The Lazy Owl

  Good Evening Owls [from Chicago] I hope everyone had a fine, festive, fall day... PSLs for ALL! Takeaway #1 Whenever I do a reading that talks about generations, I can’t help but return to stage theories of adult development. To me, an understanding of adult development informs the complexity of technology integration within adult learning. Especially in the chronological or sequential space, akin to Erikson (1963) or Kegan (1982), I can conceptualize an argument where learning becomes more difficult due to factors beyond the generation of adults, relating to how adults create meaning. Question from Takeaway #1 – Do we think there’s a component of identity formation, built over life stages, that would better inform how adults progress towards digital wisdom? Takeaway #2 I was surprised to see neuroplasticity brought into this week’s discussion. Perhaps there’s an ancillary argument regarding the cultivation of digital wisdom as an outcome of brain plasticity over a prol...

Hoot Hoot Fellow Night Owls! As I write to the void of the internet, I can’t help but ask… is anyone out there? My blog is eerily quiet and I’m beginning to wonder how I’ve set my preferences, ha! Regardless, I found this week’s reading fortuitous. As a psychology teacher, I couldn’t help but create parallels between Davis’ (1985) TAM featured in the reading, and Clark’s (1998) Commitment and Necessary Effort (CANE) model of knowledge and motivation systems – which I taught on Monday. In both models, there’s an aspect of necessary effort, which I love, because it almost portrays motivation as this derivative of having to do something… to face life.   In this sense, I’m not sure how TAM captures technology acceptance as a function of time. Perhaps there’s a linkage to Rogers’ (1962) Diffusion of Innovation, where folks decide to accept technology in lieu of becoming a laggard, or because market conditions favored technological acceptance. Additionally, as I progressed in th...

Good Evening Little Owls, This week's prompt has us exploring if blogging is the same as a discussion board activity for Self Directed Learning. Candidly, and I'll be upfront, it is not.  A facilitated discussion board activity, such as answering a prompt through providing some sort of scholarly insight derived from academic research, in some respects, requires the learner to use critical reasoning and introspective processes reflecting an advanced stage within the Staged Self-Directed Learning model (Grow, 1991). The learner then provides some level of analysis and insight, leveraging a mosaic of sources to frame a cohesive argument, aligned with Paul and Elder (2013) universal intellectual standards, ultimately seeking a decisive change in themselves (Tough, 1971).  While Tough (1971) would contend that a learner's desire for self-change serves a primary driver for learning projects, I would challenge the premise that blogging is a consistent learning activity. Pettigrew ...