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