Blog 1_Fitting the Pieces Together

During the first week’s resources in the course ‘Learning Theories and Instruction’, I was exposed to the different learning theories and was asked to assign my learning styles to one of these theories. I stated however, that based on what I have read and understood my learning style has overlap in all the major areas of learning theories identified.  As the course progressed I was exposed to even more Learning theories and the saga even gets a bit more interesting.  Shuell (as interpreted by Schunk, 1994) defined “learning as an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (pg. 2) as cited in Ertmer & Newby (1993). The major difference among theories lie more in interpretation than they do in definitions. Therefore (Schunk, 1991) as cited in Ertmer & Newby (1993), list five definitive questions that serve to distinguish each learning styles; 

1.      How does learning occur? 

2.      Which factor influences learning? 

3.      What is the role of memory? 

4.      How does transfer occur? 

5.      What types of learning are best explained by the theory?

At first I was not sure as to which theory to align myself with. During my earlier stages of development I would described myself as a learner who imitated and model observational behaviors of others, thereby falling in the confine of being a Social Learner within a social context as postulated by Ormrod (1999). During these social context stages I developed awareness and a mental process thus shifting toward developing cognition. As I go through my middle developmental stages I watch behaviors and replicate observed and demonstrated behaviors. As I proceed through my teenage to adulthood my learning was focused on accomplishing things when a response deemed to as being appropriate is executed after presentation of a specific stimulus in the environment.  For example, in math class when given a math problem eg. 4 x 3 =, that acted as a stimulus, my triggered response would be the answer 12. Most of my learning environments were focused in that direction.

Adulthood brought about a different perception to learning. As an adult learner through a cognitivist learning theory my learning was promoted and enhanced through mental process; hence, emphasis was placed on me making a relationship between new knowledge with that which already exists in memory (Ertmer & Newby (1993).  No longer did I heavily depended upon an external stimulus to trigger my learning but was more inclined to enhanced my cognitive development through finding my own solutions and to build on prior knowledge and experiences (constructivist learning). In doing so, I was able to gain a deeper understanding of the event, thereby constructing my own knowledge and solutions to the problems. Constructivist learning places emphasis on the learners and propounds that learning is affected by their context, beliefs and attitudes.

Was my learning styles pinned to one theory? Siemens (2005) expressed that most theories of learning are concerned with the actual process of learning and not with the value of what is learned.  In this digital age, Siemens supported that learning is connected between entities, people, groups, systems, node, and computers; that establish a network (connectivism). As I sat down and developed my mind map and started to realize the connection between the various entities in life, from where I draw information and form where  through an established social network I gather multiple data on a daily basis; I started to question, to which learning theory do I really align my learning? Here, I felt more inclined to the connectivist learning theory and wanted to draw a conclusion there that this way my best way of learning. Was this really my decision? Obviously, no.

The Horizon reports have demonstrated the emergence of technology as technology-based instruction into the classrooms. As stated within this digital age one cannot overlook the fact that technology has been having an impounding effect on learning.  From minuscule mobile phone to versatile desktops and other gadget, I have been using technology as a means of retrieving data, storing, obtaining and transferring data on a daily basis.  Technology in its various forms have encompassed my learning to the extent that my even this course being pursue is through the use of technology. I have established a continuous social network that has enhanced my communication and existence even as it pertains to my job, my life and my daily activities.

I safely concluded that learning cannot be pinned to any one theory but involves a combination of the major learning theories and andragogies.  As such, my views on learning are closely aligned with all major learning theories, believing there is no wrong approach to learning. It is important to understand one’s own learning process, one’s learning preferences and those of his or her instructors or audience. However, once one is able to identify his or her own natural learning preference, he or  can work on expanding the way he or she learns, so that learning can take place in other ways, not just in the preferred style. In addition, by understanding learning styles, one is able to learn to create an environment in which everyone can learn from you, not just those who use your preferred style.

