Blog Responses, Module 2

I responded to the blog posts of Tracy Snow and Shirley Brady.

-isms, A Theory of Learning

I will borrow from Kapp (2007) and agree that learning is a “multi-layered” (karlkapp, 2007) thing.  It is more than a word, it is this thing that has a life of its own, and as such requires numerous theories to explain it.  I will also concur with Kerr (2007) that all of the –isms have something valuable to contribute as learning theories, yet none completely explain learning as a concept with any totality.  Some learning goals may call for a behaviorist style of drill and practice for memorization, such as conjugating regular –ar, -ir, and –er verbs in Spanish and French, learning vocabulary words, or memorizing multiplication tables.  In the same token, cognitive principles recognize that for these same types of learning to be committed to memory they must be deemed meaningful to the learner, therefore understanding the concept behind the function of multiplying- a shortened form of adding the same number multiple times; behind conjugation- subject verb agreement; and linking new vocabulary words to prior knowledge to anchor and embed the learning certainly seems desirable in order to increase the potential for retention and recall.   Constructing knowledge also has its place in learning since we do construct new meaning and understanding from what we already know, combined with our experiences and interactions with people, objects, and ideas.  It is how we connect with concepts and people, and expand our minds and our knowing.  Let us not forget about connectivism- “A Learning Theory for the Digital Age” (Siemens, 2004) - since this too has a place in attempting to explain learning regarding the 21^st century acquisition of information has so much to do with changing information and connections.  Siemens (2004) explained, “Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.  These theories, however, were developed in a time when learning was not impacted through technology.  Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.  Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments” (Introduction, para. 1).  The social environment of the learner is also a large part of cognitivist and constructivist theory, is it not?  Are all these -isms intertwined when it comes to learning?  Driscoll (2005) reminded us that the goals of education are retention, understanding, and application of skills.  Which one of these theories, could lend itself solely to the process of learning and pedagogy and achieve all of these goals? Let me return to foundational epistemological theory for a moment and claim to have a pragmatist view of sorts.  Knowledge is not absolute, and as such there may be no absolute theory of learning.  Or is there?

Vida Martin

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3^rd ed.). Boston, MA: Pearson Education, Inc.

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

 

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Vida Martin's 2nd Post for EDUC 7105, Module 1

I have responded to the blog posts of Tawana Stiff and Laura Lee.

Vida Martin

Educator Metaphors

“Metaphors of Educators”

Siemens (2008) advocated that instructors could “achieve centralized learning aims in decentralized learning environments” (p. 3) by adopting a teaching style that suited a more student-centered learning environment such as that of a curator, an atelier, a concierge, or network administrator (Siemens, 2008).  These four roles seem well-suited for learning in this digital age which allows students to have more control over the learning process.  Digital learning generously facilitates greater student autonomy in the classroom as computer technology and the Internet allow students to collect, analyze, synthesize, and produce data in ways that reflect their creativity and diverse strengths. 

The instructor, as atelier, facilitates creativity by allowing the learner to present and reflect on content in a creative manner which is openly shared with others in the learning community for comment, critique, and reflection.  Discussion threads, wikis, blogs, and open education resources that allow for sharing, communication, and collaboration best suit this educator metaphor.  The role of the instructor as network administrator supports the learners as a guide to navigate a network of resources which will provide the necessary supports to help the learner meet the course objectives.  The teacher as concierge seeks to introduce the learner new avenues and resources for learning.

These teaching styles represent masterful and influential guides who may be experts in their disciplines, however, these pedagogical styles require that instructors have the confidence to allow learners to have more control in the classroom, and that instructors possess a toolkit of technical resources that they are willing and able to use and teach students how to use with some comfort and ease.  One also runs the risk of getting distracted by the plethora of engaging and enthralling resources available to the learners and less focused on the content itself.  The instructor, who adapts to these non-traditional roles of teaching and learning, must be sure that standards are being taught.  The focus needs to be to guide the students to connect with the content on a deeper level, develop higher-order thinking skills, while developing a collaborative classroom community, and self-directed learning skills.

The role which I believe is most amenable to students developing the qualities outlined above is that of the educator as curator.  This expert presents content and guides the learner to scaffold the learning and connect with the content on a more meaningful level.  I like to think of instruction in the digital age in terms of a gardener who sows the right combination of ingredients and encourages the flowers and vegetables to grow and flourish.  The necessary ingredients to facilitate growth in the learner would be to provide learners with content, technical resources, teaching and learning support and then watch the learners process the ingredients in the way that best suits their diverse needs.

Reference:

Siemens, G. (2008, January 27). Learning and knowing in networks : Changing roles for educators and designers. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf%20