EDUC 7105 - Module 2 - Cognitivism as a Learning Theory

As I reflect on the blogs and readings from this week there are many theories that focus essentially on the way people learn and process information. Theories explored such as Connectivism, Behaviorism, and Cognitivism also seek to offer some type of explanation and/or research proven basis for why one may be better than the other. In my post last week I expressed my views as to how people learn best. Again, I believe that people learn best when the educational experience is tailored to meet their need as a student. That may in turn encompass all of the theories mentioned thus far. There may situations in which a learner needs the “black-box” behaviorism approach as described by Siemens, through drill and practice, task-oriented, programmed, or simulated activities (Siemens 2008). Then there may be moments in which the educator needs to provide instruction based on the Connectivism approach to learning in which the learner gains knowledge through a network of diverse sources. With the Cognitivism approach Saetller notes that “The cognitive concept of educational technology focuses on the learner as an active participant in the teaching-learning process” (Saetller 2004); meaning the student is highly engaged. As educators I feel that we encourage certain aspects of all of these theories or “-isms” among our students. School districts purchase and implement the use of task-oriented, programmed instructional software. More and more teachers are providing opportunities for their students to gain knowledge from a network of diverse resources using social media tools such as Twitter©. Students are also being encouraged to play an active role in the learning process, therefore having a since of ownership, appreciation of the knowledge they have gained.

Kapp, K. (2007, January 2). Out and About: discussion on educational schools of thought . Retrieved
from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Kerr, B. (2007, January 1). _isms as filters, not blinker. Retrieved from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age
Publishing. Chapter 10: Behaviorism and Educational Technology: 1950–1980, pp. 286−317.

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

**For Module 2 I've responded to the following blogs: Carol Lee Tiffany Wilkinson

EDUC 7105 - Module 1 - Beliefs About How People Learn and The Purpose of Learning Theory in Educational Technology

I believe that for one to determine how people learn best will stem from the type of dominant learning style exhibited by an individual. In some cases dominant learning styles for a student can be auditory, visual, or kinesthetic. It is my belief that people learn best when the learning is designed and tailor to meet their individual needs. I believe that the purpose of learning theory in educational technology is to provide a basis of understand as to how these ideals and philosophical views about learning become intertwined with digital age we live in.

For example Seimens makes note of Connectivism. He states that Connectivism is: …the integration of principles explored by chaos, network, complexity, and self organization…connections that enable us to learn more are more important than our current state of knowing….decisions are based on rapidly altering foundations” (Seimens 2008). This particular learning theory holds true when it comes to technology. Technology is constantly and ever-changing. The connections that we make often present real-world learning opportunities which we otherwise would not receive in a common textbook. Seimens also notes that Connectivism involves “…complex learning, rapid changing core, and diverse knowledge sources” (Seimens 2008). We as a society have established learning networks via social networking tools such as Facebook©, Twitter©, MySpace©, etc. This connectivity has also allowed for more collaboration through tools such as Wiki’s and Blogs.

Learning theories such as Behaviorism provides the learner with programmed, task oriented instruction. Saettler states that “A major impact of behaviorism on educational technology can be seen in the development of teaching machines and programmed instruction during the 1960s”(Saettler 2004). The behaviorism theory of learning is evident and impacts the environment of the learner through programs such as problem-based game simulations, webquests, and software that serves as an assessment tool to identify the level of mastery among learners.

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing. Chapter 10: Behaviorism and Educational Technology: 1950–1980, pp. 286−317.

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

Siemens, G. (2006). Knowing knowledge. Lulu.com.

**Responded to the following Blogs:
Angela Finley - http://finleylearningtheory.blogspot.com/
Jane Dewitt - http://janedewitt.blogspot.com/