My Personal Learning Theory
Learning happens when people encounter new information. They synthesize it with prior experiences or instincts and turn it into knowledge and actions. It can happen in an informal situation, such as learning a candle can burn you by touching the hot wax or by accidentally touching poison ivy and getting a rash. It also can happen in a formal situation when an individual actively seeks a learning experience such as reading a book, viewing a how-to video or attending a class. I believe different goals, situations and individuals determine how the best learning can occur.
Learning Theories and Models
There are several learning theories and models that support my belief and resonate with me. I agree with Leidner and Jarvenpaa’s acknowledgement that, “No particular model is the best approach” (Leidner & Jarvenpaa, 1995, p. 271). Depending on the instructional situation, desired outcomes and all the individuals involved each theory and model can be applied, sometimes in combination. The following theories and models have influenced my own views on learning.
Objectivism
George Siemens, when describing Mary Driscoll’s three-branched approach to epistemology, states that Objectivism approaches reality as external and objective where knowledge is acquired through experiences. He continues to describe how objectivism relates to Behaviorism in which observing and repeating actions results in human learning (Siemens, 2008). I have noticed where some skills are quickly learned by an objectivism approach such as a machining student learning to use a lathe by observing the instructor’s demonstration and then practicing the method in the exact manner of the instructor.
Constructivism
While recognizing Objectivism’s external reality, Constructivism poses that each individual creates their own internal reality based on their personal experiences and bias. Leidner and Jarvenpaa quote O’Loughlin by mentioning, “Learning is reflected in ‘intellectual growth that leads to scientific reasoning, abstract thought, and formal operations’ “ (Leidner & Jarvenpaa, 1995, p. 267). They explain that the best learning occurs when individuals seek out their own facts and explanations to construct their own meanings (Leidner & Jarvenpaa, 1995).
Cognitivism
As Peggy Ertmer states, “Cognitive theories focus on the conceptualization of student’ learning processes and address the issues of how information is received, organized, stored, and retrieved by the mind” (Ertmer & Newby, 2008). As medical technology advances and we are better able to test and view how our bodies function, there are advances in theories and understanding of how our minds build and process knowledge and memory. Cognitivism aims to apply what we have learned about the brain to how we deliver and best receive instruction. Chunking instruction into smaller manageable portions that allow our brains to absorb and store information easier is one of the more familiar tools of cognitivism. I strongly relate to creating instruction that removes extraneous barriers such as confusing directions and allows an individual to concentrate on the most pertinent information needed to learn a concept.
The Universal Design for Learning Guidelines
The Universal Design for Learning (UDL) guidelines promoted by the CAST organization provide a common language for developing instruction that is inclusive to all individuals. The guidelines are based on observations of three large brain networks where learning occurs. Instruction methods are mixed and matched to accommodate the differences in how individuals use their affective, recognition and strategic networks in their brains. Lieberman, et al. (Lieberman, Lytle, & Clareq, 2008) reference Rose & Meyer’s thoughts about UDL:
Universal design is not achieved through uniformity but rather through flexibility and creativity. Universal design for learning is a framework that provides alternatives for methods of instruction, delivery of instruction materials (equipment), and student responses (how students show what they can do)— all within the general curriculum for the benefit of every student, regardless of his or her specific areas of diversity (p. 34).
When the UDL guidelines are followed all learners can benefit.
Connectivism (Cooperative or Collaborative)
Especially in our technology connected world today, Connectivism draws upon how knowledge can be accessed across networks and individuals take an active role in seeking, participating, and learning from others (Kop & Hill, 2008). Seeking knowledge using this method not only increases our shared understanding, but helps develop better social skills such as improving communication, active listening and encouraging participation (Leidner & Jarvenpaa, 1995) .
Community of Inquiry (COI)
The Community of Inquiry (COI) Framework is a model used by Garrison, Anderson and Archer to illustrate how the cognitive, teaching and social presence overlap to create the optimal educational experience. They explain how the interaction of all the presences fulfills each phase of a Practical Inquiry (PI) model comprised of a triggering event, exploration, integration and resolution. I often refer to this model as a reminder to balance good course design and materials, with student interaction and teacher facilitation and feedback (Garrison, Anderson, & Archer, 2010).
Five Actions Teachers Provide
In this highly connected, information-rich world, there are at least five actions a teacher provides in formal learning situations: Collect, Share, Facilitate, Motivate and Celebrate. In anticipation of passing on skills or knowledge, a teacher collects their own information and expertise. Teachers find the best ways to share the knowledge they have accumulated. Learning should not be an elitist activity. A teacher facilitates learning by creating a safe and fair community for students to inquire and express their opinions. They can prompt students to make connections with each other and outside materials, the student may have never considered on their own. Motivation occurs when a teacher challenges levels of learning through assessment and feedback offering encouragement and direction on how a student can improve. Finally, the best teachers love learning and celebrate when their students gain the knowledge they worked so hard to provide.
References
Ertmer, P. A., & Newby, T. J. (2008). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72. doi:10.1111/j.1937-8327.1993.tb00605.x
Garrison, R. D., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1-2), 5-9. doi:10.1016/j.iheduc.2009.10.003
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future of vestige of the past? IRRODL – The International Review of Research in Open and Distributed Learning, 9(3). doi:10.19173/irrodl.v9i3.523
Leidner, D. E., & Jarvenpaa, S. L. (1995, September). The use of information technolgoy to enhance managment school education: A theoretical view. MIS Quarterly, 19(3), 265-291. doi:10.2307/249596
Lieberman, L. J., Lytle, R. K., & Clareq, J. A. (2008, February). Getting it right from the start: Employing the universal design for learning approach to your curriculum. Journal of Physical Education, Recreation & Dance, 79(2), 32-39. doi:10.1080/07303084.2008.10598132
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers: Presented to ITFORUM for discussion. Retrieved from https://www.calvin.edu/~dsc8/documents/GeorgeSiemensPresentation-Jan2008.pdf
Tags: LTEC 5210