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Unit Eight Theory Rewrite
Unit Eight Theory RewriteLauren Fowler-Carter
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Dr. Mary decides to transfer her paper medical records to an electronic format after 23 years. She has little computer experience. During training on the new Electronic Medical Records software, Dr. Mary's staff learns how to use the system while Dr. Mary misses important information. To learn the new system, Dr. Mary relies on what her staff learned by having them share their training experiences. Through this network learning, Dr. Mary learns when to use functions and how to navigate the system. With help from her staff, Dr. Mary is eventually able to use the EMR system independently.Unit Eight Reflective Paper
Unit Eight Reflective PaperLauren Fowler-Carter
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This document discusses criticisms of connectivism from different perspectives. One criticism is that connectivism's focus on networks may cause learners to deny the importance of individual learning. However, it is possible to take advantage of networks while also learning individually. Another criticism is that existing learning theories are sufficient to explain how technology affects learning environments, though some believe new technologies require new theories. A third criticism is that rather than a new standalone theory, connectivism would be better as a model integrating existing theories to guide online learning design, though such a model could face contradictions.
Unit Seven Theory Rewrite
Unit Seven Theory RewriteLauren Fowler-Carter
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Dr. Mary decided to transition her paper medical records to an electronic format using a new Electronic Medical Records (EMR) system. Her staff received training on the system but Dr. Mary missed parts of the instruction. To help Dr. Mary learn, her staff used role playing where they acted as patients and Dr. Mary practiced interacting with the EMR. Through multiple role playing sessions, Dr. Mary became comfortable navigating the system and treating real patients. She now seems eager to continue learning more about the new technology.
Unit Seven Reflective Paper
Unit Seven Reflective PaperLauren Fowler-Carter
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This document discusses criticisms of the constructivist perspective in education. It outlines three main criticisms that critics have with constructivism: 1) That it is elitist and only benefits students from privileged backgrounds, 2) That dominant students can influence others in group settings, and 3) That without formal testing, teachers cannot be held accountable for student progress. The document argues against the first two criticisms, stating that student motivation and multiple factors should be considered, and dominant voices do not necessarily lead others. It acknowledges the third criticism but argues teachers still become accountable through student performance in subsequent courses.Unit Six Theory
Unit Six TheoryLauren Fowler-Carter
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Dr. Mary had used paper medical records for 23 years and struggled to learn a new electronic medical records system, relying on her staff for training after missing parts of the formal instruction. Her staff used various training methods including handouts, demonstrations, and hands-on practice, and with their continued help over time Dr. Mary was eventually able to use the new system without issues. She believes both her business and her own computer skills benefited from transitioning to the electronic system despite her initial difficulties and frustrations learning it.
Unit Six Reflective Paper
Unit Six Reflective PaperLauren Fowler-Carter
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Gagné's instructional theory has been beneficial for the author's learning and career development. However, some criticisms have emerged regarding the effectiveness of Gagné's instructional objectives. Research has questioned their compatibility with constructivist views of learning. Studies have also found only small or no positive effects on intentional learning and negative effects on incidental learning from using objectives. Despite these results, objectives remain widely used in education. Gagné was unique in proposing a taxonomy that integrated cognitive, affective, and psychomotor domains of learning outcomes, which was accepted by Benjamin Bloom.Unit Five Theory Rewrite
Unit Five Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary decided to transition her paper medical records to an electronic format using a new Electronic Medical Records (EMR) software. As someone unfamiliar with computers, Dr. Mary struggled to learn the new system. With encouragement from her staff who received full training, Dr. Mary began each day motivated to learn but would become frustrated and rely on paper records. Over time and with continued support from her staff, Dr. Mary was able to navigate and use the EMR independently.Unit Five Reflective Paper
Unit Five Reflective PaperLauren Fowler-Carter
Ìý
The document discusses different perspectives on motivation and behavior. It references Behncke's argument that the definitions of self-regulation and self-monitoring are unclear. It also notes criticisms of Maslow's hierarchy of needs theory, such as that some needs are not accounted for and the needs may not be hierarchical. Finally, it mentions criticism of Bandura's social learning theory, such as claims that children in an experiment were manipulated into behaving aggressively.