Bailey (2010) expressed that “Situational cognition as a theory posits that the individual is not a passive vessel, but rather, is an active self-reflective entity; as such, cognitive processes develop as a result of interaction between the self and others”. According to (Pajares, 2002), “the environment causes behavior and at the same time, behavior causes the environment. Under this theory, personal factors in the form of (a) cognition, affect, and biological events, (b) behavior, and (c) environmental influences, create interactions that result in a triadic reciprocality)” as cited by Bailey (2010).

Heron (2009) in his Model of Holistic Learning, “presents learning as an interaction between four distinct modes of psychological being: feeling, imaginable, thinking and practical. These are normally represented in the form of a pyramid, with feeling at the base and practical at the top. And so what is especially unusual about the model is that feeling is presented as the fundamental mode, rather than thinking”. Through this theory, the learning first attempts to establish a relationship with the total learning situation before tapping into the other modes.

References

Bailey, L. (2010). Cognitive and Behavioral Learning Theories. Retrieved from http://ezinearticles.com/?Cognitive-and-Behavioral-Learning-Theories&id=3633960

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, and constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Heron, J. (2005). Holistic Learning. Engage the mind- Touch the Heart- Feel the Soul. Retrieved from http://www.jwelford.demon.co.uk/brainwaremap/holist.html

Learning Theories Knowledgebase (2011, February). Behaviorist Theories at Learning-Theories.com. Retrieved February 20th, 2011 from http://www.learning-theories.com/goms-model-card-moran-and-newell.html

Ormrod, J.E. (1999). Human learning (3rd Ed.). Upper Saddle River, NJ: Prentice-Hall.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Reflection

Connectivism has been introduced as a theory of learning which is based on the premise that knowledge exists in the world rather than simply in the head of an individual. Connectivism proposes a perspective similar to the Activity theory of Vygotsky as it regards knowledge to exist within systems which are accessed through people participating in activities. It also bears some similarity with the Social Learning Theory of Bandura that proposes that people learn through contact (Wikipedia 2011). When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill, Siemens (2005).

After careful examination of all the previous learning theories, I have concluded that somehow they are inter-related in one’s learning life cycle.  In this digital era, it cannot be overlooked that technology, digital media and all these fancy gadgets have an astounding impact on learning today.  I, personally, have taken another look at my learning and have come to the realization that most aspect of my recent learning has technological interactions involved. I sat down and charted out my learning network and have identified five major nodes that are interconnected to establish my network. These are educational node, financial node, personal node, occupational node and social node.

At work I interact with my colleagues on a daily basis through face to face contact as well as through a technological social network which entails exchanging e-mail messages, blogs and interacting on face book and instant messengers.  I also interact with my students via similar social media and even through administering of class work, project and test online. Through attending seminars, workshops and staff meeting a wealth of information is exchanged and received through electronic presentations and media. Interacting with parents serves also as a vital source of obtaining and issuing information as it pertains to the accountability of students.

Constructivism, in the sense of social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding” (Derry 1999; McMahon, 1997) cited by Kim (2001).  The cultural aspect of socializing has change somewhat as compared to earlier times.  Through the exchange of written letters, telegrams, telephone calls, social interaction has taken a shift into a different paradigm.  Socializing has now been fostered through the newly invented face book, bogs, e-mail, messengers and other social networks.  My daily interaction and acquiring new knowledge has been developed and fostered through these socializing media. 

Lave & Wenger (1991), through situated learning, argues that the context and culture in which learning occur is situated, the learner becomes involved in a “community of practice”.  This learning is applied in the context of technology-based learning activities and focus on problem solving. Through my educational node I am pursuing my masters in Instructional Design and Technology degree through an online medium.  Here information is received through completing online class application assignments, researching online libraries and actively involved in evaluation and critiquing scholarly work through online class discussion. Members of the group also exchange information through various social networking sites.  Further using technology to enhanced my learning, I am in constant need to browse the internet using search engines and websites and online libraries to gather information. Lave & Wenger (1991) posited that at its simplest, situated learning is learning that takes place in the same context in which it is applied.  Hence, the social context of online learning is through establishing an electronic social process whereby knowledge is co-constructed within a specified context; thus establishing interaction and a community of practice.

