Module Two Response

Response made in reference to the dialogue between Kerr, Downes, and Kapp.

Wow! I feel completely enlightened! As demonstrated, I think conversations about learning theories can go and will go round and round. to me, it varies based on the generation of students. Not to say that each generation of students learn the same exact way, but I have seen commonalities. Unfortunately, I think students have been molded to demonstrate their learning in a different way than they acquire their knowledge. I do see students desiring more of an understanding of content (that might be bias as I teach AP) but the way they are tested aligns with the behaviorist perspective. I don't think Downes was correct in saying that behaviorism has been abandoned. I think it is very much rooted in the system and as an educator, we have to prepare our students for being successful on standardized exams. This translates to a classroom exam that is structured similar to a standardized one or in fact has to be the same for each student taking that class in the school (speaking from experience). As a direct consequence, the implementation of cognitive theory type activities are weeded out of the classroom due to lack of time. This is a horrible thing!! No one learns in just one way; therefore forms of evaluation or explanation of student learning doesn't make sense to focus on one ___ism as Kerr points out. A major overhaul does need to take place. I am not saying at all that behaviorists techniques are bad as I think they can be very sufficient. The inherent problem is not taking a universal approach to assessment that matches the ___isms of education as to enforce what should be happening in the classroom. I personally find schema theory of learning valid (this mainly comes from my psych background). This method of learning requires the processes of assimilation and accommodation that are required for learning. A brief introduction to this theory can be found here. In addition, in reference to my assignment for this week I mentioned the need to train teachers based on the schema approach to improve student literacy. I found this research pretty interesting. We are having a HUGE push for literacy at our school. The main problem I witness is the fact that students have trouble interpreting questions. Simple memories of schematic organizations could help improve this weakness.

Module One Response

1. What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
   
   I definitely believe that each person learns in his/her individual way. Though we may share learning commonalities with others, I believe our personal acquisition of knowledge is unique. You have students like myself who like direct instruction; I would rather read and quiz rather than do a filler assignment that teachers would make you do in, for example, high school. My husband on the other hand learns best through hands on application. He was an average student in college because lectures bored him, not due to lack of intelligence. According to Driscoll, a learning theory "comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes" (Discroll, 2005, p. 9) Applying this to educational technology is vital; one of the three components is examining the means. In this case the means refer to the processes that lead to the results. So this is exactly where the application of technology's role in learning occurs and needs to be inspected.
   
   
2. What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.
   
   As mentioned in the Siemens article, Behaviourism, Cognitivism, and Constructivism comprise of the core of learning theories. With the addition of Connectivism, I think this concept is complete. I teach a subject (Psychology) where students have to be able to see in gray which I have found can be extremely challenging for them. The idea of being able to witness the application of psychology in the everyday world through unique but realistic applications of the content meets this need for me. I believe in regards to all learning theories, a course needs elements from each. For example, I need assignments to demand an element of the Behaviourist view from my students; they have to be prepared to complete a 100 question multiple choice exam in 70 minutes. That is a technique that needs reinforcement. That is why elements of cognitivism, constructivism, and connectivism are necessary. They are needed in the face to face environment as well.
   
   
   
3. Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
   
   The concept of the educator as the master artist neglects the time crunch all educators are on to finish instruction before the end of the semester while trying to meet standards to prepare students for standardized/national exams. In a college setting, I believe students would have more freedom to roam topics of interest. A high school teacher can use elements of a blog as well but it must be more focused and direct. The second metaphor, that to a network administrator, takes away the role of a teacher to that of a helper. I do not agree with this as it diminishes the knowledge about content teachers have to offer.
   
   My expectation of the role an instructor should take in a digital classroom is a combination of the concierge and curator. I believe an online instructor should make available to students resources in existence that could enhance their learning experience. This is why I find value in creating a course setting that allows for differentiation of product so that are exposed to a variety of tools. However the role of the curator struck me because this is a role where the expertise resides with the teacher so the true master of the content is the instructor and not the internet. I am actually in the midst of developing an online AP Psychology course and this is one of the issues I have had to address when planning out the course.
   

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

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved September 5, 2010, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf