship the Lord your God in their way, . . ." (Deut.12:30-31 NIV).

"Do not learn the ways of the nations [heathens] . . ." (Jer.10:2 NIV).

 "Do not follow other gods to serve and worship them; . . ." (Jer.25:6 NIV).

 "Jesus Christ is the same yesterday and today and forever" (Heb.13:8 NIV).

 I encourage you to start questioning what is of God, and more importantly what is NOT of God. Let the Holy Spirit and the Bible be your guide. 

 1Pet 3:11 Let him eschew evil, and do good; let him seek peace, and ensue it.
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Pagan Christian Holidays

godkind.org

Pagan Christian Holidays - unbiblical

 

Andragory

One subject that is kind of a side bar to instructional design and assessments is the concept of andragogy. When we combine elearning, such as instructional designers construct, and the adult learner (like ourselves), our assessments are aimed at self-directing individuals. This learner-centered approach to learning causes us to reflect upon how we connect with our learner and what is gleaned from that experience.

“ Since Malcolm Knowles introduced andragogy to North America in the 1970's, it has gained wide acceptance as a set of assumptions designed to guide the development of programs for adults. At its core is "the idea that the attainment of adulthood is concomitant on adults' coming to perceive themselves as self-directing individuals" (Brookfield, 1986, p. 92). Andragogy facilitates a learner-centered, humanisticly oriented approach and has served to produce much information regarding program planning and development for adults” (Simonson, 2007, p. 4).

If you have experience in the traditional face-to-face classroom (like me), then you use: body language, social/cultural traits, visual and auditory cues to make assessments without really thinking about it. When we adapt our instructional methods to the elearning experience, we compensate for the lack of non-verbal cues and body language. This also applies to the types of assessments that are effective in this format.

“ The psychological climate is even more important the physical climate. Adults must feel secure and safe within any learning situation. They must be treated with respect and dignity. In distance learning settings, the facilitator must work diligently to assure that learner responses are valued and are not belittled. This is particularly important in settings using asynchronous discussion forums in which learners post responses to facilitator questions or post responses to the responses of other learners. In an environment in which the written word is the primary means of communication, it is easy for words to be misinterpreted as non-verbal cues, a powerful form of communication, are not available” (Simonson, 2007, p. 6).

According to Kirkpatrick, in Evaluating training programs: The four levels. San Francisco: Berrett-Koehler, his system of evaluating teaching and training came be applied to instructional design and assessments.

“ Kirkpatrick’s (1998) evaluation approach with its four levels of evaluation, supplemented by Phillips’ (2002) fifth evaluation level— return on investment (ROI)—seems to be the preferred approach of many trainers, and some educators” (Simonson, 2007, pp. 7-8).

Here are the four levels in the evaluation approach suggested by Kirkpatrick, supplemented by Phillips’ fifth evaluation level:

LEVEL 1: REACTIONS (i.e. - Did they like it?)

LEVEL 2: LEARNING (i.e. - Did they learn it?)

LEVEL 3: TRANSFER (i.e. - Will they use it?)

LEVEL 4: RESULTS (i.e. - Will they use it?)

LEVEL 5: RETURN ON INVESTMENT (i.e. – Monetary value vs. costs?)

“ Kirkpatrick’s evaluation approach has been traditionally used to evaluate classroom training and teaching, especially in the private, government, and military sectors. It is a straightforward approach that produces usable information for the trainer. The four levels of the approach are designed to obtain answers to commonly asked questions about training: Did they like it? Did they learn it? Will they use it? Will it matter?” (Simonson, 2007, pp. 7-8). I think this may get us looking out of different windows concerning assessments and instructional design. Learner-centered adult students are a good portion of the market that we will work in be it an institution of learning or a corporation doing training. How do you think these concepts apply to our discussion?

References

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Kirkpatrick, D. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler.

Phillips, J., Phillips, P., Duresky, L., & Gaudet, C. (2002). Evaluating the return on investment of elearning. In A.

Rossman, M. H. (2000). Andragogy and distance education: Together in the new millennium. New Horizons in Adult Education, 14 , (1).

Simonson, M. (2007). Evaluation and distance education: Five steps. Quarterly Review of Distance Education. 8(3), 191–194.

Reflecting on Learner Motivation

Reflecting on Learner Motivation

As this course, EDUC-6115-5 Learning Theories and Instruction, draws to a close, I would like to reflect upon what I have learned and how I will apply this new knowledge in future courses and in my career in the field of instructional design.

I would like to consider the following questions and reflect upon what I have learned:

What did you find surprising or striking as you furthered your knowledge about how people learn?

