512: Applications of learning theories to instruction
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Adding to the collage:
Only after stepping back from the gears of the ETEC 512 machinery does one get the connections between the pieces and see the big picture. Like a collage, each specific theory is a picture onto itself. They all tell a separate story with their own individual perspective. Looking at all the snippets as a whole reveals a general theme like a mosaic of unique pictures coming together to represent a form, image or idea. The unifying idea I walked away with revolved around the idea that all learning theories need to be considered and applied, in varying degrees, in order for a successful learning environment to be fostered. Moreover, fluidity is essential as different theories take precedence depending on the goal or intention of the activity or learning.
Only after stepping back from the gears of the ETEC 512 machinery does one get the connections between the pieces and see the big picture. Like a collage, each specific theory is a picture onto itself. They all tell a separate story with their own individual perspective. Looking at all the snippets as a whole reveals a general theme like a mosaic of unique pictures coming together to represent a form, image or idea. The unifying idea I walked away with revolved around the idea that all learning theories need to be considered and applied, in varying degrees, in order for a successful learning environment to be fostered. Moreover, fluidity is essential as different theories take precedence depending on the goal or intention of the activity or learning.
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A brief snapshot of 512:
ETEC 512 was a whirlwind tour of some of the major learning theories that inform Western education today. We bantered the pros and cons of each as we applied them to everyday scenarios that play out regularly in classrooms. The intent was to explore the limitations and affordances of each learning theory and reflect on our own assumptions and beliefs about learning.
ETEC 512 was a whirlwind tour of some of the major learning theories that inform Western education today. We bantered the pros and cons of each as we applied them to everyday scenarios that play out regularly in classrooms. The intent was to explore the limitations and affordances of each learning theory and reflect on our own assumptions and beliefs about learning.
Which theory, Social Learning Theory or Behaviourism offers more for education?Introductory thoughts: In the context of education taking place in a face to face environment with other people of varying experiences, points of view and levels of maturity, Social Learning Theory (SLT) offers the greater potential. In a humanities classroom, we model language and vocabulary manipulation, reading strategies, higher level questioning and so on. This approach allows for students to ‘see’ these and other abstract concepts in action. We let our students think on and converse about these things in a social environment that is safe for them to imitate, explore and practice. Through this process students learn what works for them and where they need further practice. Of course aspects of behaviourism are needed to ensure the participants are aware of and demonstrate the accepted norms of social interaction. SLT promises to advance education further, but behaviourism theory is a necessary frame for the greatest success.
Are some learning tasks better approached by one or the other of these theories? SLT is best suited to avenues where time for thought, interaction and feedback are pivotal to learning (Schunk, 2008). In the case of illustrating the realities of trench warfare in WW I, an exercise that allows students to read the letters of WW I soldiers, reflect on their readings with others and then respond to the letter’s originator, SLT would reign supreme. In contrast however, routines, especially those involving actions that follow an established and preferred sequence are better served by a behaviourist approach (Standridge, 2002). For instance, Silent Reading for 20 minutes a day can become a classroom management issue as a result of reluctant readers, time of the day, availability of engaging texts etc. Many of these factors are beyond our control. We can however detail the ‘ideal’ outcome during this reading time and use positive and negative reinforcement to condition our students to aim towards the ‘preferred’ action. Closing reflections: |
Does online learning require its own learning theory?
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introducing Theories of online learning
Introductory thoughts:
In a twist of irony, contrary to my own initial belief that there was no need for specific online learning theories, a group of us were tasked with developing a learning module that would introduce our peers to the ins and outs of online learning theories. We created a website that explained the different theories of online learning. We then suggested some classroom applications, reflected as a group on our process and finally suggested some key terms and references to those seeking to dig a little further. This project-based activity opened my mind to facets of online learning I had not originally considered while at the same time solidifying my feeling that online learning relied heavily upon a number of theories that are used in face-to-face classrooms.
Closing reflections:
Behaviourism, social cognitive theory, cognitive approaches to learning, developmental approaches to learning, social learning and constructivism all contribute, in varying degrees, towards theories of online learning. To be an effective online facilitator, and perhaps designer, one needs to be aware of how all of these theories interact and depend on each other to deliver an authentic learning experience. They are all essential tenets which combine to create a strong foundation upon which learning can take place.
Visual Credits:
Aubanel, M., Dawes, L., Dubé, R., Stackhouse, K., & Turco, J. (2011). Technology and Learning. [Website]. Retrieved from http://technologyandlearning.weebly.com/
Stivers, M. (2003). [Pavlov's Dog]. [Cartoon]. Retrieved from http://www.markstivers.com/wordpress/?page_id=24
Stockwell, S. (2011). [World Map from Recycled Computers]. [Artwork]. Retrieved from http://www.likecool.com/World_Map_Made_from_Recycled_Computers--Projects- - Gear.html
Aubanel, M., Dawes, L., Dubé, R., Stackhouse, K., & Turco, J. (2011). Technology and Learning. [Website]. Retrieved from http://technologyandlearning.weebly.com/
Stivers, M. (2003). [Pavlov's Dog]. [Cartoon]. Retrieved from http://www.markstivers.com/wordpress/?page_id=24
Stockwell, S. (2011). [World Map from Recycled Computers]. [Artwork]. Retrieved from http://www.likecool.com/World_Map_Made_from_Recycled_Computers--Projects- - Gear.html