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.

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2 comments:

  1. AnonymousSeptember 15, 2012 at 7:07 PM

    K Tino’s response to S Kovissi
    I understand your statements that “technology facilitates and drives the ongoing process of learning and knowledge in the digital age” and that “People generally learned through books, news, and limited social interactions only”; however, I have found that in many cases learning takes place through experiences and hands-on, real-life applications. Isn’t this more difficult in a digital age if the learner is not familiar with a program or application? Having an expert in a particular field does not mean that learning is taking place. How do we address the various learning styles of the student in this digital age without overwhelming them with technology? How do we address the possibility of losing a student’s interest if they feel overwhelmed by the approach? I’m not necessarily addressing the young students who are digital native, but the mature student who has the desire to learn but not necessarily the digital ability.

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  2. Segla KossiviSeptember 28, 2012 at 7:06 AM

    "When the student has not learn, the teacher has not taught". If SMEs were educators, apart from learners' disability to learn, experts could help remedy the situation. It is imperative to update one's knowledge. Transformative learning (encompassing varied learning theories) and knowledge accretion in the digital age embrace different types of learning skills. Educators should avoid cognitive load, exemplifying the Vygotsky's theory of ZPD.

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