Learning and Instruction in a Digital World.
“What are my beliefs about how people learn best? What is the purpose of learning theory in educational technology?”
Learning is embedded in our evolutionary processes. 21st century technology helps us to interpret languages symbols and artifacts. Technology is providing us with information that changes not only how we learn but what we learn. In spite of technology, there are other factors that make the learning process complex. These include the information or material, the environment, the performance expectations and individual’s the challenges.
The renaissance age or Plato and Aristotle sought to arrive at philosophies and theories for explaining mankind intellectual development. Saettler (2004) tells us “Interest in human cognition can be traced back to the ancient Greeks…Plato and Aristotle speculated on memory and thought and discussed the nature and origin of knowledge” (p.319). Knowledge was thought to be the exhibiting result of learning. Theatre works and performing arts require utilization of memory. This sparked a prominence towards cognitive development. William Shakespeare, whose involvement in theater works performance and writer, earned him fame and popularity because of memory for lines and episodes. “The English playwright, poet, and actor William Shakespeare (1564-1616), is acknowledged to be the greatest of English writers. He is one of the most extraordinary creators in human history” (Encyclopedia.com 2012).
Aristotle
William Shakespeare
Memory development is acquired through learning. Myers (2005) elicits “Learning as a relative permanent change in an organism’s behavior due to experience” (p.225). Myers further solicits “experience is the key to learning.” Myers give a foundation for learning that more than 200 years ago, philosophers such as John Locke and David Hume echoed Aristotle’s conclusion from 2000 years earlier, “We learn by association…our minds naturally connect events that occur in sequence” (p.225). With potent documentation from historical icons, I might be able to declare my take on “How people learn best” in the context of knowledge building. I cannot overlook the prime support of rote learning that is not essentially knowledge but is the foundation of knowledge building. I have experienced knowledge building to require a foundation and a framework of linguistic concept and arithmetic order.
Linguistic concept is a reference to vocabulary and word meaning. Arithmetic order is aligned to numerical concept, value and layout. Experiential learning is “the way people learn best.” This is not in contempt of the constructivist, cognitive or behaviorist learning theory. Each theory supplies explanation with supporting the theory that has laid the ground work for belief systems. Experiential learning is no less supported in constructivist and cognitive views than behaviorists. To learn through co-construct of knowledge requires practice in information analysis, selection and clarification. According to Kolb (1984), “This perspective on learning is called Experiential for two reasons. The first is to tie it clearly to its intellectual origins in the work of Dewey, Lewin and Piaget, and the second emphasizes the central role that experience plays in the learning process” (p.22).
Face to face learning via cooperative forum and online learning via collaborative interaction is supported by digital technology. Presenters strive on experience in debates, and semantics in reasoning. Experience teaches us what to look for and how to create hybrid-models. Experience is valuable in determining fraud and deception.
The cognitive theory seeks to explain an internal drive or motivation towards learning. The process is controlled entirely by the individual. This is a phenomenon of adrenalin flow at the right time in the correct order and with the favorable results. Clarification and filing of information for memory recall is formulated by experience. This can be accessed for situational needs.
The behaviorist denies that there is any consciousness or objectiveness that’s internalized to cause learning. The order is thought of as pure external motivation and reinforcement via stimuli. The black box metaphor of behaviorism is advocated by Skinner (1950). Driscoll (2005, p.33) thinks Radical Behaviorism could have shed some light on reason for change in behavior but is thrown out with the reliance on experimental analysis of behavior (Skinner, 1974). Learning through experience is an activity for the behaviorist.
Karen Stephenson quotes in Siemens (2006) “Experience have long been considered the best teacher of knowledge. We cannot experience everything; other people’s experience… becomes the surrogate for knowledge” (p.51). This suggests that all experiences become invaluable. Boundaries and geographical location are virtually obsolete with the internet and the World Wide Web.
Learning theories will play the role of designing instructions that will transfer learning practices from the classroom to online learning. Educational technology adapts Connectivists learning theories by digital technology to combine the cognitive, behaviorist and constructivist learning theories. Siemens (2004) states “Connectivists theory is for the digital age where individuals learn and work in a network environment” (Anderson 2010, p.34). This has given favor to the constructivist learning theory co- construct of knowledge via collaborative interaction. Experience is developed, and assessment of learning theories and philosophies are able to be redefined for 21st century educational technology.
References:
Saettler, P. (2004).The Evolution of American Educational Technology. Information Age Publishing. Greenwich, Connecticut
Encyclopedia.com (2012). William Shakespeare. Retrieved from: http://www.encyclopedia.com/topic/William_Shakespeare.aspx
Myers, D. G.(2005). Exploring Psychology (6th ed.) Worth Publishers, New York
Anderson, T. (2010).The theory and Practice of Online learning (2nd ed.) AU Press, Athabasca University.
Siemens, G. (2006). Knowing Knowledge. Retrieved from www.knowingknowledge.com
Driscoll, M. P. (2005). Psychology of learning for Instructions (3rd ed.) Pearson Education Inc. New York.
Kolb, D. A. (1984). Experiential Learning: experience as the source of learning and Development. Prentice Hall, Englewood Cliffs N.J. Retrieved from: http://academic.regis.edu/ed205/Kolb.pdf
The two blogs I anticipate to review are from the following URL:
(A) http://tstiff7105.blogspot.com/
(B) http://learningtheoryeducationaltechnology.blogspot.com/
Hi Cecil,
ReplyDeleteI read your post and found it to be very interesting. There are some comments I would like to make concerning technology. In a digital world technology also changes our thought process. As a classroom teacher creativity is a very important factor. When designing lessons I must remember that all technology does not motivate students to learn. However, I do feel that it is very important for me to be exposed and knowledgeable of all technology that is available to me. This is where learning theories will be included in designing my instructions.
Hi Shirley,
ReplyDeleteTechnology in a digital world allows us to access new and more information. This allows us to have a broader concept of a topic of an issue. We are able to gather more material information and facts. This helps us to make better judgments and draw a conclusion or even have an open mind towards global issues, education theories or practices. The way we learn, how we learn and what we learn has changed with technology.
All technology will not have the same impact for motivating students. The motivational factor is intrinsic, but you might have to select the inspirational resource to excite the internal drives. Inside your classroom what are the technologies available to you ? You might have no choice but to design your lessons around available technology. You will have to keep your presentation aligned to the content. Giving the student the autonomy to integrate the use of their technology would be a good idea. You might check the possibility of doing so. Sometimes students are savvy with their technology and are willing to share with their teachers. Using students' technology you can extend learning out from your classroom. This is done by collaborative interaction via synchronous and asynchronous learning.
To be knowledgeable of available technology at your job is the key to successfully employing technology in your lessons. You are correct, having a better understanding of learning theories and being able to integrate learning technology in your lessons helps with diverse learning styles. There is a great demand and focus on cognitive development across the board for both general education and special needs student. The belief is that there is available technology for students at all levels, ability and preferred learning styles. Productive adaptation of cognitive learning strands is on high demand for 21st century learning.
Thanks for reading and participating.