Transcript A_Visual_Summary_of_my_Learning_kellyk

A Visual Summary of My Learning
Complete
with
meaningful
reflections on
"Theories
of
Learning"...
Complete with
meaningful
reflections
on
theories
of
learning...
(Adapted from: http://jimenapulse.wordpress.com/2008/05/15/slowly-but-surely/)
April, 2010
1. Learning Theories are like a big pair of pants, one size does not fit all.
Throughout this course, I have been exposed to some of the ideas
about how learning may happen. My learning, has helped to provide a
more solid-foundation for the re-shaping of my own teaching and learning
philosophy. Knowledge of ‘the theories of learning’ is applicable in the
creation of valid educational technology learning materials. When I reflect
on my teaching practice, I see that I use a combination of theories of
learning, and that I am also being taught in this online Master’s program
with the use of a combination of theories of learning. It is clear to me that
there is no “one size fits all” learning theory that works; rather a potpourri
or mixed soup of learning theories blended in harmony, depending on the
situation and circumstances.
(Photo on previous page compliments of:http://www.ignitesocialmedia.com/blog/page-48/)
2.
Using Behaviorism in learning is like using a kayak to cross the ocean.
Like many thinkers in education, I had begun to consider behaviorism
less relevant in modern education, and thought that ‘old dog’s’ generally were
the ‘only one’s’ that ‘still’ teach, using behaviorism techniques. After revisiting
behaviorism, I was reminded of its lasting significance and applicability together
with other learning theories in modern schooling. For example, the use of
variations of the ADDIE (analysis, design, development, implementation, and
evaluation) approach in instructional design has many tones of behaviorism
applications. Like all worthy theories of learning, this theory addresses the
importance of relevance in learner motivation. Although I do not subscribe to
the punishment part of the theory, I do see the validity of respondent learning,
operant conditioning, and observational learning, and observe that behaviorism
is plenty evident in educational programs especially in software programs. In
behaviorism, it is thought that people behave the way they do because this kind
of behavior has had certain consequences in the past. Certainly behaviorism is
a method that can be used to learn, however if one is to consider crossing an
ocean, one definitely needs more that just a kayak to do the crossing.
(Photo on previous page compliments of:http://www.easyriderkayaks.com/eskimo22-6_4pics/eskimo22-6_4-12x.jpg)
3. Copying Modeled Behavior in learning is like doing what mom does.
The common threads in social learning theory such as observation,
modeling and vicarious learning are all very applicable and touted as ‘desirable
methods of learning’ in our education system. In observational learning, a
model is a person whose behavior is observed by another, at one time or
another, and the response tendency is to imitate. People that tend to get
imitated, are generally people that one 'relates to’ more than people one
‘doesn't relate to’. Teachers can act as models for their students.Parents can
act as role models for their children, which is depicted in the image presented
on the previous page.This is where the concept of a "good role model" comes
into play, because people are more likely to copy a model if they observe that
the model's behavior leads to positive outcomes. Models have a great impact
on personality development. Children tend to learn this way more and it results
in more assertive, self-sufficient, dependable, easy going traits in the
child.Vicarious learning is also a way of learning and very applicable on the
computer. One can observe behavior and learn vicariously, without taking 'real
risks' in 'non-threatening' environments until they are ready to show what they
have learned in 'real-time'.
(Photo on previous page compliments of http://subrealism.blogspot.com/2008/12/observational-learning.html)
4. Using Cognitivism in learning is like comparing a new and old ford truck.
Cognitive learning theory which, unlike behaviorism, attempts to explain
human thought as fundamentally computational information processing. The new
information that is learned, is incorporated by learners into their existing understanding
of the world.The images that I used for this learning are 2 ford trucks of different ages,
and demonstrate Cognitivism in relating the new information (about the truck) to the
old. The learner receives information through the senses, and stores it in short-term
memory, using the processes of chunking or rehearsal. In order for the information to
be available in the long term, it must be transferred to long-term memory through an
encoding process by which the new information is related to prior knowledge
persistence and meaningful learning. The processes of chunking and rehearsal are
tactics that are highly used in education, especially for students that require Learning
Assistance. Through the readings, I did gain an even greater understanding of how
cognitive learning theory can be applied in the classroom, adding to my repertoire of
technologies that support strategies such as cues, questions, advance organizers,
summary, and note taking. I gained a greater understanding of why they work and what
resources have recently become available for their application. A technology tool that
can support cognitive learning in practice is concept mapping. Other tools such as
presentation tools, and online communication and collaboration tools also are
effective.
(Photo on previous page compliments of:
http://www.runwalkjog.com/carshowstoday/red0009.jpg;http://cdn.getauto.com/photos/2/22312/1c/1FTEX1CW7AFA86025-1c.jpg)
5. Using Constructivism in learning is like one's first encounter
with a UFO.
Even though construct meaning theory is preached as more natural, relevant,
productive and empowering than other learning theories, this line of thinking should
not be regarded as the only viable framework in education. Constructivist and
constructionist learning theories, suggest that meaningful learning occurs when
learners construct meaning for themselves through active experience with a unique
frame of reference. The visual that I have to represent this thought displays how
challenging, yet interesting the application of this theory could be. For many people the
construction of meaning could very well be like seeing a UFO for the first time: "where
to begin?" For me, this is the most exciting of the learning theories that we have
investigated, and offers the most promise for changing the way I teach. As a science
teacher, I have always thought that this was the best way to engage students in
learning experiences, as a 'guide on the side'. New media, offer the opportunity to
employ constructivist and constructionist learning theory in exciting new ways.
