Module One Posts

I responded to

http://learningtheoryeducationaltechnology05.blogspot.com/ (Schquetta Hawkins)

http://wojoedtech.blogspot.com/2012/06/module-1-role-of-teachers.html?showComment=1339982823680#c7036110778907353888 (Laura Wojciechowicz)

Learning Theories

Driscoll (2005, p. 9) defines a learning theory as a set of constructs that links changes of performance with what causes the change in performance. She lists three components that must be present in a learning theory. First, the theory must identify the results that the theory is meant to elicit. Second, the theory requires identification of the means or the process by which results will occur. Finally, it must identify the inputs or the triggers that cause the changes in performance. If it is to be considered valid, a theory must answer the questions posed by these three factors. (Driscoll, 2005).

Driscoll (2005) and Siemens (2008) both summarize the three traditional learning theories, behaviorism, cognitivism, and constructivism, and Siemens (2008) explains a fourth theory, connectivism. Each learning theory considers the components in the first paragraph in a different manner. The behaviorist focuses on the external behaviors because the inner activities of the learner are unobservable. This theorist expects observable, identifiable results  (Driscoll, 2005, p. 68), plans for task-based activities, and provides stimuli such as reward and punishment as input (Siemens, 2008, p. 11).The cognitivist, who recognizes that children learn differently at various stages of life (Driscoll, 2005, p. 189) focuses on providing lessons with clear objectives that utilize reasoning and logic, inputs from previous experience (Siemens, 2008, p. 11), and results in physical, logical, and social knowledge (Driscoll, 2005, p. 221). The constructivist assumes that learners construct their knowledge as they attempt to make sense of their world (Driscoll, 2005, p. 387). He or she will provide lessons that rely on social interaction. The inputs are minimally structured problems with results that support reasoning, critical thinking and mindful reflection (Driscoll, 2005, p. 409). The connectivist views learning as occurring as result of networks and connections; learning is distributed among nodes on a network. Lessons provide opportunity for students to connect to a network and receive input from other nodes on the network, whether local classmates or stimuli from across the globe. The results are fuller than what they can obtain by themselves (Siemens, 2008, pp. 10,11).

References

Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Pearson Education, Inc.

Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Presented to the IT Forum. Retrieved March 5, 2012, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf