How I Engage In Continual Learning

As one of the first scholars to work with Jack Mezirow, in the technological age of 2016, I feel practitioners should be able to infuse technology as they work on gaining insight into how they can personally help facilitate their learners on the quest for learning.

 It was neat reading about your mom. Were you surprised to see you two had the same learning pattern? If I had to guess my mom, I would say she's a Strong-Willed learner. Myself, being a Dynamic Learner. One area we clash in, is our Sequence. She follows instructions very well, where as I have a tendency to skim through everything. Her patience is outstanding. Also, my mom has this natural way of risk taking. She never lets fear intimidate her when change is due. Myself, on the other hand, not so much. With our differences, it sure has made for some really comical moments. I don't know about you, but I thank God everyday for

A Personal Learning Network (PLN) is a selection of tools to find resources, techniques, and research that is of interest to an individual. A Personal Learning Network also assists individuals connect with others with similar interests and is a growing trend in education. The purpose of the course, Individualized Learning with a Personal Learning Network, is two-fold. First, learners will learn the concept of a PLN. Next, learners will learn uncover some of the resources to start and grow their own network. Upon completed of the course, students will be able to:

When I first read this question I asked myself what an engaged learner was and I knew that was someone actively involved in their education. As I read the reading I found that it means so much more. In the reading the authors quote “When learning is a passive process, teachers are the centers of energy and tell you the information that they think you need to know. But when learning is an active process, students are the centers of energy and the teacher's role is to guide or facilitate your learning by taking an interest in your work and coaching you through the experience (Garvin, 1991, as quoted by Sweitzer and King p.14, 2014).” For me, and probably countless others, I learn better this way. If I am sitting in a lecture with little interaction

PLO 7 Content Knowledge is important as it places a major emphasis on subject matters and concepts to develop technology enhanced learning environment’s that will encourage achievement and innovation (Ashford University, 2014). Technology is a constant change and it has made its way into the schools, homes, and work environment’s, while replacing jobs and tasks that once were completed hands on.

Posing the question to myself, what does it mean to be a lifelong learner? I have come to a few conclusions utilizing the four skills spoken about within the required reading for Unit one; “Investigation, Analytical Thinking, Effective Communication and Collaboration”, (COE1010 College Orientation Experience, 2013, p.3). In the simplest of tasks, I believe these skills are used on a daily basis. For example, needing directions to arrive at the desired destination because you didn’t know how to get their required investigation. Locating your destination will require you to know where to look for the answer. Evaluation of that information derived and what route you will use would be analytical thinking. Effective communication would be knowing

I went to Strath Haven, a public high school in a fairly wealthy suburb of Philadelphia. Because my school district was academically successful and did not suffer financially, I was able to enjoy many perks that other schools have been forced to cut such as a rich arts program and myriad electives. In addition to an honors track, Strath Haven offers many Advanced Placement courses and allows students to take classes at nearby Swarthmore College. In high school, I probably would have been described as a “well-rounded student”: I was an AP/honors student, took a class at Swarthmore, competed as a three-season athlete, and presided over the book club. As I will discuss later in my profile, I struggled a lot with time management skills, a problem I would say has worsened since I started university. For the most part, though, my teachers naturally catered to my learning needs. However, while I was still there, Strath Haven used the “Integrated Math Program,” which purports to foster creative and critical thinking because it “calls on students to experiment with examples, look for and articulate patterns, and make, test, and prove conjectures” (IMP website). Instead, IMP made me feel lost, and I yearned for the example-based approach used by my middle school teachers.

Lifelong learning can enhance our understanding of the world around us, provide us with more and better opportunities and improve our quality of life. We already know that the knowledge is unlimited so learn never enough in your lifelong. When you are growth, you will change the ways learning to find own your lifelong learning experience. Now, I will tell some my learning experience.

The phrase taking ownership of my learning is a personal statement reminding me to take responsibility of my time. First, I need to be honest with myself on how much I can get done on a daily basis and therefore commit to a steady homework schedule. Consequently, If I do not create a reasonable homework schedule, then I run the risk of becoming overly stressed out, causing problems for those around me. The ones immediately affected are people close to me. My family and those that I have other commitments to are most affected by my choices. Therefore, by accepting that I have committed to taking this class, or any class through the University of the People, I am obligated to hold up my end of the bargain, or accept the repercussions of my actions which may be minor initially, over a long period of time can cause significant damage to relationships. As stated in the article Course Overload; Students Stressed by Too Many Classes by The Pauw Wow. Velda Goldberg, the Academic Dean of Saint Peter’s said, “I see students overextending themselves on a regular basis,” she said. “In the process, not only do they become stressed out, but their studies suffer as well.” I realize that the University of the People has a different academic plan than most Universities. .Because of the nature of the University of the People course load recommendations are only two classes, whereas at other universities

