Cognitivism as a Learning Theory - Module 2

Conversation on cognitivism and learning theories:
Kerr and Kapp


One of the concerns expressed by Kerr focused on if learning objectives should be based on measurable outcomes. As I thought about this comment, my first reaction was that depends on what is being measured. I think that too much emphasis is placed on measurable outcomes; thus, causing the focus of the lesson to be lost in teacher needs as opposed to the learner needs, per the cognitivist stance. It is my opinion that there must be a balance of the theories in order to maximize or achieve true learning from students. Am I saying that they should be infused, no, but it should be accepted that in the classroom one will find behaviorism and cognitivism being blended to move students toward understanding and mastering instructional objectives. Take for instance, in a math lesson, the students are given a product and asked to use a three step process to write an equation which will produce the product given. Hopefully, the student will first internalize what is being asked and draw from prior knowledge to find the answer. If this occurs, the students output will become for the teacher a measurable outcome for observing the students understanding of the objective. The student will realize that their prior knowledge and understanding of the concept allowed them to construct the equation to reach a solution. Is this blending of theories? Perhaps, but it is definitely a way of looking at both the cognitive and behavioral theories as operating simultaneously to design instruction.

Kapp said it best when touted that creating a solid educational experience for learners should include incorporating the best theories when creating a lesson. In other words, instructional designers should not place limits on how they design a lesson which infuses all theorist views, as long as the student is being challenged to think outside of the box. In the Mergel (1998) report Comparing the Development of Learning Theories to the Development of the Atomic Theory, she indicated that the learning theory used depends on the learning situation. She drew a parallel of her perspective using the stages an atom goes through. See image below:

Using Dalton's Atomic Theory Model, Mergel (1998) implies that behaviorism is like a simple atom. As people begin using and understanding their overt behavior, they begin "to realize that there is something happening inside the organism that should be considered," as it appears to be affecting their overt behavior (http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm). She then concludes that the cognitive model of learning is born and theorist soon realize that stability is not present in the atom as prescribed. What ensued is the contructivist learning theory which proves that each organism is in constant flux (Mergel, 1998).

Mergel's analogy and Karls assertion that "learning is not one thing" supports my view that all of the theories are great to a point; however, to dismiss any of the -isms as not being necessary can be detrimental to the learning process.

References:


McLeod, G. (n.d.). Learning theory and instructional design. Retrieved from http://courses.durhamtech.edu/tlc/www/html/learningmatters/learning_theory.pdf


Mergel, B. (1998). Instructional design & learning theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Module 1 Blog

Siemens' presentation of the four metaphors of education not only takes into consideration the new age learner, but also the comfort level of the instructor who is expected to guide from the side as the content expert. One can view the instructors role as the manager who provides an outline of expectations, and then allowing the worker to use their on procedure to complete the process only calling on the manager when they need advise. This view can be equated to that of the classroom teacher; however, Siemens suggest that they become less involved in directing students and more concerned with creating self-directed learners.

Because of digital media, today's learners are less dependent on instructors to teach them in a structured, teacher directed class filled with lectures and study guides. These autonomous learners realize the availability of information and answers to their questions can be found on the internet to coin the phrase, " at the click of a mouse." Therefore, today's instructor has to find ways to incorporate technology into instruction to meet the demand of the new found millenial age group who has come to rely on technology for social and daily interaction.

I believe that the examples presented by Siemens of the various theorist on learning in a digital age has merit. However, I will say that I believe these models will not be able to stand alone as technological innovations continue to sweep the market. What I see is a blending of Browning's atelier model, Fisher's network administrator, Bonk's concierge model and Siemen's curator model to create a sense of student interaction and effective pedagogy to keep pace with how today's students access material, develop knowledge and learn. For example, as with the atelier model with its open instructional setting, this idea allows the students to learn from each other as well as from the instructor. The class as a whole can be seen as knowledgeable and capable of helping each other while the teacher maintains the role of the expert in residence, ready to help if needed. In a asynchronous technology environment, students are able to learn from one another in the same way with the teacher as the expert. The network administrator can support the atelier model by helping students build network connections which can help them find the sources needed to complete assignments through their interactions with one another via blogs, podcasts, and etc. The concierge continues the process of helping students find new ways of discovering information and interacting with classmates to complete assignments. The curator blends it all together to encourage student focused learning with the teacher serving as an content expert on the side.

In the end, I see opportunity for advanced learning by simply taking the metaphors of educators to create advanced learning opportunities which are supported by the digital age, taking into account a generation of students whose learning style has been developed through the use of computers. The ultimate goal should be to look for opportunities to support student learning via technology and social interaction to encourage discovery, construction and connection to increase learning and knowledge.

Reference:

Siemens, G. (2008). 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

Dziuban, C., Moskal, P. & Hartman, J. (2005). Higher education, blended learning and the fenerations: Knowledge is power no more. MA: Sloan Center for Online Education. Retrieved from http://www.sc.edu/cte/dziuban/doc/blendedlearning.pdf