The understanding of learning is required in order to suggest how people learn best. Learning involves two main ideas. The first idea is stated and explained by Driscoll (2005) which “refer to learning as a persisting change in human performance or performance potential” (p. 9). The learning process gives learners new skills to accomplish tasks that did not exist prior to the learning process. The second concept from Driscoll (2005) believes what is learned must change the learner’s performance or the learner’s potential performance when the learning is placed into action with experience through dealings and interfacing with real world situations (p.9). Learning theory is linked to learning by the results of the learning, the means or process that brought about the change and inputs that caused the progression (Driscoll, 2005, p. 9).
I agree with Mayer (2005) that states “learning is defined as an alteration in long-term memory” (p. 20). The definitions by Mayer and Driscoll can be viewed as similar because of a change in behavior was caused by learning. I believe learning can occur best if learners are learning tasks that are meaningful and will be applied in real world situations. Learners that know the task is important will learn the task to apply later in life. Mayer (2005) outlines four components for people learning complex skills which include learning tasks, supportive information, procedural information, and part-task practice (p.72). One element I believe is useful in the learning process is the use of job aids which are good for procedural information. The job aid is a learning tool that breaks down the task into essential information that the learner or user requires for accomplishing the task. An educator must know what learning tools are ideal for certain learning situations.
The knowledge of learning tools links the purpose of learning theory in educational technology. Educators must know how learners will learn instructional material. All learners do not learn in the same manner. Instructional designers must be aware of what approach is good for certain types of learning tasks. Task-based learning is best for the behaviorism theory (Siemens, 2008, p. 11). The key point to remember is one size does not fit all when learning is concerned.
References
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Grummon, P. (2009). Best practices in learning space design: Engaging users. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/BestPracticesinLearningSpaceDe/163860
Mayer, R. (2005). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press.
Quinn, C. (2011). Seven steps to better e-learning. Retrieved from http://www.elearnmag.org/subpage.cfm?section=best_practices&article=35-1
Siemens, G. (2008). 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
Hi Sullus
ReplyDeleteYou mention that you believe students learn best when they are being taught meaningful tasks that apply to real life.
Do you think that we are losing our students in the classroom because we are teaching too general of academic material that the students don't connect with real life needs? Should we move toward identifying student's talent and direct education to a more targeted skill set?
Gary Allen
Hello Gary,
ReplyDeleteThanks for your comments. You ask some very good questions. I believe we do lose a percentage of learners with general academic material. I believe learners must understand the importance of learning the material or they will be bored and may not put forth much effort into learning the material. I know some institutions are using problem-based learning (PBL) which allows learners to apply the learned theory to solve real world problems that are complex (University of Delaware). On a smaller scale of complexity, I know when I was taking algebra in college and using the slope intercept formula I was doing the calculations, but did not really understand real world application. When the instructor explained how the formula could be used for stair incline, then the worth of learning the process was valuable.
I would not focus learning only to the strong points of students. We want people in society that can grasp concepts and adapt to the current situations. We need to provide tools through learning that will give the learner’s the opportunity to meet life challenges. The Army is looking at a concept that will reward learners for their experience and prior knowledge by focusing learning on skills that did not demonstrate mastery or knowledge during the pre-test of the material. Mastery is eighty percent.
Reference
University of Delaware (2011). Problem base learning at University of Delaware. The motivation to learn begins with a problem. Retrieved from http://www.udel.edu/inst/
Hello Sullus,
ReplyDeleteI completely agree with you about using behaviorism learning theory for task-based learning. In understanding that learning is a change in the behavior/memory, the idea fits completely.
I guess we'll find out next module, what happens if the task is not the goal.
Thanks much,
Sharmaine