April, 2010

Complete with meaningful reflections on theories of 

learning...                                                  

(Adapted from: http://jimenapulse.wordpress.com/2008/05/15/slowly-but-surely/)

Complete with meaningfulreflections on "Theories of Learning"...

A Visual Summary of My Learning

             Throughout this course, I have been exposed to some of the ideas about how learning may happen. My learning, has helped to provide a more solid-foundation for the re-shaping of my own teaching and learning philosophy. Knowledge of ‘the theories of learning’ is applicable in the creation of valid educational technology learning materials. When I reflect on my teaching practice, I see that I use a combination of theories of learning, and that I am also being taught in this online Master’s program with the use of a combination of theories of learning. It is clear to me that there is no “one size fits all” learning theory that works; rather a potpourri or mixed soup of learning theories blended in harmony, depending on the situation and circumstances. 

(Photo on previous page compliments of:http://www.ignitesocialmedia.com/blog/page-48/)

 1.   Learning Theories are like a big pair of pants, one size does not fit all.

             Like many thinkers in education, I had begun to consider behaviorism less relevant in modern education, and thought that ‘old dog’s’ generally were the ‘only one’s’ that ‘still’ teach, using behaviorism techniques. After revisiting behaviorism, I was reminded of its lasting significance and applicability together with other learning theories in modern schooling. For example, the use of variations of the ADDIE (analysis, design, development, implementation, and evaluation) approach in instructional design has many tones of behaviorism applications. Like all worthy theories of learning, this theory addresses the importance of relevance in learner motivation. Although I do not subscribe to the punishment part of the theory, I do see the validity of respondent learning, operant conditioning, and observational learning, and observe that behaviorism is plenty evident in educational programs especially in software programs. In behaviorism, it is thought that people behave the way they do because this kind of behavior has had certain consequences in the past. Certainly behaviorism is a method that can be used to learn, however if one is to consider crossing an ocean, one definitely needs more that just a kayak to do the crossing.  

(Photo on previous page compliments of:http://www.easyriderkayaks.com/eskimo22-6_4pics/eskimo22-6_4-12x.jpg)

2.  Using Behaviorism in learning is like using a kayak to cross the ocean. 

                    The common threads in social learning theory such as observation, modeling and vicarious learning are all very applicable and touted as ‘desirable methods of learning’ in our education system. In observational learning, a model is a person whose behavior is observed by another, at one time or another, and the response tendency is to imitate. People that tend to get imitated, are generally people that one 'relates to’ more than people one ‘doesn't relate to’. Teachers can act as models for their students.Parents can act as role models for their children, which is depicted in the image presented on the previous page.This is where the concept of a "good role model" comes into play, because people are more likely to copy a model if they observe that the model's behavior leads to positive outcomes. Models have a great impact on personality development. Children tend to learn this way more and it results in more assertive, self-sufficient, dependable, easy going traits in the child.Vicarious learning is also a way of learning and very applicable on the computer. One can observe behavior and learn vicariously, without taking 'real risks' in 'non-threatening' environments until they are ready to show what they have learned in 'real-time'. 

(Photo on previous page compliments of http://subrealism.blogspot.com/2008/12/observational-learning.html)

3. Copying Modeled Behavior in learning is like doing what mom does.

                  Cognitive learning theory which, unlike behaviorism, attempts to explain human thought as fundamentally computational information processing. The new information that is learned, is incorporated by learners into their existing understanding of the world.The images that I used for this learning are 2 ford trucks of different ages, and demonstrate Cognitivism in relating the new information (about the truck) to the old. The learner receives information through the senses, and stores it in short-term memory, using the processes of chunking or rehearsal. In order for the information to be available in the long term, it must be transferred to long-term memory through an encoding process by which the new information is related to prior knowledge persistence and meaningful learning. The processes of chunking and rehearsal are tactics that are highly used in education, especially for students that require Learning Assistance. Through the readings, I did gain an even greater understanding of how cognitive learning theory can be applied in the classroom, adding to my repertoire of technologies that support strategies such as cues, questions, advance organizers, summary, and note taking. I gained a greater understanding of why they work and what resources have recently become available for their application. A technology tool that can support cognitive learning in practice is concept mapping. Other tools such as presentation tools, and online communication and collaboration tools also are effective.                         

(Photo on previous page compliments of: http://www.runwalkjog.com/carshowstoday/red0009.jpg;http://cdn.getauto.com/photos/2/22312/1c/1FTEX1CW7AFA86025-1c.jpg)

4. Using Cognitivism in learning is like comparing a new and old ford truck.

(Photo on previous page compliments of:http://elem.com/~btilly/effective-ab-testing/img/confused-person.jpg;http://ghostradio.files.wordpress.com/2009/06/ufo.jpg )

5. Using Constructivism in learning is like one's first encounter with a UFO. 

            Even though construct meaning theory is preached as more natural, relevant, productive and empowering than other learning theories, this line of thinking should not be regarded as the only viable framework in education. Constructivist and constructionist learning theories, suggest that meaningful learning occurs when learners construct meaning for themselves through active experience with a unique frame of reference. The visual that I have to represent this thought displays how challenging, yet interesting the application of this theory could be. For many people the construction of meaning could very well be like seeing a UFO for the first time: "where to begin?" For me, this is the most exciting of the learning theories that we have investigated, and offers the most promise for changing the way I teach. As a science teacher, I have always thought that this was the best way to engage students in learning experiences, as a 'guide on the side'. New media, offer the opportunity to employ constructivist and constructionist learning theory in exciting new ways. Students can use computer and Internet technologies to engage in authentic problem-based and project-based learning experiences that make new learning relevant and immediately applicable in authentic contexts to aid in motivation and retention. The skills students develop for learning and applying content knowledge will also be important to them.                         

