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/

Module 6: Video Presentation: "Collaboration"

EDUC 7102 Video Presentation: "Collaboration" by Wandra Coffield

Module 5 Blog Posting: Moving Toward Dynamic Technologies

In looking at static and dynamic technologies I feel that my current level falls somewhat in between them both. I still utilize many of the tools and examples included for static technology such as e-mail, chat rooms, and discussion boards for communication; wiki's and blogs for peer collaboration; research databases, and e-portfolios for demonstration of content knowledge. In looking at the dynamic technologies, I've the opportunity to utilize social networking sites, and Google Apps for both personal, professional, and educational purposes. I would however like to expand my knowledge depth to included the use and creation of virtual applications, and multimedia projects that incorporate advanced audio, media, and graphical components. This course has encouraged me to push the envelope. In finalizing and revising my video, I find myself looking for ways to not only meet the rubric requirements but exceed them by implementing components that I haven't used in the past. This type of challenge definitely pushes me in the direction of using Dynamic technologies and allows for more creativity.

Module 4 Blog Posting: Engaging Learners with New Strategies and Tools

Digital or electronic portfolios allow learners the opportunity to reflect on the knowledge they’ve gained from the content they’ve been taught, researched, or studied. Online research databases such as ERIC and Academic Search Premier allow students the opportunity to build their knowledge of specific content by locating peer-reviewed research articles from credible journals and sources. Blogging is another tool which allows students to reflect on particular topics, articles, etc. Blogging also gives students the opportunity to communicate with peers and instructors through comments or responses to specific blog posts. Web 2.0 tools such as Wikis and Google Docs assists with the collaborate environment in cases where students have to work together as a learning community; files can be shared or stored electronically via the web with tracking tools to note any modifications that have been made by other team members. Chat rooms allow for “real-time” discussion sessions with peers and/or instructors. Learning communities can set aside a time throughout their collaborative process to meet and discuss the progress of projects, assignments, etc.

Module 3: Blog Posting: Assessing Collaborative Efforts

Participation in a collaborative learning community is very important. There are several ways to assess a collaborative environment. Items such as rubrics can be given to students to make them aware and serve as a guide for the expectations of each individual who participates in the learning community. Student involvement and participation in course discussions, chat sessions, blog postings and responses, as well as wikispaces could be included in the assessment process. Prior to beginning this course (EDUC 7102) we were given a course syllabus as well as rubrics which serve to inform all students of course expectations. Each student receives a grade based on his or her participation and the guidelines of the rubric for collaborative learning communities. Regardless of the varying levels of skill and knowledge of students each individual within a collaborative learning community should always feel and have the understanding that what he or she has to offer is needed, valuable and respected both by the instructor and their peers.

Initially a set of norms is usually established within the learning community in which all members tend to agree. However, if a student is somewhat resistant or feels that they should not be a part of a learning community perhaps the group could offer to extend a role to that student in which he or she feels comfortable taking on. If the issue remains, the students within the group should seek further guidance about what to do from their instructor. Siemens states that “The best way to get students to participate in a learning community is to change the assessment model and have them role play, participating in a high-functioning learning community” (Siemens 2009). When a student refuses or resists participating in the learning community this can have a huge effect and hinder the progress of the other students thus making the assessment process more complicated.

References:
Siemens, G. Learning communities. Accessed 10/11/09 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1


Siemens, G. Assessment of collaborative learning. Accessed 10/11/09 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3649019&Survey=1&47=3951732&ClientNodeID=984645&coursenav=1&bhcp=1

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in
community. San Francisco: Jossey-Bass.

Video Presentation Storyboard

The draft for my storyboard can be found on my wikispace at:
http://educationtechnology-wcoffield.wikispaces.com/EDUC-7102