Module 2

Thoughts on…

Cognitivism as a Learning Theory: Bill Kerr & Karl Kapp

One size does not fit all when it comes to Learning Theory, as Bill Kerr points out; “each _ism is offering something useful without any of them being complete or stand alone in their own right” (2007). Kerr also makes clear that _ism’s are constantly changing and evolving. Sometimes this is due to new research and sometimes it is due to new needs. Is it possible to have one _ism that is applicable everywhere? I don’t think so.

I find myself in complete agreement with Karl Kapp’s blog posting. We do need to take bits and pieces from all the _ism’s and pull the good from each. However, we must also consider the learning level, environment, and “expectations of outcomes that must be measured” (Kapp, 2007). What is correct and effective at one level or in one situation, may not be in a different one. As Kapp stated, “learning is not one thing…it is a multi-layered…multi-facetted”. Therefore to subscribe to just one school of thought ignores the good from others and the needs of the learners themselves.

I think one of the major contributing factors to this inability to find a “perfect” learning theory fit, is that learning itself is constantly changing. We are influenced by the tools and technologies that are available to us. These tools and technologies have a direct impact on how we learn. In Nicolas Carr’s interview on “Is Google Making Us Stupid?” he talks about how technologies over the years have directly and indirectly had an impact on how we learn. Although I do not completely agree with all of his assertions, I do think he has a point; as new technologies evolve, learning must evolve. By extension then so must learning theories. As this is a constant cycle of change, then learning and theories are also going to be in a constant cycle of change.

As educators, I think we must never “settle-in” and do things as we have always done. I, myself, have never had one school year where I could just repeat what I did the year before. But then again, if I did, I probably would not be happy as I know things would have changed and I would not be keeping up. Keep moving, keep current, and keep trying new things. This is what I believe.


References

Carr, N. (2010, June 23). Is Google making us stupid? The Commonwealth Club of California: The Public Forum. Retrieved from http://fora.tv/2010/06/23/Nicholas_Carr_Is_Google_Making_Us_Stupid

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html


******************************

For Module 2, I responded to the following blogs:

LaTonya Simmons
http://latonyasimmons2.blogspot.com/2011/03/module-2-posting.html

Wanda Ardoin-Bailey
http://educ-7105.blogspot.com/2011/03/cognitivism-as-learning-theory.html#comments

******************************

Module 1: How People Learn

I think people in general, learn best when they “do”. In other words, I think hands-on learning, having the learner “do” something, is better than just talking or reading about it. But I believe it is more than just that. Depending on the level of the student (ie: elementary vs. high school), I think that having the student do some reading about the topic first allows an introduction to the topic and provides background and some basic knowledge. As an instructor, then presenting the material in a manner that relates to the students’ lives and ideas they are familiar with, helps to make a connection from the “academic” portion to “real-life” and then having the students “do” something with that knowledge and connection helps to solidify what they have learned.

In my elementary school, I have the students once a week for 45 minutes, so I skip over the reading part as it would most likely not benefit them. Instead, I move straight to the talking/explaining about the topic along with a demonstration. Then we move to a “follow along with me on your computers” type of hands-on activity. We end with an independent activity designed to show their understanding as well as a connection to “real-life”. For instance, now they know how to do simple word processing, we will take their animal reports they are writing in class and type them up for their final presentation.

I think if you can make the connection for the student between what they are learning and real-life application it has more meaning for the student. Otherwise, it is just another set of facts or information that they wonder, “Do I need to know this for the test?”

The purpose of learning theory in educational technology is to guide the educator in teaching the student. I believe in a combination of Constructivism and Connectivism. As George Siemens discusses in his 2009 vodcast, “What is learning for me?” (Thank you Bradley Gogan for suggesting this link in our course discussions this week.), learning needs to involve making connections. How is what I am learning applicable to other aspects, areas, or people in my life? I put this knowledge together; construct it, as I go. Then I look for areas in which it can be applied. If the knowledge is not applicable to me or my life, as in how to make a racecar engine have better performance, then the learning or knowledge is of little value to me and will be lost. Making the connection, that it is key.

I identify with Siemens’ metaphor of educators as “curators” (2008, p. 17) in his paper “Learning and Knowing in Networks: Changing roles for Educators and Designers”. I believe I am here to guide and fill in the blanks for my students. To allow them to explore on their own, to figure out and discover as we move along. And when they need guidance, explanation, or a push, I am there to provide it. To me, all of this involves constructing knowledge with the student and making connections with what they are learning and their own lives.

George Siemens has many resources on the internet from books, to vodcasts, to blogs and websites. Two in particular that I like (they are connected to each other) are:

Connectivism: networked and social learning
http://www.connectivism.ca/

elearnspace: everything elearning
http://www.elearnspace.org/

References

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Siemens, G. (2009). What is learning for me? Vodcast retrieved from http://www.howcast.com/videos/114131-What-Is-Learning-For-Me-George-Siemens


******************************

For Module 1, I responded to the following blogs:

Bradley Gogan
http://gogans.blogspot.com/

Lauren Dart
http://ldart7105blog.blogspot.com/2011/03/week-1-blog-post.html#comments

******************************

8845-2: Learning Theory & Educational Technology

Welcome all!

I will be using my blog for my current Walden course:

Learning Theory & Educational Technology.

Have a great day!

~Christine