My Financial node extends through paying my bills online ad budgeting which also extends and inter-relates to all the other nodes directly. The financial node is directly co-related to the occupational node that gives the funding to finance and maintains the other inter-connected nodes. Information is also obtained through my personal node; while watching television or listening music while exercising, information is transcend through news, weather, movies etc. These elements of my personal node are often times entertained and accessed through most of the newly established social networking sites.

The traditional way of learning has somehow changed,  with all the advancement in technologies, the traditional classroom has been transform to a more technological cyber space learning centre whether it be distance or campus based. The culture of learning in the classroom has been shifted.  Even in our everyday lives there has been so much technologically based social networking which has replaced the traditional way of socializing. Hence, recently the pendulum has swung in the favour of fostering the other theories of learning through the aid of technology.

Reference

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

 Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.  Retrieved from http://tip.psychology.org/lave.html

Siemens, G. (2005). Connectivism (Learning Theory) from From Wikipedia, the free encyclopedia.  Retrieved from http://en.wikipedia.org/wiki/Connectivism_%28learning_theory%29

Connectivism

The following is an excerpt from Siemens' (2005) paper on connectivism

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.

Click here  for a better viewing or see below a diagrammatic representation of a mind map illustrating the inter-connectivity of networks involved in my learning.

 

Connectivism has been introduced as a theory of learning which is based on the premise that knowledge exists in the world rather than simply in the head of an individual. Connectivism proposes a perspective similar to the Activity theory of Vygotsky as it regards knowledge to exist within systems which are accessed through people participating in activities. It also bears some similarity with the Social Learning Theory of Bandura that proposes that people learn through contact (Wikipedia 2011). When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill, Siemens (2005).

After careful examination of all the previous learning theories, I have concluded that somehow they are inter-related in one’s learning life cycle.  In this digital era, it cannot be overlooked that technology, digital media and all these fancy gadgets have an astounding impact on learning today.  I, personally, have taken another look at my learning and have come to the realization that most aspect of my recent learning has technological interactions involved. I sat down and charted out my learning network and have identified five major nodes that are interconnected to establish my network. These are educational node, financial node, personal node, occupational node and social node.

At work I interact with my colleagues on a daily basis through face to face contact as well as through a technological social network which entails exchanging e-mail messages, blogs and interacting on face book and instant messengers.  I also interact with my students via similar social media and even through administering of class work, project and test online. Through attending seminars, workshops and staff meeting a wealth of information is exchanged and received through electronic presentations and media. Interacting with parents serves also as a vital source of obtaining and issuing information as it pertains to the accountability of students.

Constructivism, in the sense of social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding” (Derry 1999; McMahon, 1997) cited by Kim (2001).  The cultural aspect of socializing has change somewhat as compared to earlier times.  Through the exchange of written letters, telegrams, telephone calls, social interaction has taken a shift into a different paradigm.  Socializing has now been fostered through the newly invented face book, bogs, e-mail, messengers and other social networks.  My daily interaction and acquiring new knowledge has been developed and fostered through these socializing media. 

Lave & Wenger (1991), through situated learning, argues that the context and culture in which learning occur is situated, the learner becomes involved in a “community of practice”.  This learning is applied in the context of technology-based learning activities and focus on problem solving. Through my educational node I am pursuing my masters in Instructional Design and Technology degree through an online medium.  Here information is received through completing online class application assignments, researching online libraries and actively involved in evaluation and critiquing scholarly work through online class discussion. Members of the group also exchange information through various social networking sites.  Further using technology to enhanced my learning, I am in constant need to browse the internet using search engines and websites and online libraries to gather information. Lave & Wenger (1991) posited that at its simplest, situated learning is learning that takes place in the same context in which it is applied.  Hence, the social context of online learning is through establishing an electronic social process whereby knowledge is co-constructed within a specified context; thus establishing interaction and a community of practice.

My Financial node extends through paying my bills online ad budgeting which also extends and inter-relates to all the other nodes directly. The financial node is directly co-related to the occupational node that gives the funding to finance and maintains the other inter-connected nodes. Information is also obtained through my personal node; while watching television or listening music while exercising, information is transcend through news, weather, movies etc. These elements of my personal node are often times entertained and accessed through most of the newly established social networking sites.