Unit Five Theory Rewrite
Unit Five Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary decided to transition her paper medical records to an electronic format after 23 years. She was motivated by the potential for quicker access to records and space savings. However, Dr. Mary had little computer experience and struggled to learn the new Electronic Medical Records (EMR) software. With encouragement from her staff, who received full training, Dr. Mary began to navigate and use the EMR system on her own, overcoming her initial lack of confidence and frustrations with learning the new technology.
Unit Four Reflective Paper
Unit Four Reflective PaperLauren Fowler-Carter
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This document summarizes two key criticisms of evolutionary psychology. First, it questions whether phobias and fears are truly innate or if they are socially conditioned. Second, it argues that evolutionary psychology claims of a universal human nature are problematic because human psychology varies significantly between individuals and environments play a large role in shaping behavior. Testing the hypotheses of evolutionary psychology is also very difficult. While evolutionary psychologists acknowledge this challenge, critics argue it undermines the theory.
Unit Four Theory Rewrite
Unit Four Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary Thomas, a 60-year-old family doctor, had always used paper medical records but decided it was time to update her office with an electronic system. Since Dr. Mary missed the initial training, her staff visually taught her the new system to focus on her working memory. With hands-on training from her staff over time, Dr. Mary was able to properly use the tasks in the new electronic medical records system.
Unit Three Theory Rewrite
Unit Three Theory RewriteLauren Fowler-Carter
Ìý
1) Dr. Mary Thomas, a 60+ year old woman, wants to transfer her paper medical records to a new electronic system but missed the initial training.
2) She depends on interactions with her staff and symbolic representations to learn the new system. Her staff provides her with an overview of what they learned and asks thought-provoking questions to provoke cognitive conflict.
3) Through interacting with her staff and the new system, Dr. Mary is eventually able to operate it without assistance.Unit Three Reflective Paper
Unit Three Reflective PaperLauren Fowler-Carter
Ìý
The document discusses several criticisms of Jean Piaget's theory of cognitive development. It notes that Piaget's subjects were from well-educated families, so his findings may not generalize to all populations. Additionally, his view of children as egocentric has been challenged by evidence that children can understand perspectives other than their own. The document also discusses Jerome Bruner's theory of stages of representation and Lev Vygotsky's concept of the zone of proximal development.
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Unit Eight Reflective Paper
Unit Eight Reflective PaperLauren Fowler-Carter
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This document discusses criticisms of connectivism from different perspectives. One criticism is that connectivism's focus on networks may cause learners to deny the importance of individual learning. However, it is possible to take advantage of networks while also learning individually. Another criticism is that existing learning theories are sufficient to explain how technology affects learning environments, though some believe new technologies require new theories. A third criticism is that rather than a new standalone theory, connectivism would be better as a model integrating existing theories to guide online learning design, though such a model could face contradictions.Unit Seven Theory Rewrite
Unit Seven Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary decided to transition her paper medical records to an electronic format using a new Electronic Medical Records (EMR) system. Her staff received training on the system but Dr. Mary missed parts of the instruction. To help Dr. Mary learn, her staff used role playing where they acted as patients and Dr. Mary practiced interacting with the EMR. Through multiple role playing sessions, Dr. Mary became comfortable navigating the system and treating real patients. She now seems eager to continue learning more about the new technology.Unit Seven Reflective Paper
Unit Seven Reflective PaperLauren Fowler-Carter
Ìý
This document discusses criticisms of the constructivist perspective in education. It outlines three main criticisms that critics have with constructivism: 1) That it is elitist and only benefits students from privileged backgrounds, 2) That dominant students can influence others in group settings, and 3) That without formal testing, teachers cannot be held accountable for student progress. The document argues against the first two criticisms, stating that student motivation and multiple factors should be considered, and dominant voices do not necessarily lead others. It acknowledges the third criticism but argues teachers still become accountable through student performance in subsequent courses.Unit Six Theory
Unit Six TheoryLauren Fowler-Carter
Ìý