What surprised me initially was to discover all these theories about how we learn.   For example, This website alone lists fifty different learning theories, Explorations in Learning & Instruction: The Theory Into Practice Database,  http://tip.psychology.org/

Learning Theories

·         ACT-R (John Anderson) ·         Adult Learning Theory (P. Cross) ·         Algo-Heuristic Theory (L. Landa) ·         Andragogy (Malcolm Knowles) ·         Anchored Instruction (John Bransford) ·         Aptitude-Treatment Interaction (L. Cronbach & R. Snow) ·         Attribution Theory (B. Weiner) ·         Cognitive Dissonance Theory (L. Festinger) ·         Cognitive Flexibility Theory (R. Spiro) ·         Cognitive Load Theory (J. Sweller) ·         Component Display Theory (M. David Merrill) ·         Conditions of Learning (Robert Gagne) ·         Connectionism (Edward Thorndike) ·         Constructivist Theory (Jerome Bruner) ·         Contiguity Theory (Edwin Guthrie) ·         Conversation Theory (Gordon Pask) ·         Criterion Referenced Instruction (Robert Mager) ·         Double Loop Learning (C. Argyris) ·         Drive Reduction Theory (C. Hull) ·         Dual Coding Theory (A. Paivio) ·         Elaboration Theory (C. Reigeluth) ·         Experiential Learning (C. Rogers) ·         Functional Context Theory (Tom Sticht) ·         Genetic Epistemology (J. Piaget) ·         Gestalt Theory (M. Wertheimer) ·         GOMS (Card, Moran & Newell) ·         General Problem Solver (A. Newell & H. Simon)

·         Information Pickup Theory (J.J. Gibson) ·         Information Processing Theory (G.A. Miller) ·         Lateral Thinking (E. DeBono) ·         Levels of Processing (Craik & Lockhart) ·         Mathematical Learning Theory (R.C. Atkinson) ·         Mathematical Problem Solving (A. Schoenfeld) ·         Minimalism (J. M. Carroll) ·         Model Centered Instruction and Design Layering (Andrew Gibbons) ·         Modes of Learning (D. Rumelhart & D. Norman) ·         Multiple Intelligences (Howard Gardner) ·         Operant Conditioning (B.F. Skinner) ·         Originality (I. Maltzman) ·         Phenomenonography (F. Marton & N. Entwistle) ·         Repair Theory (K. VanLehn) ·         Script Theory (Roger Schank) ·         Sign Theory (E. Tolman) ·         Situated Learning (J. Lave) ·         Soar (A. Newell et al.) ·         Social Development (L. Vygotsky) ·         Social Learning Theory (A. Bandura) ·         Stimulus Sampling Theory (W. Estes) ·         Structural Learning Theory (J. Scandura) ·         Structure of Intellect (J. Guilford) ·         Subsumption Theory (D. Ausubel) ·         Symbol Systems (G. Salomon) ·         Triarchic Theory (R. Sternberg) ·         Transformational Theory (J. Mezirow)

The discussion of how people learn is very interesting and cannot be explained in one simple concept.   Learning theories all have valid points to a certain aspect of LEARNING; yet do not stand alone in an inclusion explanation of human learning.

How has this course deepened your understanding of your personal learning process?

I have thought about how I learn because that influences how I teach. This led me to take the Memleties Learning Style On-line Test to make me more aware of how I learn best. I am including the link so that you too can take the test. It is only 40 quick questions and a lot of fun to take!

Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y

I learn best with two to three computers on at once. I love to have music playing in the background. If I get stumped on some idea, then I do something completely different for about 5 minutes until the idea comes to me as to what to do. All of these things drive my wife crazy because she likes complete silence and uses only one computer. She takes written notes and is a serious student.

Of the learning theories and perspectives in this course, I think behavioral learning theories best describe how I learn. I do think we scaffold our knowledge by associating things that are in our long term memory thereby relating them to what we do know already. I think that is how our brains make room for new information by relating it to what is known. This process converts short term memory into long term memory for later recall. “In behavioral learning theories, transfer is the result of generalization. Situations involving identical or similar features allow behaviors to transfer across common elements” (Ertmer, 1993, p. 55).

I think it is important to understand your own learning process to be more effective and efficient in learning. Learning to accommodate your own learning style will render the best results for the time spent in learning. You are simply more productive if you plug into the way in which you learn. For example, I remember things that are written down so that I can see them in my mind. You can tell me something 10 times and I won’t have the ability to recall the information. It simply does not go from my short term memory to my long term memory if it is not written down first. “The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/or do” (Ertmer, 1993, p. 50).

You relate to others by how you learn. So, as an instructional designer, you must understand how someone else learns in order to transfer knowledge effectively. “Given the critical importance of learning to both society and individuals, society cannot risk leaving the acquisition of learning to chance” (Ormrod, 2009, p. 2).

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

Understanding various learning theories such as:  Cognitivism, Behaviorism, Constructivism, Social Learning, and Connectivism gives the instructional designer a better framework by which to create effective learning vehicles for learners of all age groups.