The traditional way of learning has somehow changed,  with all the advancement in technologies, the traditional classroom has been transform to a more technological cyber space learning centre whether it be distance or campus based. The culture of learning in the classroom has been shifted.  Even in our everyday lives there has been so much technologically based social networking which has replaced the traditional way of socializing. Hence, recently the pendulum has swung in the favour of fostering the other theories of learning through the aid of technology.

Reference

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

 Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.  Retrieved from http://tip.psychology.org/lave.html

Siemens, G. (2005). Connectivism (Learning Theory) from From Wikipedia, the free encyclopedia.  Retrieved from http://en.wikipedia.org/wiki/Connectivism_%28learning_theory%29

Week 2_Blog 1 Assignment: Participating in a Professional Learning Community

My Comment is in response to Julia’s blog on seven principles of good practice in the entry entitled "Instructional Design for Walden Classmates".

As educators, teachers and instructional designers we are faced with the confrontations that we are responsible for learning not taking place, may it be at the lower level or higher level of education.  Chikering, A & Gamson. Z (1987) outlined seven principles of good practice as effective principles which encompassed the behaviorist, cognitivist and constructivist theories of learning. These includes; encourage contact between students and faculty, develop reciprocity and cooperation among students, encourage active learning, give prompt feedback, emphasize tasks on time, communicate high expectations and respect the diverse talents and ways of the learning. Click here to see a view of the article.

Does each one teach one sound familiar? Through the seven principles of good practice stipulated by Chikering, A & Gamson. Z (1987); firstly, I do agree that as educators we are expected to be role models, mentors and facilitators to our students. This will in turn aid in building and boasting their self confidence and indirectly allowing them to model a desirable behavior.  From a behaviorist perspective, we should be included in their group discussions even if it is not in our field of specialization.  As we form or become part of the discussion in a role model capacity we could stimulate and encourage group work and sharing of and exchanging idea, thus developing reciprocity and cooperation among them.  As stated by the cognitivist, use it share it or lose it.  As educators we should try to foster cooperative group learning to promote each one teach one, so as to reach those that maybe left behind.

Ormrod (2011) through a cognitive information processing theory supported the need to use visual imagery, add meaning and a general gist and verbal form to ensure that the content is effectively stored to memory. Ormrod (2011) postulated that if a learner encode in two different ways, it tends to be much more memorable than if it is only encode in one way.  I think this is in sync with using active learning techniques as outlined by Chikering, A & Gamson. Z (1987).  Other form of active learning technique can be in the form of challenging discussion, projects etc.  After employing effective strategies then there is need for assessment.  Not only should assessments be done but the learner must be provided with timely and prompt feedback.  Feedback is a good way of promoting confidence, acting as corrective measures, acting as reinforcement and enhancing self fulfillment among learners.

Even though in some setting time is a constraint, adequate time should be given to the learners to adequately and competently complete a given task.   Lessons should be structured in such a way that the learner is given the prescribed time to complete given task and the number of items in a task should be manageable in the time allotted.  As we strive to achieve success and achievements, not only for ourselves but, the learners; expectation should be stated but in a realistic and achievable manner.  Always keep in minds that students are human and as we help them to become self-fulfilled, do not expect the unattainable of them.

Weiss (2000) stated that it is clear that no two humans are alike nor learn alike; this is supported by Ormrod, J., Schunk, D., & Gredler, M. (2009). As educators, it is important to respect diverse talent and ways of learning, and be cognizant of the fact that sitting in front of us are rich talents and a wide variety of resources from which to draw and help to develop. Bearing that in mind, we need to appropriately develop and implement lessons that cater to those needs and challenge the talents of the young minds.  Who says teaching was an easy job? Who says the education field was a walk over?

