Personal Persective on Learning and Instruction

Technology is having a tremendous impact on the way our students learn and how we
teach in the traditional and (especially, since it is derived from technology) the distance learning setting. In traditional environment, the students meet with the instructor f2f at a specific time in a specific place to accomplish a specific set of tasks. These tasks may take on an extended persona by becoming homework or by being initiated during one meeting and finished during another. Materials for the class are usually contained within the classroom setting and students have access to them only when attending the class. Learning is subject to the knowledge of the instructor and often lacking in depth and points of interest. The online environment is not limited to specific times or places. The instruction is at a comfortable pace for the learner because the learner participates in a self-tutorial, pursuing information that seems appropriate to the requirements as presented by the instructor (Selim, 2007). The material presented in the class is of a nature that prompts inquiry and investigation on the part of the student, meaning that the class is definitely student (rather than instructor) oriented. The learning becomes more meaningful because it is more relevant to the discoveries and interests of the learner. Time and venue take on new dimensions with online learning in that limitations for both are greatly reduced. One may study, research, and prepare materials whenever individual learning styles find it most convenient. The only timeline that must be rigorously observed is the due date, which often may be amended due to difficulties with the technology (European Commission, 2010) (Babb, 2011).

As with so many other factors that are critical to positive human development, certain elements in learning and instruction are necessary and often similar, if not identical. There must be a safe, comfortable, positive environment in which teaching and learning take place. The material to be presented must be pertinent, relevant, and interesting to learners, while familiar and thoroughly understood by instructors. It is of tremendous value for the instructor to be forthcoming, honest, and genuine with students. Of equal importance is the truthfulness that students reflect toward instructors concerning levels of understanding, acquired skills, and areas of interest for future exploration. In both instances, there must be elements of trust and respect that form a foundation for learning to occur. My personal theory of learning concerns a consuming curiosity

lending itself to discovery learning. Originated by Jerome Bruner, Discovery Learning is inquiry-based instruction that is considered a constructivist theory. Learners incorporate past experiences and already acquired knowledge to help fit new information into new understandings about the world around them. With this method, truthfulness and trust are key concepts to presenting and learning new information (Learning Theories, 2011).

References:

Babb, D. (2011). Online Learning – Critical success factors. Online Education with a Personal Touch. California Southern University. Retrieved from http://www.calsouthern.edu/content/articles/online-professors-guide-to-higher-education/online-learning-critical-success-factors/.

European Commission Directorate-General for Education and Culture (19-21 May 2010). Peer Learning Seminar: Critical Factors for the Implementation of Lifelong Learning Strategies and Policies. Retrieved from http://www.kslll.net/Documents/Summary%20report%20-%20seminar%20critical%20factors%20for%20LLL%20implementation.pdf

Learning Theories (2011). Discovery learning (Bruner). Knowledge Base and Webliography. Rtrieved from http://www.learning-theories.com/discovery-learning-bruner.html.

Selim, H. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers and Education 49, pp396-413. Retrieved from http://www.qou.edu/arabic/researchProgram/eLearningResearchs/criticalSuccess.pdf.

Cognitivism as a Learning Theory

Cognitivism is a step up from behaviorism in that it stimulates and supports higher level thinking in learners. But as a stand-alone methodology, cognitivism, just like behaviorism and constructivism, must be considered as a practice that is incomplete. Behaviorism is a stimulus-response type of instruction, while constructivism outlines the process of putting it all together.

Cognitivism strives to understand what happens in the human mind in terms of learning, thinking, remembering, retaining (knowing) and using (problem solving) (Arinto, 2010). How the mind learns and what is learned in a certain context is more important than the behaviorist aim of observing and prompting a stimulus-effect scenario. Changes in learner knowledge can still be seen in individual behavior, however variances in responses are expected due to prior knowledge and experience. Cognitivists see the process of learning very much like the information acquisition of a computer: new information is introduced to the working memory, is processed with relation to existing information, and is stored into long-term memory for later use (Driscoll, 2005).

The analogy of the similarities of information processing between humans and computers notes that the information (in a classroom or other learning environment) is delivered, accepted, and processed for later use by individuals within the group. This is a standardized situation in which the same information is delivered to everyone in a common environment using delivery methods that are also common. However, the information students receive is not always accepted with the same levels of import, understanding, and relativity by different individuals. The analogy breaks down at this point because the information is combined with other knowledge bits (prior information) to perform tasks or to form concepts concerning the world around the learner. These differences are due to varying learning styles, intelligences, and prior information. In this manner, the learning becomes subjective because individual learners reach different combinations and conclusions using the common information that has been shared. This understanding establishes the necessity for incorporation of elements of the different learning theories (Kapp, 2007).

Kerr (2007) mentions concept of “Connectivism”, a creation of George Siemens and Stephen Downes. Connectivism is seen as an ideal theory for learners of the digital age, combining the strongest points of behaviorism, cognitivism and constructivism. It Connectivism is thought by some to be the learning theory for the digital age in that it seems to be an appropriate vehicle for the explanation of the effects of technology on how we all live, learn and communicate.

Several interesting sites containing further information on Connectivism are listed below.

 Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning http://www.joaomattar.com/Constructivism%20and%20Connectivism%20in%20Education%20Technology.pdf

Connectivism: A Learning Theory for the Digital Age http://www.elearnspace.org/Articles/connectivism.htm

What is Connectivism? http://education-2020.wikispaces.com/connectivism

References:

Arinto. P. (2010).Handbook on instructional design for the academy of ict essentials for government leaders. APCICT. Retrieved from http://www.unapcict.org/academy/academy-modules/english/Handbook_on_Instructional_Design-v2.pdf

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.

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/

Learning and Learning Theory

What are your beliefs about how people learn best?

Learning is best accomplished when individuals and groups are motivated to learn and the presentation of information addresses individual learning styles and intelligences. This motivation includes the desire to accomplish a goal, or respond to an interest (something that is enjoyed), or a combination of factors that (often) leads to the most effective learning. The logical, orderly manner in which information is usually presented is sometimes not adequate to allow student mastery. Learning styles (visual, kinesthetic, auditory, etc…) must also be considered when preparing information for presentation.  Learning styles often overlap with and are thought to be closely related to individual types of intelligence. There are eight different types of intelligence, seven originally observed by Howard Gardner (linguistic, musical, spatial, etc…) and an eighth established by Jane Goodall’s work with primates (interspecies or naturalist intelligence).

What is the purpose of learning theory in educational technology?

Learning theory in educational technology serves as a set of guidelines for the establishment of effective practices in the presentation of information. These guidelines are meant to optimize student knowledge acquisition by answering individual learning needs. The elements of motivation and inspiration within students are often ignited by instructors who have addressed individual learning styles and requirements, making the learning process much more palatable.


References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Fleming, G. (2010). Know and use your personal learning style. Homework/Study Tips. Retrieved from http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm.

Smith, K. (2008). Howard Gardner, Multiple intelligences and education. The Encyclopaedia of Informal Education. Retrieved from http://www.infed.org/thinkers/gardner.htm.

Wilson, L. (1997). The eighth intelligence :Naturalistic intelligence. Newer Views of Learning. University of Wisconsin at Steven’s Point. Retrieved from http://www.uwsp.edu/education/lwilson/learning/natintel.htm.

Wilson, L. (1998). What’s the big attraction? Why teachers are drawn to using multiple intelligence theory in their classrooms. New Horizons for Learning. John Hopkins University. Retrieved from http://education.jhu.edu/newhorizons/strategies/topics/mi/wilson1.htm.