Taking ownership of my learning means that, as a learner I do take the driver 's seat in the advancement of my educational career. There is greater autonomy at my disposal when I am able to interact with the subject matters being taught to me in more flexible and involved manner. Tools availed to a learner who is in charge of his learning process are quite effective. These include peer reviews, which enable me to get involved with fellow learners’ work. Particularly, peer review learning greatly encourages students to employ their judgment and to be able to encouragingly do so. Many a time, when I encounter another student’s work during review, it gives me a different perspective from my own. In some cases, it would be similar but with slight variations that are more inclined to the way my fellow student understands the subject as well the questions being asked. Therefore, it allows for flexibility, continuous learning through other people’s work and to be objective when giving feedback. I do take the feedback I get from fellow students seriously and use it to patch up my weak points. This guarantees an ongoing development and at the same time, makes learning a very enjoyable experience. Everyone loves to be in control and I am no exception. Taking charge of my learning gives more clarity to me because I am able to have a bigger picture of where I am headed; in other words, it makes goal setting quite easy. Whereas, when the teacher has the reigns in my learning, it is a

As education progresses into the 21st century, the dynamics and methodologies of teaching and learning have evolved as well. As a result of this evolution, educational trends and best practices of yesteryears have witnessed a transition to accommodate said changes. Pulliam and Van Patten suggest (2013), “The era of electronic communications, cybernation, the Internet, and mushroom scientific discovery is upon us” (p. 5). Therefore, educational leaders need to stay abreast of these changes and develop professional development (PD) opportunities that promote 21st century teaching and learning and foster professional learning communities (PLCs). It is essential that educational leaders be versed in these education trends to successfully implement PD that will increase student achievement and promote the mission and vision of said school district. Kousar (2010) suggests, “In order to teach effectively, the teacher must have sufficient knowledge about the students, as well as the knowledge about the subject and appropriate methods of teaching” (p. 99). Conversely, educational leaders form this foundation through on-going support and training to staff to facilitate successful implementation. Although 21st century learning entails a plethora of methodologies and instructional best-practices, direct instruction (DI) and its use in alternative programs continues to see success in schools across the nation and abroad. However, can this methodology be integrated into general

“We are excited to provide opportunities for improved learning and transformation of the school experience. The Digital Learning Initiative (DLI) provides a method to blend traditional, high-functioning classrooms with personalized, technology-rich digital classrooms - making a blended learning environment for our students. Educational trends support the need for students to become fluent in researching and acquiring information, in being critical thinkers able to solve problems, developing skills to communicate and work collaboratively, and to be innovators with focus on fostering creativity. Technology tools and resources enhance the way we prepare our students for their future college and career. Solid curriculum, innovative instruction, and digital learning strategies both inside and outside of the classroom combine to create increased levels of student engagement and learning.”

In today’s dynamic classroom, the teaching and learning processes is becoming more nuanced, more seamless and it flows back and forth from student to teacher. Digital Pedagogy is needed, in impact digital technologies have on student’s engagement and motivation. In progressive schools pens and pencils are fast getting obsolete now, rather than “soft skills” are needed for work. Education now focus on how to make the most effective use of digital technologies in teaching and learning. Due to extensive use of digital tools in classes, teachers are more co-collaborators or moderators rather than just teachers. Teaching has become more of an attitude towards and aptitude with digital technologies.

The 'Digital Resources for Teaching and Learning in Schools and in Higher Education ' program supports the production and distribution of high quality digital educational content for students and teachers.

The evolution of technology has transformed the way in which people are living, communicating, and learning. Thus, learning principles and process should reflect this transformational change within all aspects of the social environment (Siemens, 2005). In the field of education, technological advances play a significant role in increasing the effectiveness of professional development. Technology centered professional development has the capability for improving the teaching of digital literacies by capitalizing on the availability of digital tools and social networking capabilities to collaborate, plan with, and learn from other teachers (Beach, 2012). Social networking sites such as Twitter have the potential to transform the way in which professional development is facilitated. The use of Twitter allows educators to fill the gap in face-to-face professional learning by connecting educators,enabling them to share information, knowledge, resources, classroom experiences, as well as reflect on instructional practices (Cox, 2012).