Reference

Chikering, A & Gamson. Z (1987). Seven Principles of good Practices. Retrieved from http://www.ncsu.edu/biosucceed/documents/GoodTeachingPractices_001.pdf

Laurete Educational, Inc. (2011) (Producer). Information processing and problem solving [Video podcast].[Dr. Jeanne Ormrod] Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744625&Survey=1&47=8301286&ClientNodeID=984650&coursenav=1&bhcp=1

Ormrod, J., Schunk, D., & Gredler, M. ( 2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.) Chapter 3, “Cognitive Information Processing Theory"

Weiss, P. (2000). Brain-based Learning, The wave of the brain. Retrieved January, 2011 from http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF

Blog 2: Evaluating and Identifying Online Resources

Brain-based Learning

Having learned about the structure, function and characteristics of the brain in my course “Learning Theories and Instructions”, I was also prompted to identify my learning style and inadequacies I have in a particular area.  Through this course my own brain was filled with information that was not there, no wonder it is called learning.  Cognitivism, to date, appeared to be one of the more dominant theories. Cognitive Information Processing theory according to Ormrod, Schunk & Gredler (2009) “focus on how people attend to environmental events, encode information to be learned and relate it to knowledge in memory, store new knowledge in memory and retrieve it as needed” cited by (Shuell, 1986).

With this being said through my readings I have discovered that the complex structure allow someone to learn something through using what is called a sensory registry to trigger off a response to their short term memory who then try to encode the information by heavily depending on the long term memory to make an analysis to discover if any prior knowledge or association has been there to match the triggered response.  Cognitive Information Processing Learning theory also amazed me as it explains how through repetition the long term memory can be enhanced. Through employing several metacognitive strategies an individual can become metacognitive astute and self regulated.

I am really fascinated with the implications involved in cognitive information processing theory.  Through my reading I happen to come across another article “Brain-based Learning, the wave of the brain” written by Palombo Weiss (2000).  In the article the author alluded to Elderman, a neurobiologist, describing the brain to a dense of web of interconnecting synapses. Weiss (2000) cited that according to Eldelman “our brains are suffused with a vast number of interdependent networks. We process all incoming information through those networks, and any information already stored influences how and what we learn” (pg 28).  Brain-based learning and cognitive information processing theory with their varying characteristics identify ‘attention’ as a common critical component in the learning process. Therefore, that’s why I see it necessary to highlight this aspect of both approaches.  (Grabe, 1986) as cited in  Ormrod, Schunk & Gredler (2009) stated that attention “describes a general limitation on the entire human information processing system” (pg 55). 

From the Brain-based learning perspective the thalamus plays an important role in attention; and according to Jensen as cited in Weiss (2000) the human bodies have high-low cycles and students are at the top of the cycle they are filled with energy and are more attentive.  Hence, educators should take advantage when students are in this sector. Ormrod, Schunk & Gredler (2009) through a cognitive approach cited Broadbent (1958) suggesting a filter theory, wherein which attention is selective based on being held for a shot while in the sensory system and if not perceived are not sent for processing.  The Brain-based learning also looks at high stress and a low stress situation that affects individuals using their high order, more complex thinking and creativity.  There are several other factors that affect learning that the Brain-based learning approach looks at that is common, like memory and recall, and different (emotion) to cognitive information processing theory.  To see the brain-based article in its entirety click here or open the hyperlinks in the document.

How much people forget

Having learnt about the cognitive information processing theory and develop a little knowledge of the brain-based perspective to learning I am fuelled to extend my knowledge much deeper into factors surrounding learning. Ormrod, Schunk & Gredler (2009) stated that as we grow millions of our brain cells die some of which is irreparable. Then, what happened?  I came across this blog, “How much do people forget” written by Will Thalhemers posted on Tuesday, 14 December 2010, and was very much intrigued by its content.  To view the blog click here. Through the cognitive information processing theory I learn how individuals learn cognitively, now I want to explore what, if any, are the factor responsible for people to forget. Alzheimer’s, an incurable disease common to people over age sixty five years old is a common cause of forgetting and loss of memory, but is this the only factors is loss of memory? Can individuals younger forget or lose data?