(Photo on previous page compliments of:http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2009/3/8/1236554201646/Leaf-cutter-ants-Atta-cep-003.jpg )

5. Using Social Learning Theory in learning is like working together in a colony of leaf cutter ants.

              Constructivists believe that higher-order thinking comes about as a result of social negotiation and collaboration of ideas and viewpoints, resulting in a transformation of the individual’s internal representation of knowledge. The image that I have selected to represent this concept is a colony of leaf cutter ants that are working in a social community together to learn. Also encouraged is exposure to multiple perspectives and multiple modes of learning in complex, meaningful learning environments. Connectivists also believe in sharing and connecting to other people to help continue a cyclical process of learning. In addition, cooperative learning is recommended as an effective instructional strategy that reflects social learning theories. Cooperative learning enables students to work together to actively construct knowledge and transform it in ways that aid comprehension. In reflecting on these aspects of the theory, I get excited by the potential of using Web 2.0 collaboration and social networking tools to aid and enhance cooperative learning by helping groups of students work collaboratively with individual accountability to construct and share group products. My greater understanding of how to structure and manage cooperative learning experiences for my students, and technologies to serve that effort, will certainly be reflected in my classroom practice.                        

(Photo on previous page compliments of: http://www.orleansstar.ca/imgs/dynamique/articles/gros/mikes_place_apprenticeship01.jpg )

6. The use of the cognitive apprenticeship in learning is like having dad show you all the tricks of his trade.

                 In this course I have also learned that “to truly know, that you know, what you know” is through teaching it to others. I reflect back on term such as the cognitive apprentice and peripheral participation. The application of the  theory of the cognitive apprentice has been in use for many, many years, in educating people. The visual that I have included shows a younger man learning the mechanics of an airplane skills from an older more-skilled laborer. I also reflect back on the fact that the learning of this authentic skill must be deemed authentic “in the eye of the learner.” That is, to call learning  ‘authentic’, the learner needs to recognize that it is ‘authentic’, not the teacher.                          

(Photo on previous page compliments of:http://www.masternewmedia.org/images/baby_with_caterpillar_id154133_size400.jpg )

7. Using the learner-centered approach in learning is like crawling right in the middle of a leaf and being the caterpillar.

                                  My belief in the wisdom of creating learner-centered material that improves self-efficacy has also been re-enforced in this course. The concept offered in teaching in a connected environment also really resonates with me. This describes how learners are at the center of the learning experience, much like in the image of the young child in the middle of a leaf, centered like the caterpillar. The learners decide who is involved in their learning, they decide the nature and levels of communication, and they are instrumental in determining the content of their learning. In addition, I realize how necessary it is for the teacher to take a directive role to guide the resources and activities, to validate the information, and to critically engage the students in the course content.                        

(Photo on previous page compliments of:Compliments of: http://tinyurl.com/2ahx9j7 )

8. Using self-regulation in learning is like meditation you are fully aware.

                                   More and more I reflect on the importance that people realize that school is not the only place to learn. With the alarming high figure that 80% of a student's time is spent outside of school, I feel that it is important to teach students to become self- regulators of their own life-long-learning much like meditation, so that the person is fully aware and in control of themselves.This directly results in a higher degree of ownership by the learner. It also results in more awareness of his or her own knowledge their learning process. Student needs to have plenty of options for choice and control so that they become effective at self-regulation.                        

(Photo on previous page compliments of:http://forgotten-theothersideofparadise.blogspot.com/2009/03/self-reflection.html )

9. Using reflection in learning is like looking in a lake and "seeing" what stares back at you.

                         Lastly, I have learned that reflection is important. That learners need to take a step back and spend time thinking about what they have learned in order to verify and ‘etch’ it in their memories. The image that I have presented shows the reflection of a person's eye as they look in a lake and "see" what stares back at them. I have also learned that ‘old dogs can learn new tricks’. In the long term, I hope to continue reflecting more and consciously connect learning theory to pedagogical practice, using technology more as a learning tool. There are many technologies I hope to employ in applying best pedagogical practices and learning theory, but I am particularly interested in making the most of new presentation tools, such as interactive whiteboards, and Web 2.0 collaboration and publication tools for social constructivist and constructionist learning. With access to many educational technology tools, my students will enjoy much greater opportunities to take control of their own education through authentic, meaningful learning experiences. It will be wonderful to have more of these tools at my disposal, but I must remember to always employ them in the execution of proven pedagogical strategies based on sound learning theory.