Wednesday, June 29, 2011
Tuesday, June 28, 2011
Cognitivism as a Learning Theory
The statement by Kerr in the blog from January 2007 summarizes the learning theory debate nicely. He states that each theory is contributing something useful to an overall picture. None of the strategies is complete in and of themselves (Kerr, 2007). The debates and arguments over which theory should be employed in education fail to look at the overall picture. Behaviorism cannot be abandoned as an instructional method. It has its place in the learning environment. Children and adults respond to reward systems, and they can be used successfully in fostering a positive attitude toward learning.
As I read through the dialogs referenced, Kerr seems to suggest the concepts function in a pyramid design. Behaviorism is particularly useful in for memory type learning with lower level cognitive requirements. The structure exemplifies cognitivism when the learning level advances to procedural learning. Problem solving involving collaboration and creativity call for constructivism. Each learner progresses through these learning stages for different learning concepts. To attempt problem solving and collaboration without a proper foundation is problematic. A teacher should use all the learning theories when developing a curriculum unit.
Kapp introduces an intriguing idea into the learning theory discussion- the link between humanity and machines. As we program computers to complete routine human tasks, we are creating a learning machine. They can make the rote memorization of material a pointless task. Why should students memorize history facts when a simple Google search will provide sufficient information? Is the availability of base level information on a computer sufficient?
I believe that memorization and behaviorist rewards should not be the core strategy for a learning environment. They have their place in a complete learning program, however. It is not reasonable to begin the learning process at the higher-level learning platform. A foundation of knowledge provides the schema needed to foster cognition and subsequently constructivism.
Please refer to the original blog postings for background information and a review on these topics.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Monday, June 13, 2011
Sunday, June 12, 2011
Module 1
What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
My thoughts on how people learn best immediately focus on adolescents. As a 7th grade teacher, the majority of my experience is with this age group. The adolescent learner is probably unique in many of their learning needs. From my observations, they need to be involved in the learning process, see the relevance in material, and be motivated to succeed. This view reflects the constructivist theory which defines learning as an active process of constructing knowledge through personal experiences. This presents a continual challenge for a teacher to search for relevance and assure student involvement. The third element of motivation is more difficult to understand and control. It is very difficult to motivate an adolescent learner. I have tried behaviorist type reward systems and have had some success. The results are unpredictable and erratic especially with a convergence of many other influences in a teenager’s life.
Do these observations of adolescents apply to younger and older learners? Based on some of the readings it would seem this is the case. Human development supports the ideas of behaviorism as a learning theory for all age groups. Adults tend to perform work tasks thoroughly when they are actively interested in the content of the work. The growing mass of information available through the Internet stimulates active adult learning by allowing web searches and information gathering of topics of interest. The ease at gathering volumes of information supports an active learning process.
For further reading on this topic, I have attached links to three student blogs from this same course in preceding terms. I find it fascinating reading through a wide variety of information and pondering my own opinion.
What is the purpose of learning theory in educational technology?
Educational technology is an emerging field for delivering curriculum and instruction. The development of this field depends on anchoring advances in the field to established learning theories. In an article by George Siemens, he outlines the changing role of the educator in this environment (Siemens, 2008, p. 15). The process of aligning the role of the educator to foundation learning theory will contribute to successful adoption of educational technology in the classroom. For additional reading on this and related topics the following link proves very useful:
As a teacher evaluates a website, consideration should include evaluation for strategic learning principles. Understanding how a website incorporates learning theory into the design will assure successful student achievement. Many websites are task oriented and provide an intrinsic reward system. This design seems especially relevant to contemporary learning theory.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
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