Understanding Learner Motivation is critical to engaging the learner as well as understanding their Learning Styles to develop Strategies for Integrating Technology into Instruction.

I think it would be a good time to distinguish these terms of: Learning Theories, Learning Styles, and Learning Strategy.  According to Dr. Anthony Artino Jr.:

 “A “learning style,” a learning theory, and a learning strategy are not the same. The term “learning styles’’ refers to the notion that “individuals differ in regard to what mode of instruction or study is most effective for them” (Pashler, McDaniel, Rohrer, & Bjork, 2008, p. 105).

On the other hand, a learning theory explains the underlying psychological processes that influence learning. As such, it usually includes a set of assumptions about key aspects of the learning process that can be used to generate hypotheses which can then be tested empirically (i.e., through experimentation).

And finally, a learning strategy is a cognitive or behavioral activity used to improve learning (e.g., selecting, organizing, and integrating new information, studying in a quite place, using mnemonic devices to remember new material). Try not to confuse these concepts” (Artino, Jr. 2012).

I can also say that after reflecting upon my own Personal Learning Style, I have a deeper understanding of the Learning Theories presented in this course. This also brings to the forefront the fact that an Instructional Designer has to take into account the various ways in which the learners engage in learning, and that that process may differ from the designer.

Designing effective adult learning experiences in the digital age is a matter of creating connections between entities. It becomes a community of learners sharing ideas led by a head guru like Dr.Artino! Just as a classroom teacher facilitates learning by creating an environment of exploration and conversation of new ideas, the online instructional designer uses technology to create a rich environment that invites the online student to pursue learning in a community of like minded learners. “According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (2005, para. 15). Inherent to this new viewpoint on learning is the idea that we can no longer personally experience everything there is to experience as we try to learn something new. We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Siemens, 2005, para. 21)” (Connectivism, 2009). Instructional designers are basically harnessing the power of the internet and technology to enhance the learning experience within a community of leaners. “Complexity is rampant. So much of our work is distributed. Our knowledge literally is distributed across other networks of human beings, technological devices, and other ends. That's where connectivism starts to come into play. So that's the application of the technology to aid and to extend that dimension as well”. (Siemens, G., Video Program: “Connectivism”).

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Connectivism (2009, September 11). Utah state opencourseware, lowriders, and system design [Blog post]. Retrieved from http://www.connectivism.ca/

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Pashler H., McDaniel M., Rohrer D., Bjork R.., (2009), Learning styles concepts and evidence. Psychological Science in the Public Interest, Supplement, 9 (3), pp. 105-119.

Siemens, G., Video Program: “Connectivism”

How will your learning in this course help you as you further your career in the field of instructional design?

My perspective of instructional designs has changed like that of a person looking at the many facets of a diamond. As you turn the diamond, you observe different aspects of the same diamond. We glean understanding from all these theories of learning to better design the “terminal behavior”. That is a term that Dr. Jeanne Ormrod refers to in her video entitled, “Behaviorism and Design”. This term focuses on the expected outcomes of the learning process. What do we expect the learning outcomes to be based on the implementation of various learning theories implemented in the instructional design? Harry Wong also teaches us to design from the end to the beginning of a lesson.

Behaviorists look to a sequence of terminal behaviors to task analysis to order the learning into modules of logical sequence. In this process, reinforcement is used to stay on task. I have learned this technique to be called assessment of learning outcomes. Simply put, you check for understanding before adding more information in the learning process. Re-teaching necessary aspects as need be to ensure every learner understands the lesson.

Cognitivism believes the instructor can transfer information to the learner and organize their thoughts to be able to recall it later to produce sustainable learning. As you may have noticed, these learning theories do not negate each other, but explain different aspects of learning (Like the diamond).

In a blog response, Bill Kerr writes, “The idea is that the learner is a complex information-processing system and to understand how learning occurs, one must understand how information processing occurs within the human brain... in the cognitivist’s view learning occurs internally and through the social interactions with others” (Kerr, 2007). I agree with this statement. What do you think?

Refer to E Tolman - s3.amazonaws.com http://s3.amazonaws.com/engrade-myfiles/4043939808326450/03.Psy_views_on_learning__Cognitive.doc   for further reading.

In conclusion, I would say that the responsibility of the instructional designer is to keep current on leaning theories to glean new perspectives on how to best design instruction to render the best possible outcome for the learner. The concept of “GHGN” (Greatest Happiness for the Greatest Number) used in philosophy comes to mind. We target the terminal behavior of our intended group of learners in each scenario to produce the best learning outcomes based on the learning theories

References

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought.

Kerr, B. (2007, January 1). _isms as filter, not blinker. 2-13. Adelaide, South Australia, Australia.

Ormrod, J. (Director). (2011). Behaviorism and Design [Motion Picture].