Like the cognitivist, Thalheimer (2010) supported the view that adding meaning and relevance, giving repetitions, retrieval practice, feedbacks and other potent learning methods makes the content easier to remember. He see learners who are asked to retrieve information shortly after learning as better able to remember than if waited a longer period of time.

It is amazing how like the cognitivists, Thalheimer (2010) agreed that the type of materials, the learners prior knowledge, learners motivation, the contextual cues in the learning and remembering situations and the power of the learner plays a pivotal roles in how much and how easy people forget.  Upon extensive research it has been theorized that people forget forty percentages learned in twenty minutes, fifty to eighty percent and ninety percent after one month.  Therefore, it is important to keep a forgetting calculator as part of our everyday activities as this is part of us that need to be carefully monitored. To see a full report of this article click here

Reference

Ormrod, J., Schunk, D., & Gredler, M. ( 2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.) Chapter 3, “Cognitive Information Processing Theory"

Thalheimer, W. (2010, April). How Much Do People Forget? Retrieved January, 2011, from http://www.work-learning.com/catalog.html

Weiss, P. (2000). Brain-based Learning, The wave of the brain. Retrieved January, 2011 from http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF

Week 1 Assignment

I have never had a blog account and before now have never seen the need to use one.  However, upon being exposed to this course, ‘Learning Theories and Instruction’ and given the resources for the first week’s assignment; one of its requirements was to set up a blog account and start blogging.  Now I am addicted.  I have set up my RSS feeds and have been receiving blogs on various topics, it is amazing.  A part of our job description as Instructional Designers is to be equipped with the skills to analyze a learning situation and thereby outlining, to be implemented, strategies and instructions to effect positive learning.

Through my blogging I came across an article, ‘Blending information and instruction’ first published July 09, 2001 by Maish Nichani.  I was amazed by the content of this article.  As the title states, it vividly explains the difference between information and instruction and also outlined situations in which a blend of both is necessary to enhance learning.  The author of the article makes reference to the book entitled E-Learning: Strategies for Delivering Knowledge in the Digital Age by Marc Rosenberg.  In this article, the author expressed that Rosenberg outlined in his book the need to recognize that both information and instruction help in learning.  The characteristics of both information and instruction as they relate to learning are also outlined in this article.  To view the entire article click on this link http://www.elearningpost.com/articles/archives/blending_information_and_instruction

In the first week’s resources in the course ‘Learning Theories and Instruction’ I was exposed to the different learning theories and was asked to assign my learning styles to one of the theories. I stated however, that based on what I have read and understood my learning style has overlap in all three major areas of theories identified.  Through my blogging I also came across an article written by Tavio Lints created on Saturday 4^th September 2010 on a book titled, “An Introduction to Theories of learning” 7th edition (2005), by B. R. Hergenhahn and Matthew H. Olson.  At first my attention was captured by the presentation of the cover of the book and upon reading the content I was impressed by the way the author summarized each theory of learning citing several examples especially with regards to the assigned theorists for each theory.

The book started by giving a general overview of the concept of learning and the use of scientific method. Then the early approaches are briefly described, starting from Plato and Aristotle and going through the various philosophers (Descartes, Hobbes, Locke, Hume, etc.) up to the early schools of psychology (voluntarism, structuralism, functionalism, early behaviorism). And after that the more detailed overviews of the major theories of learning are presented, which takes up the most of the book.   To view this blog entry click on this link http://blog.taivo.net/post/2010/09/04/Book%3A-An-Introduction-to-Theories-of-Learning

Currently, I am pursuing an online Masters course in Instructional Design and Technology with the aim of specializing in e-learning.  In my reading I came across this article entitled ‘Teaching an online course’ by Dr Ashram. It was first published June 21, 2001.  It may sound outdated but after reading its content I realized that it contain value information that not only put confidence in me but provide me with much needed information on how to tackle the problems faced through online learning and how to adequate foster students learning as a tutor online.  I see this article as relevant to my current and future course in Instructional design and Technology as it is in sync with exactly what this course demands.  This article is in the form of an interview.  Anyone who plans or is involved in online learning should read this article.  Click on the link http://www.elearningpost.com/articles/archives/debriefing_dr_arsham