Beliefs about learning in general:

I believe learning is a dynamic, individualized process. It's not just about memorizing facts but understanding concepts and applying them in real-world scenarios. I see learning as a lifelong journey, not confined to a classroom. My belief that learning is a dynamic and personalized process finds resonance with Harapnuik's insights into the learner's mindset (Harapnuik, 2020). This emphasizes the importance of fostering a growth-oriented perspective. Bates' exploration of learning theories in online learning (Bates, 2014) complements this view, extending the understanding of learning to diverse digital environments. Just like in science, where we explore and discover, learning is about being curious and figuring things out.

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Beliefs about the relationship between teaching and learning:

As for the relationship between teaching and learning, I think of teaching as a guiding force. It's about creating an environment that nurtures curiosity and critical thinking. The teacher is more of a facilitator, steering the ship, but the learners are the ones navigating the waters. The symbiotic relationship between teaching and learning, as discussed by Harapnuik (Harapnuik, 2020), aligns with the adaptability required in online environments, as highlighted by Bates (Bates, 2014). Teaching is not a unidirectional transmission but a dynamic interaction that should adapt to the diverse needs and learning styles of individuals, even in the digital realm.

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Beliefs about myself as a learner:

I'm all for embracing curiosity. Learning should be a joyous exploration, not a chore. I like to think of myself as a perpetual learner, always seeking new knowledge and adapting to change. The acknowledgment of a continuous learning journey resonates with both Harapnuik (Harapnuik, 2020) and Bates (Bates, 2014). Embracing a learner's mindset entails recognizing that learning is not confined to formal settings but extends to everyday experiences and the digital landscape. It's not just about telling facts; it's about creating an environment where students can experiment, ask questions, and discover things on their own. As a science teacher, I'm not just someone who knows stuff; I'm a lifelong learner, just like my students. We're all on this learning journey together. Sometimes, I learn from my students, too! And hey, in this digital age, being a learner means navigating through online resources, like digital science labs or virtual field trips.

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Difference between a learning philosophy vs a teaching philosophy:

Distinguishing between a learning philosophy and a teaching philosophy is crucial. While a teaching philosophy may focus on methods and strategies, a learning philosophy dives deeper into understanding how individuals acquire and retain knowledge. It's about fostering an environment that encourages and supports learning. Harapnuik's insights (Harapnuik, 2020) distinguish between a learning philosophy and a teaching philosophy. A learning philosophy emphasizes the learner's perspective, focusing on how individuals construct knowledge, while a teaching philosophy centers on the methods and strategies employed by educators. Bates' exploration of learning theories in online learning (Bates, 2014) extends this understanding to the digital realm, emphasizing the importance of adapting teaching strategies to online environments. My learning philosophy is all about helping students explore and discover like little scientists. Meanwhile, my teaching philosophy is how I guide them in this discovery process. It's not just about giving instructions; it's about sparking their curiosity (Harapnuik, 2020).

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Learning theory identification - Constructivism:

I'm leaning towards Constructivism because it aligns with the idea that learners actively build their own understanding. Learning is not a passive absorption of information; it's an active construction of knowledge. The alignment with Constructivism in my learning philosophy resonates with Harapnuik's exploration of learning theories (Harapnuik, 2019), emphasizing active participation in the learning process. Bates' insights (Bates, 2014) provide a specialized lens, illustrating how Constructivism can be applied in online and blended learning formats. 

 

Connection to learning theories:

Connecting this to my learning philosophy, I believe in hands-on, experiential learning. It's not just about telling; it's about letting learners explore and construct their understanding. This philosophy dovetails nicely into my innovation plan, which revolves around incorporating more project-based learning and interactive activities.

Harapnuik's overview of learning theories (Harapnuik, 2019) provides a solid foundation, complemented by Bates' exploration of learning theories in online learning (Bates, 2014). This combination enriches the understanding of the intersection between learning theories and technology, guiding the application of pedagogical principles in diverse learning environments.​

 

Impact on innovation plan and role as a change agent:

My innovation plan is like creating a super cool science experiment. I want my students to explore, ask questions, and discover online. These resources I've gathered are like my secret ingredients—they help me make our online science class a place where learning is not just a lesson but a hands-on adventure. Integrating insights from Harapnuik, Bates, and other sources into my innovation plan ensures a holistic approach. The strategies employed are not only learner-centric but also tailored to the dynamic digital landscape. As a change agent, this approach positions me to navigate the evolving field of online education, creating environments that harness the potential of technology while staying grounded in pedagogical principles. 

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Annotated bibliography:

1. Harapnuik, D. (2020). "Learner's Mindset Explained." This resource provides valuable insights into the learner's mindset, emphasizing the importance of adopting a growth-oriented perspective.

2. Bates, T. (2014). "Learning theories and online learning." Bates' exploration of learning theories in the context of online learning serves as a valuable resource, extending the understanding of learning to diverse digital environments.

3. Harapnuik, D. (2019). "What Teachers Should Know About Learning Theories." This source contributes to a comprehensive understanding of learning theories, with a specific focus on their application in diverse learning environments.

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