Wednesday, September 26, 2012

 

Cognitivism as a Learning Theory

 

Cognitivism is the study of the brain and the information processing. Bill Kerr, Stephen Downes, and Karl Kapp provide salient information on cognitivism and behaviorism. Learning theories (behaviorism, constructivism, cognitivism, and connectivism) similar to politics are full of isms. However, like other learning theories, these isms are not at variance with each other. Political beliefs might offer a common ground for individuals. Similarly, learning theories might provide joint field for educators. Thus, the author identifies steadiness or overlying foundations of learning theories, in the field of educational technology. Instructional designers might exemplify behaviorism, constructivism, cognitivism, and connectivism in their designs. While participants of political parties might resort to deceptive practices, theorists of an education system might refer to reliable options of use of theories.

Learning theories might guide educators in their choice for effective curriculum, for an instance. The answer to the problem is not to shift from one theory to another, but to select the suitable theory for effective profitability in a situation. Scholars need to be selective in their choice, to respond to the needs of the everchanging society, due to change in culture and technology. Neither behaviorism, nor constructivism, nor cognitivism provides 100% explanation of how individuals process information (Kapp, 2007).

According to Santrock (2009), the cognitive information processing involves first order thinking (computation, memorization, reading, and comprehension), "metacognition (monitoring progress and products of first order thinking), and transformative learning (reflecting on the limits of knowledge, the certainty of knowledge, and the criteria for knowing)" (p. 185). Thus, self-direction, metacognition, critical reflection, reflective discourse, and collaborative learning (Keegan, 2011; Stevens-Long, Schapiro, & McClintock, 2012) constitute key factors in online learning. Consequently, the continuing variability in individuals’ performance (Driscoll, 2005) and interaction in the global market, calls for Siemens’s (2006) theory of learning for the digital age (connectivism), which could provide a smarter approach to learning in the 21st Century

 

References

Driscoll, M. (2005). Psychology of Learning for Instruction. New York, NY: Allen & Bacon.

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.

Keegan, P. (2011). Transformative e-learning and teaching in mandatory tertiary education. Asian Social Science, 7(11), 66-74. doi:10.5539/ass.v7n11p66.

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.

Santrock, J. (2009). Introduction. In A topical approach to life-span development (pp. 3–41). New York, NY: McGraw-Hill.

Stevens-Long, J., Schapiro, S., & McClintock, C. (2012). Passionate scholars: Transformative learning in doctoral education. Adult Education Quarterly, 62(2), 180–198. doi: 10.1177/07417136.

 

 

 

 

 

 

Wednesday, September 12, 2012

The Purpose of Learning Theories in Educational Technology: The Way People Learn

Learning, a continuing exchange in societal and anthropological functioning, occurs in varieties of ways, as individuals interact with the biosphere (Driscoll, 2005).  People generally learned through books, news, and limited social interactions only. The Internet, development of the Web2.0, communication technologies, and social software provide new and interactive ways in which individuals learn. According to Siemens (2008) learning now occurs in a variety of ways. The theory of knowledge, which encompasses objectivism, pragmatism, and interpretivism forms the bases of behaviorism, cognitivism, and constructivism (Siemens, 2008); and inform the increased complexity of technology choices in the instructional design. The existing and emerging learning theories (http://www.learning-theories.com) advise learning transpire best in a community of learning or practice and personal networks (Tennyson, 2010).
Connectivism enables the learner to ascertain the objectivity and validity of the received information (knowledge) through the lens of knowledge experts, conduit, content, and context (Siemens, 2005). As individuals experience knowledge in time and space, through the various nodes in a network system, they gain new knowledge, become active cognitively, fortify and emancipate their minds. Apart from learning styles (http://www.learning-styles-online.com), most people subscribe to the continuous accretion method of learning (Siemens, 2005, p. 35). Technology facilitates and drives the ongoing process of learning and knowledge in the digital age.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Siemens, G. (2008, January 27). 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.
Tennyson, R. D. (2010). Historical reflection on learning theories and instructional design. Contemporary Educational Technology, 1(1). 1-17.