Why choose between learning theories?

After participating in our classroom discussion this week and reading the blogs by Bill Kerr, Stephen Downs, and Karl Kapp, it only strengthened my belief that we do not need to choose between behaviorism, cognitivism, constructivism, or connectivism learning theories to promote learning in our classrooms. Instead, our responsibility is to create "learning utilizing an entire tool kit of philosphies, techniques, and ideas" (Kapp, 2007).

In today's learning environments, students bring with them a plethora of learning abilities and prior knowledge. Therefore, instead of choosing a particular learning theory to explain how they learn best, I believe that we, as teachers or instructional designers, must differentiate our instruction to meet the needs of all of our students, which ultimately means utilizing our understandings from all of the learning theories and applying what works best to achieve the particular learning outcome.

From my previous classroom discussion post, I must make a reprieve. I originally made the analogy that

"…choosing between cognitive and behaviorist-learning theories is like choosing between chlorinate bleach and bleach for multifaceted colored clothes without chlorine. Both are effective cleaning agents, but only if they are applied appropriately. Likewise, cognitive and behaviorist learning theories are both appropriate means for explaining how students learn, but they must be applied to appropriate learning situations as with all learning theories."

I still believe that both are effective learning theories if they are applied to the appropriate learning situations; however, I do not believe that this analogy is a strong enough to explain the complexity of the need for differentiation. As Kapp (2007) explains, "We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism." With my analogy, we cannot utilize bits and pieces all of the cleaning agents without creating havoc on our laundry; therefore, it is insufficient when explaining the need to mix together concepts from each theory. However, I still stand by the fact that each cleaning agent as with each learning theory is valid when applied to an appropriate learning outcome.

I understand the complexity and the difficulty of expecting teachers to create diversified lessons to meet students' needs. However, as Kapp explains,

"The issue many forget is that "learning" is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it's not. It is multi-facetted and that is why developing new models for "learning" is so difficult…there are too many levels for one school of thought or one model to do it all."

Therefore, we cannot expect all students to learn successfully when we teach only one type of lesson, provide only one type of learning task, or allowed students to demonstrate their understanding by only one type assessment.

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

Kapp Notes: (2007, January 02). Re: Out and About: Discussion on Educational Schools of Thought [Web log message]. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Blog responses EDUC 7105

I responded to Kiana Thompsons and Thomas Harris blog sites for Module 1 blog assignment.

EDUC 8845/7105 Module 1

Dr. Simonson (2000) aptly stated, "The key to success in a distance learning classroom is not which technologies are used but how they are used and what information is communicated using the technologies" (p.29). Dr. Simonson's statement applies in both the face-to-face and distance learning environment. Therefore, as I reflect on the various educational philosophies, it became clear that all students are positively affected when teachers provide experiences that match learning outcomes, utilize instructional strategies to meet students' needs, and apply appropriate technologies related to performance assessments (Ally, 2008, p.45-63). Consequently, I believe that teachers need to possess knowledge of and implement aspects of all the learning theories at various times to meet learners' needs and obtain desired learner outcomes.

However, if I had to choose just one theory above the others, it would be constructivism. Constructivism "…involves each individual learner making sense and constructing knowledge within his or her own context" (Siemens, 2008, p.10). Therefore, when developing a unit or lesson, instructors should identify learners' needs and outcomes before instruction begins. They must determine consciously or subconsciously utilize the five key questions that Dr. Siemens (2008) and Dr. Driscoll (2005) explored in our readings. These questions are critical when determining the different learning theories and differentiating an effective framework when developing a lesson. The questions are as follows (Siemens, 2008, p.10):

1. "How does learning occur?"

2. "What factors influence learning?"

3. "What is the role of memory?"

4. "How does transfer occur?"

5. "What types of learning are best explained by this theory?"

After contemplating the criteria, instructors must then organize learning concepts into digestible pieces with a meaningful sequence, so students can process information and transfer it into long-term memory (Ally, 2008, p. 23). During lessons, students must be actively engaged in the learning process and experience the material firsthand to construct knowledge. Therefore, instructors must incorporate interactive learning strategies through various mediums of technology to "give them the opportunity to contextualize and personalize the information themselves" (Ally, 2008, p. 31). By interacting with others, students improve their understandings and promote real-world application of the content material.

Although the concept of educational technology and distance education are not new, many instructors try to replicate the traditional classroom setting online and pass it off as distance education. Traditionally, instructors were the center of the learning environment and all learning revolved around their expertise. Students, in this environment, would gather as much information as they could and regurgitate it upon request on a test. Their relationship was essentially one sided because without the teacher, students could not learn.

However, in a digital-learning classroom, instructors and students have very different roles and relationships. Siemens (2007) explains that instructors' roles have changed from the guru who knows everything to "guide on the side" or curator of the learning environment. This change is because instructors and students have the same tools (Siemens, 2007) and have the ability to access the same information due to the Internet. Therefore, I agree with Siemens (2008) that the instructor "must assume dual roles," which is like a double-edged sword (Siemens, 2008, p.17). On one side of the blade, the instructor should possess great knowledge but on the other, he or she should also be a catalyst for individual growth and development (Siemens, 2008, p.17). Without the double-edge, the teachers' instructional strategies would only be operational in one direction or for only one type of learner. Therefore, an effective instructor develops the framework for learning, interacts with the learners, guides them through the learning experience, and makes assessments that correlate with learner objectives. This is where the understanding of learning theories is most crucial, since teachers must differentiate to make the learning environment conducive for all learners to feel safe when they, as Mrs. Frizzle would say, "take chances, make mistakes, and get messy" (Scholastic, 1996).

Students' roles have also changed in digital environments, since they are now expected to be more self-directed and actively engaged in their own learning. As the instructor organizes information and learning strategies, students construct their own knowledge and make their own judgments about learning concepts. Although instructors provide learning materials, students can come to the learning environment with a plethora of knowledge that is valuable to the learning community. As students discuss their ideas with each other and their instructor in synchronous and asynchronous interactions, it benefits all community members. Therefore, instructors and students develop symbiotic relationships necessary for meeting learning outcomes and promoting social presence.

Reference

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Magic School Bus. (1996). Retrieved from http://www.scholastic.com/magicschoolbus/


Siemens, G. (2007, September). Re: Curatorial Teaching [Podcast]. Retrieved fromhttp://learnonline.wordpress.com/2007/09/20/10-minute-lecture-george-siemens-curatorial-teaching/

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.

EDUC 7105: Learning Theory and Educational Technology