Ormrod, J. (2011). Theory of social cognitive development. Video presentation

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Integrating Technology into Instruction

·         Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

Understanding various learning theories such as:  Cognitivism, Behaviorism, Constructivism, Social Learning, and Connectivism gives the instructional designer a better framework by which to create effective learning vehicles for learners of all age groups.

Understanding Learner Motivation is critical to engaging the learner as well as understanding their Learning Styles to develop Strategies for Integrating Technology into Instruction.

I can also say that after reflecting upon my own Personal Learning Style, I have a deeper understanding of the Learning Theories presented in this course. This also brings to the forefront the fact that an Instructional Designer has to take into account the various ways in which the learners engage in learning, and that that process may differ from the designer.

·         What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

I think it would be a good time to distinguish these terms of: Learning Theories, Learning Styles, and Learning Strategy.  According to Dr. Anthony Artino Jr.:

 “A “learning style,” a learning theory, and a learning strategy are not the same. The term “learning styles’’ refers to the notion that “individuals differ in regard to what mode of instruction or study is most effective for them” (Pashler, McDaniel, Rohrer, & Bjork, 2008, p. 105).

On the other hand, a learning theory explains the underlying psychological processes that influence learning. As such, it usually includes a set of assumptions about key aspects of the learning process that can be used to generate hypotheses which can then be tested empirically (i.e., through experimentation).

And finally, a learning strategy is a cognitive or behavioral activity used to improve learning (e.g., selecting, organizing, and integrating new information, studying in a quite place, using mnemonic devices to remember new material). Try not to confuse these concepts” (Artino, Jr. 2012).

Now that we understand the differences in the terms we are using, I would like to share the results of my Learning Style Inventory from Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y.

Here is what the Memletics Learning Styles Questionnaire site has to say about the different Learning Styles:

I have learned that by utilizing my own personal learning preferences, I actually involve more of my brain in the learning process.  So, in a sense, you could say that by following your strong suit you can maximize the learning experience by increasing your ability to remember what you have learned.

What I have learned about the various Learning Theories is that learners              tend to learn more effectively in social settings where they can exchange ideas. I am drawn to Vygotsky’s viewpoint that each person has a Zone of Proximal Development (ZPD), which I would explain as what they know about something, and that the instructional designer’s job is to bring them from their ZPD to a place of greater comprehension about the subject being learned.  “So in Vygotsky's mind, the way that you really advance people forward is by giving them the structure they need so that that zone of proximal development moves into increasingly more challenging activities and material” (Ormrod).

Of course Learning Theories are really just ideas that we scaffold from to construct schemas to better understand how we learn.  In that sense, we can understand that no one Learning Theory can completely explain how we learn.  Of course if you are really bored right now, you could go to this site and look at 50 learning theories at Instructional Design, http://www.instructionaldesign.org/index.html

“This lack of attention to the nature of learning inevitably leads to an impoverishment of education. It isn't simply that the process is less effective as a result, but what passes for education can actually diminish well-being” ( Smith, M. K. 2003).  I think maybe Smith has a point to consider here about the nature of learning.  What do you think?

·         What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.).

Well, let’s see, if you were to take away my three computers and internet service, my learning would almost stop.  I say almost because I do have a limited library of books to read.  As far as searching, and recording information in order to create works of learning, I would really be hurting without the internet and my computers to aid in the learning process. 

Consider the mobile devices and the clouds that enable us to: learn, search, record and create the products of learning.  Is there an APP for that?  Stick around and there will be soon.  My point here is that technology is indispensable in the learning process!

This quote that Dr. Ormrod makes brings to mind using technology in the learning process.  “So in Vygotsky's mind, the way that you really advance people forward is by giving them the structure they need so that that zone of proximal development moves into increasingly more challenging activities and material” (Ormrod).  Do you see that connection?

“The teacher’s central task is to structure the learning environment so that learners can construct understandings. To this end, teachers need to provide the instructional support (scaffolding) that will assist learners to maximize their learning in their ZPD. The teacher’s role is to provide a supportive environment, not to lecture and give answers” (Ormrod, 2009, p. 222).  This is another interesting thought in that the internet and my computer, smart phone, and tablet, etc. are that supportive environment needed to provide that scaffolding process!  I would like to hear your take on the matter.

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Instructional Design, http://www.instructionaldesign.org/index.html

Kim, B. (2001). Social Constructivism.  In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y

Ormrod, J. (2011). Theory of social cognitive development. Video presentation

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Pashler H., McDaniel M., Rohrer D., Bjork R.., (2009), Learning styles concepts and evidence. Psychological Science in the Public Interest, Supplement, 9 (3), pp. 105-119.

Smith, M. K. (2003) 'Learning theory', the encyclopedia of informal education, www.infed.org/biblio/b-learn.htm, Last update: December 04, 2011