Constructivism (Module 3)

I believe in today’s society humans see the benefits of working in groups. The instinct to work together goes back many years from hunter coming together to literacy bringing people together with religion, politics, and knowledge (Rheingold, 2008). The sharing of knowledge with other individuals and organizations can increase knowledge and growth within one’s own organization. Humans have discovered the process of achievement can be longer when they do not working as a team. Cooperation in the form of collaboration has made a different in learning efforts and continues to emerge with technology.

Learning is a social activity which is one of the learning principles of constructivist that gives an enormous opportunity for the use of technology. Learning has been link to interaction with others. The use of blogs, chats, wikis, discussion boards, video, podcasting, and instant message applications with video such as Skype are good technology tools for facilitating collaboration because of interaction. The listed collaboration tools support conversation and interaction which is key elements of the constructivist principle learning is a social activity. Educational technology is available, but all users are not comfortable with the technology and do not use to the fullest extent. Abbit (2010) noted wikis were used and view as “presentation and dissemination tool” while e-mail was a preferred communication for collaboration (p. 12). In another case study wikis were shown to have the ability to collaborate with a large audience across different time zones. The Web 2.0 features of wikis give the read and write ability which is a vital part of collaboration (Olliges, 2010, p. 79).

References

Abbitt, J. (2010). A case study investigation of student use of technology tools in a collaborative learning project. Journal of Technology Integration in the Classroom, 2(1), 5-14. Retrieved from EBSCOhost.

Olliges, R. (2010). Wikis and collaboration: are they a mix?. Journal of Philosophy & History of Education, 6077-80. Retrieved from EBSCOhost.

Rheingold, H. (2008, February). Howard Rheingold on collaboration [VODCAST]. Retrieved from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Blog Responses for Module 1 and Module 2

I have posted to the following two blogs for Module 2:

Maria Rodriguez

http://msrodriguez-design.blogspot.com/2011/03/cognitivism-as-learning-theory.html?showComment=1301785212305#c2983257433016034246

Charles Price

http://mrcsviewfromthetop.blogspot.com/2011/03/cognitivism-as-learning-theory.html?showComment=1301788812403#c7708348882230832531

Module 1 Blog Post

Stephen Anane-Boakye

http://ananeboakye.wordpress.com/2011/03/16/learning-theory-and-educational-technology-module-1-educ-8845/#comment-2

Kathi Middleton

http://klmiddleton.blogspot.com/2011/03/module-1.html#comments

Sharmaine Sharusan

http://docshar.blogspot.com/2011/03/module-1-learning-theory-educational.html#comments



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Cognitivism as a Learning Theory (Module 2)

The process of learning has been viewed from different perspectives. The different learning theories surrounding learning are topics of discussion. Behaviorism and Cognitivism are two popular theories of learning. Siemens (2008) believes behaviorism looks at visual outcomes or behaviours from an outside view of the learner and can be controlled versus the internal processes within the learner that are not known (p. 9). Bill Kerr believes learning theories are useful in the learning process, although he is not in total agreement with behaviorism, cognitivism, and constructivism.

Cognitivism presents the learning process as being similar to computer processing (Siemens, 2008, p. 9). Karl Knapp and Kerr agree that cognitivism does not account totally for the learning process in humans and the same can be said for constructivism and behaviorism. The different learning theories present learning in a different manner, but different learning theories are good for certain learning situations. I agree with Knapp’s perspective that that the theories are linked together as he stated cognitivism is a follow-on to behaviorism. The belief aligns with Siemens (2008) view of constructivism that interlinks with cognitivism and allows the learner to conclude understanding from the situation (p. 9) .

References

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/

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

Learning Theory and Educational Technology - Module 1 (Blog 1)

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