Johnson Module 2 Blog Links

Carol Deuling-Ravell - http://decdr.blogspot.com/

Anwar Mohammad - http://anwar-mohammad.blogspot.com/

Johnson Module 2 Blog

There is so much discussion of learning theories that as an educator and a student, I get confused when I am asked to choose one over another.  Reading Bill Kerr’s blog (http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html) leads me to conclude I am not the only one who has confusion -ism.  For example, Kerr posed the question “How else could we have a big change without a theory to justify it and help us think about it?”  He posits that different learning theories (i.e. –isms) might just be necessary to facilitate meaningful instruction by saying “I’m not entirely sure but I am more inclined to think that we need big change. That might mean the -isms are necessary. You might develop a new unit of work under the influence of constructionism, for instance. The learning theory is indispensable to the curriculum reform effort. “

I would agree that learning theories do serve to explain how students learn, as well as how instructors teach, and how to most effectively do both.  However, rather than choosing one theory over the other I am more included to agree with Karl Kapp who said in his blog (http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/) “We need to take pieces from each school of thought and apply it effectively because… Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners.”  Some may conclude I have chosen the easy way out by saying I see pieces of each learning theory in myself as instructor and student, as well as in my students, but it is far from an easy conclusion to draw.  The challenge for me as an instructor is to develop instruction that has components that correlate to its counterpart in learning theory.  That is not easy to do, and remains a challenge for me to identify what theory and what component of my instruction and my students’ learning complement each other.

Johnson Module 1 Blog Links

Melinda Schroeder:  http://schroederedtech.blogspot.com/2012/03/educator-metaphors.html

Jessica Green:  http://jygreensblog.blogspot.com/

Johnson Module 1 Blog

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

As an instructor in adult education, my focus is on adult learners, and older adult learners. I believe students in this age range learn best when they are actively engaged in their learning. Adult learners need to know what they are learning has value, and be able to see how they can apply it in their lives for professional or personal reasons in order to engage them in the learning process. Without their buy-in, the instructor wastes time and energy trying to teach.

Cross’ adult learning theory (Kulatta, 2011) is based on the following principles:

1.  Adult learning programs should capitalize on the experience of participants.

2.  Adult learning programs should adapt to the aging limitations of the participants.

3.  Adults should be challenged to move to increasingly advanced stages of personal development. 

4.  Adults should have as much choice as possible in the availability and organization of learning programs.

Educational technology can be a catalyst for guiding instruction that best meets the needs of the adult learner. Not only does the use of educational technology benefit the instructor, but it develops the adult and older adult learner as students of technology as well. I teach an introductory computer applications course to adults whose average age range is between 55 – 70 years old. Many are touching computers for the first time. Understanding the learning theory that defines students in this age range guides the methods I use to introduce them to technology in the supposition they will take what they learn in my class, apply it to their life situation, and progress as students of technology.

Reference

Kulatta, R. (2011) Instructional design: Adult learning (K.P. Cross). Retrieved from http://www.instructionaldesign.org/index.html