Dr. Mary had used paper medical records for 23 years and struggled to learn a new electronic medical records system, relying on her staff for training after missing parts of the formal instruction. Her staff used various training methods including handouts, demonstrations, and hands-on practice, and with their continued help over time Dr. Mary was eventually able to use the new system without issues. She believes both her business and her own computer skills benefited from transitioning to the electronic system despite her initial difficulties and frustrations learning it.Unit Six Reflective Paper
Unit Six Reflective PaperLauren Fowler-Carter
Ìý
Gagné's instructional theory has been beneficial for the author's learning and career development. However, some criticisms have emerged regarding the effectiveness of Gagné's instructional objectives. Research has questioned their compatibility with constructivist views of learning. Studies have also found only small or no positive effects on intentional learning and negative effects on incidental learning from using objectives. Despite these results, objectives remain widely used in education. Gagné was unique in proposing a taxonomy that integrated cognitive, affective, and psychomotor domains of learning outcomes, which was accepted by Benjamin Bloom.Unit Five Theory Rewrite
Unit Five Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary decided to transition her paper medical records to an electronic format using a new Electronic Medical Records (EMR) software. As someone unfamiliar with computers, Dr. Mary struggled to learn the new system. With encouragement from her staff who received full training, Dr. Mary began each day motivated to learn but would become frustrated and rely on paper records. Over time and with continued support from her staff, Dr. Mary was able to navigate and use the EMR independently.Unit Five Reflective Paper
Unit Five Reflective PaperLauren Fowler-Carter
Ìý
The document discusses different perspectives on motivation and behavior. It references Behncke's argument that the definitions of self-regulation and self-monitoring are unclear. It also notes criticisms of Maslow's hierarchy of needs theory, such as that some needs are not accounted for and the needs may not be hierarchical. Finally, it mentions criticism of Bandura's social learning theory, such as claims that children in an experiment were manipulated into behaving aggressively.Unit Five Theory Rewrite
Unit Five Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary decided to transition her paper medical records to an electronic format after 23 years. She was motivated by the potential for quicker access to records and space savings. However, Dr. Mary had little computer experience and struggled to learn the new Electronic Medical Records (EMR) software. With encouragement from her staff, who received full training, Dr. Mary began to navigate and use the EMR system on her own, overcoming her initial lack of confidence and frustrations with learning the new technology.Unit Four Reflective Paper
Unit Four Reflective PaperLauren Fowler-Carter
Ìý
This document summarizes two key criticisms of evolutionary psychology. First, it questions whether phobias and fears are truly innate or if they are socially conditioned. Second, it argues that evolutionary psychology claims of a universal human nature are problematic because human psychology varies significantly between individuals and environments play a large role in shaping behavior. Testing the hypotheses of evolutionary psychology is also very difficult. While evolutionary psychologists acknowledge this challenge, critics argue it undermines the theory.Unit Four Theory Rewrite
Unit Four Theory RewriteLauren Fowler-Carter
Ìý
Dr. Mary Thomas, a 60-year-old family doctor, had always used paper medical records but decided it was time to update her office with an electronic system. Since Dr. Mary missed the initial training, her staff visually taught her the new system to focus on her working memory. With hands-on training from her staff over time, Dr. Mary was able to properly use the tasks in the new electronic medical records system.Unit Three Theory Rewrite
Unit Three Theory RewriteLauren Fowler-Carter
Ìý
1) Dr. Mary Thomas, a 60+ year old woman, wants to transfer her paper medical records to a new electronic system but missed the initial training.
2) She depends on interactions with her staff and symbolic representations to learn the new system. Her staff provides her with an overview of what they learned and asks thought-provoking questions to provoke cognitive conflict.
3) Through interacting with her staff and the new system, Dr. Mary is eventually able to operate it without assistance.Unit Three Reflective Paper
Unit Three Reflective PaperLauren Fowler-Carter
Ìý
The document discusses several criticisms of Jean Piaget's theory of cognitive development. It notes that Piaget's subjects were from well-educated families, so his findings may not generalize to all populations. Additionally, his view of children as egocentric has been challenged by evidence that children can understand perspectives other than their own. The document also discusses Jerome Bruner's theory of stages of representation and Lev Vygotsky's concept of the zone of proximal development.