Students can use computer and Internet technologies to engage in authentic problembased and project-based learning experiences that make new learning relevant and
immediately applicable in authentic contexts to aid in motivation and retention. The
skills students develop for learning and applying content knowledge will also be
important to them.
(Photo on previous page compliments of:http://elem.com/~btilly/effective-ab-testing/img/confused-person.jpg;
http://ghostradio.files.wordpress.com/2009/06/ufo.jpg )
5. Using Social Learning Theory in learning is like working together in a colony of leaf
cutter ants.
Constructivists believe that higher-order thinking comes about as a result of
social negotiation and collaboration of ideas and viewpoints, resulting in a
transformation of the individual’s internal representation of knowledge. The image that
I have selected to represent this concept is a colony of leaf cutter ants that are
working in a social community together to learn. Also encouraged is exposure to
multiple perspectives and multiple modes of learning in complex, meaningful learning
environments. Connectivists also believe in sharing and connecting to other people to
help continue a cyclical process of learning. In addition, cooperative learning is
recommended as an effective instructional strategy that reflects social learning
theories. Cooperative learning enables students to work together to actively construct
knowledge and transform it in ways that aid comprehension. In reflecting on these
aspects of the theory, I get excited by the potential of using Web 2.0 collaboration and
social networking tools to aid and enhance cooperative learning by helping groups of
students work collaboratively with individual accountability to construct and share
group products. My greater understanding of how to structure and manage
cooperative learning experiences for my students, and technologies to serve that
effort, will certainly be reflected in my classroom practice.
Photo on previous page compliments of:http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2009/3/8/1236554201646/Leaf-cutterants-Atta-cep-003.jpg )
6. The use of the cognitive apprenticeship in learning is like having dad
show you all the tricks of his trade.
In this course I have also learned that “to truly know, that you know,
what you know” is through teaching it to others. I reflect back on term such as
the cognitive apprentice and peripheral participation. The application of
the theory of the cognitive apprentice has been in use for many, many years,
in educating people. The visual that I have included shows a younger man
learning the mechanics of an airplane skills from an older more-skilled laborer.
I also reflect back on the fact that the learning of this authentic skill must be
deemed authentic “in the eye of the learner.” That is, to call
learning ‘authentic’, the learner needs to recognize that it is ‘authentic’, not the
teacher.
(Photo on previous page compliments of: http://www.orleansstar.ca/imgs/dynamique/articles/gros/mikes_place_apprenticeship01.jpg )
7. Using the learner-centered approach in learning is like crawling right in the middle of a leaf
and being the caterpillar.
My belief in the wisdom of creating learner-centered material that improves
self-efficacy has also been re-enforced in this course. The concept offered in teaching
in a connected environment also really resonates with me. This describes how
learners are at the center of the learning experience, much like in the image of the
young child in the middle of a leaf, centered like the caterpillar. The learners decide
who is involved in their learning, they decide the nature and levels of communication,
and they are instrumental in determining the content of their learning. In addition, I
realize how necessary it is for the teacher to take a directive role to guide the
resources and activities, to validate the information, and to critically engage the
students in the course content.
(Photo on previous page compliments of:http://www.masternewmedia.org/images/baby_with_caterpillar_id154133_size400.jpg )
8. Using self-regulation in learning is like meditation you are fully aware.
More and more I reflect on the importance that people realize that
school is not the only place to learn. With the alarming high figure that 80% of
a student's time is spent outside of school, I feel that it is important to teach
students to become self- regulators of their own life-long-learning much like
meditation, so that the person is fully aware and in control of themselves.This
directly results in a higher degree of ownership by the learner. It also results in
more awareness of his or her own knowledge their learning process. Student
needs to have plenty of options for choice and control so that they become
effective at self-regulation.
(Photo on previous page compliments of:Compliments of: http://tinyurl.com/2ahx9j7 )
9. Using reflection in learning is like looking in a lake and "seeing" what stares back at
you.
Lastly, I have learned that reflection is important. That learners need to
take a step back and spend time thinking about what they have learned in order to
verify and ‘etch’ it in their memories. The image that I have presented shows the
reflection of a person's eye as they look in a lake and "see" what stares back at
them. I have also learned that ‘old dogs can learn new tricks’. In the long term, I
hope to continue reflecting more and consciously connect learning theory to
pedagogical practice, using technology more as a learning tool. There are many
technologies I hope to employ in applying best pedagogical practices and learning
theory, but I am particularly interested in making the most of new presentation tools,
such as interactive whiteboards, and Web 2.0 collaboration and publication tools for
social constructivist and constructionist learning. With access to many educational
technology tools, my students will enjoy much greater opportunities to take control of
their own education through authentic, meaningful learning experiences. It will be
wonderful to have more of these tools at my disposal, but I must remember to always
employ them in the execution of proven pedagogical strategies based on sound
learning theory.
(Photo on previous page compliments of:http://forgotten-theothersideofparadise.blogspot.com/2009/03/self-reflection.html )