Running Head: CRITICAL THINKING QUESTIONS

Critical Thinking Questions: Week 5/Assignment 2

Keith C. Quarles
EDU655: Trends & Issues Inst. Design & Tech. Online Learning (MRX1446A)
Kris Jamsa
12-15-14

Running Head: CRITICAL THINKING QUESTIONS

Chapter 17 Informal Learning

Describe the synergies between Constructivist theory and web 2.0. Give some examples of
how web 2.0 support learning from a Constructivist's perspective.
Constructivism may have been a prelude to Web 2.0 since in a learning environment
learners are free to operate under ones own capacity to learn.
Constructivism encourages the learner direct involvement in ones own learning processes
without the instructors total control over the knowledge and methods of learning (Enonbun,
2010). Thus, Web 2.0 can extend/support the idea of constructivism to a point where the learner
experiences even more freedom in seeking knowledge and in turn feel empowered and selfmotivated. Enonbun (2010) states, the Web 2.0 phenomenon supports user development and
discovery of content via highly interactive means and the pace of the interaction is primarily
determined by the learner (p.21). Therefore, Web 2.0 can support constructivism through the
synergies that exists between the two educational innovations regarding the empowerment of the
individual to learn with considerable autonomy.
Blogging, Wikis and social networks allow constructivism to occur which includes
collaboration. At any rate, the learner is able to construct frameworks within ones own personal
learning through Web 2.0 technology such as mentioned above.
Do you place more value in formal or informal learning? Explain why. Describe some
informal ways that you've learned during this course and list some strategies that could be
incorporated to enhance informal learning for future iterations of this course.
I place more value on informal learning because a student who seeks new ways to learn
on his own really is trying to learn. I enjoy browsing the web on any subject I may find
interesting or mysterious. I always have been inquisitive and the internet (Web 2.0) opens door

Running Head: CRITICAL THINKING QUESTIONS

to knowledge that I never knew existed. I have also used blogging, Wiki and You Tube in
several of my assignments. Within our purpose as seekers of knowledge, we see informal
learning in many venues and all with reference to the utility of Web 2.0. (Reiser and Dempsey,
2012). I think the major problem is getting students to peek ones curiosity on their own. From
there a learners curiosity may compel one to seek personal learning through online sources. In
order to encourage learners to seek informal learning an instructor should present some lesson
activities and let learners choose the topics. When learners read/study things that interest them
they are more likely to pursue the study outside of the requirements of the assignment naturally.
Another way of motivating students to pursue informal learning as a tool for comp0leting
classroom assignments is to provide access to computers and software. Third, when students feel
that are part of a good project such as a Wiki collaboration, one may more readily pursue
informal learning in order to contribute to the Wiki.
Chapter 21 Instructional Designers and P-12 Technology Integration
How are ASSURE and NTeQ similar, and how are they different? Which model would you
use if designing instruction to integrate technology for a 9th grade physics class? Explain.
Both models emphasize the use of technology in instruction design. However, the Assure
model is more concerned with the readiness of the teacher/learner to integrate technology
whereas the NTEQ model emphasizes technological integration in order for learners to problem
solve. The ASSURE Model utilizes a six-step process that guides teacher/learner through the
technological integration process. The NTEQ model uses technology for problem-solving within
context of the curriculum (Reiser and Dempsey, 2012). I think the NTEQ model would be more
suitable for designing instruction for a 9th grade physics class because physics requires problemsolving which may include mathematics, formulas and extensive collaboration by learners in
order to complete physics projects. Physics may be described as a study of how to solve
problems and explain phenomena that occur on astronomical scales such as global warming

Running Head: CRITICAL THINKING QUESTIONS

trends and the earths cosmos which will require a vast source of technological media/tools used
for observation purposes.
Describe how you would incorporate technology in a lesson plan to master the twenty-first
century skills. What types of projects or tasks would you assign students? What types of
technology would you utilize? Discuss how you would evaluate the mastery of each skill
I would create a learning activity that requires learners to group in groups of five, choose
a current world event to research and collaborate on in a Wiki and elaborate on how the current
world event (bad economy) will affect the future of their own potential to ascend the financial
ladder. I would use Wiki for data storage/retrieval/editing and employ Skype/Facebook as means
of communicating outside of the Wiki on administrative tasks or problems with the technology. I
would evaluate the mastery of each group skills by administering tests after using any new
technology in order to assess its value as a teaching/learning aid. Then I would require that each
group submit a 20-page report on the methodology, drawbacks and wins the group experienced
with using the different kinds of technology. Feedback will be accepted through the wiki site on
grades and the success of the technological integration in aiding the learning process in an open
forum discussion.
Chapter 23 Developing Learning to Meet Complex Challenges for an Undivided World
Compare and contrast "technology for education" in the developed world with that in the
undeveloped world. What are some challenges that instructing without computers might
cause and how would you overcome them?
Technology in the developed countries is ever growing and abundant whereas due to poor
educational infrastructures less developed countries idea of technology for education is not as
sophisticated. In fact, it may even seem primitive to people in Western Civilization. According

Running Head: CRITICAL THINKING QUESTIONS

to Reiser and Dempsey (2012),
The phrase technology for education acquires en- tirely new meanings in such
conditions, yet it is very ap- propriate to think technology under these circumstances
for exactly the same reasons as one would consider using a computer simulation in what
the reader may perceive as normal circumstances. What should be considered normal simply varies a lot as one travels around the world. (p.232)
Technology for teachers/learners in rural Africa may include natural elements such as wood,
stone and the earth itself transformed into an abacus, chalkboard or map. In America we have
calculators, digital media and satellite systems. If I were teaching in a third world country, I
would actually show the class how the crafts we created for learning have the same basic
principles of the advanced technology when we look at the concepts behind its creation;
subsequently the learners may feel that they are at less of a disadvantaged and more encouraged
to seek innovative ways to make educational technology out of what is available.

How is being a physicist like being an Instructional Designer? What type of scientific
principles might you employ to design a curriculum?
A physicists tries to figure out what makes things what they are, do what they do things
and behave as they do and in turn and make inferences based on composition or
dissection/experimentation. According to Physics.Org (N.D),
For example, all of the technology we take for granted today, including games consoles,
mobile phones, mp3 players, and DVDs, is based on a theoretical understanding of
electrons that was developed around the turn of the 20th century. (p.1)
Thus, physicists research and develop theories that potentially lead to new discoveries which in
turn transfer/translate into real world frameworks such as education. Instruction Designers also

Running Head: CRITICAL THINKING QUESTIONS

have to discover core elements of the learning environment, figure out what makes it what it is
and subsequently infer on how to improve. Thus, instructors must develop a hypothesis,
research, test the hypothesis, research more and develop a theory on a lesson plan based on the
outcomes of the empirical study. In this way, I liken a physicists top an instruction designer and
would use the steps involved in scientific empirical study to develop a strategy for lesson
planning with the aid of my students for insight on the accuracy of the hypothesis, its
interpretation and the implications for instruction design that emerge from the study.

Running Head: CRITICAL THINKING QUESTIONS

References
Enonbun. O. (2010). Constructivism and web 2.0 in the emerging learning era:
A global perspective. Central Michigan University. Retrieved from http://www.nabusinesspress.com/JSIS/EnobunWeb.pdf
Physic.Org. (N.D.). What is physics? Retrieved from http://www.physics.org/articlequestions.asp?id=18
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd
ed.).

Boston, MA: Pearson.