Sara Tinney
Module 10: Technology in Learning and Learning Theories
Mod 10 focused on four learning theories and two technology theories.
Learning Theories (1, 2):
Technology Theories:
While each theory is unique, there are similarities between them. Since similarities exist, it is unlikely that a teacher would use only one theory in their classroom.
For this module we were asked to create a presentation that would discuss which learning theory reflects how we learn and why, and identify and explain technology tools that could aid learning in this way.
We were instructed to create this presentation using BlendSpace, Sparkol, or eMaze. I decided to use BlendSpace to create a presentation as this tool is easy to use and creates an interactive collection of resources. I also liked eMaze for its easy to use features and range of templates. I would not use Sparkol as it is not a free service and requires software downloads, making it a less viable option for students to use.
I experienced some difficulty in regards to the questions we were asked to discuss in our presentations. I did not want to choose one theory over the others as I believe they all possess valuable insights into learning. The way in which I learn is represented by combining all four learning theories. However, if I had to choose one, I would favor the constructivist theory.
Some of the most memorable concepts, ideas and projects throughout my learning career have been constructivist in nature. For example:
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Building bridges out of different materials while learning about structure, support, stress and other concepts.
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Growing a bean in a cup while learning about plants.
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Creating a working circuit while learning about electricity and currents.
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Creating a cookbook in which all of the recipes are based on real recipes but have been altered to represent characters, themes and other elements from a chosen text.
Using sites like GoogleSites, wikispaces, and Blogger to create information sources, and other projects is a great way to implement constructivist learning. Creating and managing a product using one of these tools means students are engaged in a real-world, collaborative and evolving project.
Using something like Scratch also connects to constructivism as students are able to create interactive stories, games, music and other forms. Students could create products that connect to any concept or idea.
Using video games like SimTown, SimEarth and other simulation games to teach students about planning, decision making and all of the complex interactions that may be involved could be an effective learning tool.
Click here to see my blendspace about the constructivist learning theory and its applications in the classroom.
Click here to see my Pinterest pinboard about Learning Theories.
Learning Theories
3. Constructivism
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Learning takes place when connections are built
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Knowledge is constructed from experience
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Learning is an active process
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Conceptual growth comes from negotiation of meaning, sharing of multiple perspectives and changing internal representations through collaborative learning
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Learning should be situated in realistic settings
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Testing should be integrated within a task, not a separate activity
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Learning most effective when learners create tangible, real-world objects, learning by making
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Vygotsky’s Zone of Proximal Development
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Zone of Proximal Development – what a learner can do with help
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Zone of Actual Development – what a learner can do without help
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Mind is a network
Theorists: Dewey, Kolb, Montessori, Piaget, Bruner, Jonassen
Education: teacher as facilitator, problem-based learning, project-based learning, discovery learning, case-based learning, collaborative learning, active learning, authentic tasks
Technology: Scratch, video games (games in which students create, manage and adapt an environment/world), Technology as tools (Google Sites, wikispaces, Blogger, web quests)
Criticisms: creating activities is time consuming, learning is subjective (best for mature learners), difficult to assess, impractical to assume participation without prior knowledge, lacks research and empirical evidence
Technology Theories
1. Behaviorism
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Stimulus-response (repetition)
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Rewards and punishments
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Operant Conditioning– reinforcements strengthen the behavior and punishments reduce the behavior
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Positive Reinforcement – add a reward
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Negative Reinforcement – remove something unpleasant
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Positive Punishment – add something unpleasant
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Negative Punishment – remove a reward
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Drill and Practice – repeat until mastery is achieved
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Modifying behavior
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Mind is a black box so you cannot know what is inside of it, you can only know what comes out of it
Theorists: Pavlov, Watson, Thorndike, Skinner
Education: modelling, shaping, cuing, drill & practice, direct instruction, teacher directed, lecture, learning objectives/curriculum (concepts are small pieces you must learn before moving on)
Technology: Math Blaster, iclickers, online tutorials, TED Talks, YouTube, Brain Pop, Foursquare, microquest games, Computer Assisted Instruction (CAI), Computer Assisted Assessment (CAA)
Criticisms: oversimplifies learning, learning is not always tied to behaviors, mind is not a black box, people adapt.
2. Cognitivism
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Scaffolding
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Practice for retention – build schema
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Atkinson-Shiffrin Memory Model – sensory memory, working memory (formerly short term memory), long term memory
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Cognitive Load Theory (Miller & Sweller) – overload working memory, underload working memory
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Extraneous Cognitive Load – imposed by manner of presentation
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Intrinsic Cognitive Load – imposed by learning task
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Germane Cognitive Load – imposed by processing information, constructing & automating schemas
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Prior knowledge is the key to learning
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Mind is a computer - memory systems are active, organized processors of information
Theorists: Piaget (Piaget), Gagne, Vygotsky, Bruner
Education: scaffolding, chunking, mnemonic (memory) deices, mental maps, concept maps, advanced organizers, instructional design (process of planning lessons, means-ends analysis – build lesson with clear target, teacher explains how student can achieve grade (A, B, C, D, F), students must determine how to get from B to A)
Technology: digital concept/mind mapping, Prezi, electronic notes (GoodNotes, OneNote, track changes in Word & Google Docs), database (collecting, managing and organizing information; retrieval; building schema – how information fits together and should be organized)
Criticisms: does not deal with affective domain or emotional side of data, does not consider psychomotor sensors (touch), does not consider creativity, the mind and learning are more complex than this theory accounts for
4. Connectivism (Connectivism)
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Learning is the process of creating connections and developing a network; learning is the process of connecting specialized nodes of information – the ability to connect to others, to find sources of information, to use the tools
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Knowledge is the set of connections formed by actions and experience
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Ability to see connections between fields, ideas and concepts is a core skill
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Learning and knowledge rest in the diversity of opinions
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Knowledge is too vast and changes too quickly, knowing everything is impossible, so create connections/networks of knowledge that can be accessed at any time
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Nurturing and maintaining connections is the key to continual learning
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The capacity to know more is more important than what is currently known
Education: teach students how to use the tools, how to find reliable sources, allow students to create, utilize and maintain networks, model how to use these networks effectively, collaborative learning
Technology: social media (Facebook, Twitter…), RSS Feeds, Newsreaders, Bookmarking apps (Evernote, DIIGO…), search engines, communication tools (email, webcam, chat, video conference, discussion forums…), data storage (databases, intranets, drives, world wide web, servers…)
Criticisms: socialization should not be a goal of education; groups within any context are networks