Cognitivism and Learning Theory
Both cognitivism and behaviorism play a role in our classrooms today. The behaviorist theory transcends into a teaching method that is teacher-centered. Perhaps the teacher creates a lesson that includes lecture, notes, demonstrations and modeling. The cognitivist theory is more student-centered, where students actively pursue their own learning. They complete their own research, collaborate with peers, and participate in self-reflection, self-assessment and group discussions. Both of these learning theories, cognitivism and behaviorism provide different approaches for teachers to choose and implement appropriately with their students.
According to Kerr (2007), “Because how else could we have a big change without a theory to justify it and help us think about it?” This thought provoking question invites us to see why learning theories are so imperative for helping teachers to reflect on the effectiveness of their instructional methods. I also think that with the exponential growth of information available on the computer, we are presently living a change in the educational process. Students are able to access information online and participate in blogs, discussions, and wikis. The cognitivist approach to understanding learning where the student is self-directing is evident in distance learning. In the traditional classroom, teachers can implement problem-based learning that would support the cognitivist theory or a teacher can use a more structured design that would help a more needy group of learners.
For me, teaching seems to improve with the more information I can gather. This includes learning as much information about my students, learning as much information about learning theories, learning as many tricks of the trade, and as many technological tools I can integrate into my classroom instruction. Nothing stays stagnant. All learning and interactions should be dynamic and up to date with the changing world around us.
Kapp (2007) summed it up well, when he stated, “Cognitivism doesn’t explain 100% how humans process information and neither does constructivism or behaviorism. What we need is to take the best from each philosophy and use it wisely to create solid educational experiences for our learners. “
References
Kerr, B. (2007, January 1). isms as filter, not blinker Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Thursday, June 30, 2011
Wednesday, June 15, 2011
Siemens's Metaphors of Educators
Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
Siemens (2008) notes that access to information is steadily increasing as learners choose to embrace technology. The role of the educator and learner is evolving as both are faced to adapt to these changes. Siemens (2008), offers four models or “metaphors of educators” which distinctly express the role of the educator and learner to address these changes.
John Seely Brown (2006) describes learning as “enculturation into a practice.” The most relevant attribute of this model is that student learning is not limited to the expertise of the instructor.
All of the students can learn from each other and their participation and sharing with other class members is imperative for its success. The educator is considered the “master artist” (Siemens, 2008), while the students are developing artists who can create their own original and innovative pieces. In my opinion, this model would work best with content that encourages divergent thought. For example, I might see this theory work best in an English class or an Art class where the learner is invited to gather information and then present an independent project that demonstrates the learning content in an individual way. In a subjective class, such as math or science, the demonstration of mathematical or scientific concepts might not lend itself as well to this model.
Clarence Fisher (n.d.), emphasizes the use of learning networks and building connections to assist students in satisfying objectives for a particular course of study (Siemens, 2008). Instructors would give the students the responsibility to find and make connections, and then evaluate them to be sure there is quality interactions and conceptual understanding. In this technological changing learning environment, students can research, seek and sort out their own information and strive to make connections among their findings. I think this model lends itself to many disciplines. Regardless of the topic, information is readily available, but must be sifted through to determine its reliability and relevance. This video best illustrates this concept
and can be linked here: http://youtu.be/XwM4ieFOotA
An entry on Stephen Downe’s (2007) blog posted his opinion on the meaning of connectivism.
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
In this post, he describes the pedagogy of connectivism as a model that seeks to access networks which are characterized as diverse, autonomous, open and connected (2007).
The third model, presented by Curtis Bank (2007), speaks about the educator as the concierge or the person who points the learner into the right direction. Too often, students can get lost or distracted in the quest for knowledge and may need assistance in sorting through what should be the focus. This model includes time for teacher led instruction and student led discoveries. It may be the balance that students need to help guide them.
The fourth model, educator as a curator, presented by Siemens (2008), suggests that educators must have a dual role of experts and guides. The expert must be competent in his field and be able to guide the learner independently to discover and explore their learning. This model makes the most sense to me as an educator. Too often students find discovery and exploration overwhelming and difficult. Instructors should be prepared and patient to anticipate students needs yet direct those who request assistance.
Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?
The metaphor that best describes the role an instructor should take into the digital classroom is the educator as the curator. In my opinion, the students in today’s society desire to be in the presence of educated and expert people who can assist them and coach them to make effective use of the changing technological opportunities.
References:
Downes, S. (2007, February). Half and Hour. What Connectivism is?
Retrieved from
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Siemens, G. (2008, January 27). 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
http://youtu.be/XwM4ieFOotA
Siemens (2008) notes that access to information is steadily increasing as learners choose to embrace technology. The role of the educator and learner is evolving as both are faced to adapt to these changes. Siemens (2008), offers four models or “metaphors of educators” which distinctly express the role of the educator and learner to address these changes.
John Seely Brown (2006) describes learning as “enculturation into a practice.” The most relevant attribute of this model is that student learning is not limited to the expertise of the instructor.
All of the students can learn from each other and their participation and sharing with other class members is imperative for its success. The educator is considered the “master artist” (Siemens, 2008), while the students are developing artists who can create their own original and innovative pieces. In my opinion, this model would work best with content that encourages divergent thought. For example, I might see this theory work best in an English class or an Art class where the learner is invited to gather information and then present an independent project that demonstrates the learning content in an individual way. In a subjective class, such as math or science, the demonstration of mathematical or scientific concepts might not lend itself as well to this model.
Clarence Fisher (n.d.), emphasizes the use of learning networks and building connections to assist students in satisfying objectives for a particular course of study (Siemens, 2008). Instructors would give the students the responsibility to find and make connections, and then evaluate them to be sure there is quality interactions and conceptual understanding. In this technological changing learning environment, students can research, seek and sort out their own information and strive to make connections among their findings. I think this model lends itself to many disciplines. Regardless of the topic, information is readily available, but must be sifted through to determine its reliability and relevance. This video best illustrates this concept
and can be linked here: http://youtu.be/XwM4ieFOotA
An entry on Stephen Downe’s (2007) blog posted his opinion on the meaning of connectivism.
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
In this post, he describes the pedagogy of connectivism as a model that seeks to access networks which are characterized as diverse, autonomous, open and connected (2007).
The third model, presented by Curtis Bank (2007), speaks about the educator as the concierge or the person who points the learner into the right direction. Too often, students can get lost or distracted in the quest for knowledge and may need assistance in sorting through what should be the focus. This model includes time for teacher led instruction and student led discoveries. It may be the balance that students need to help guide them.
The fourth model, educator as a curator, presented by Siemens (2008), suggests that educators must have a dual role of experts and guides. The expert must be competent in his field and be able to guide the learner independently to discover and explore their learning. This model makes the most sense to me as an educator. Too often students find discovery and exploration overwhelming and difficult. Instructors should be prepared and patient to anticipate students needs yet direct those who request assistance.
Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace?
The metaphor that best describes the role an instructor should take into the digital classroom is the educator as the curator. In my opinion, the students in today’s society desire to be in the presence of educated and expert people who can assist them and coach them to make effective use of the changing technological opportunities.
References:
Downes, S. (2007, February). Half and Hour. What Connectivism is?
Retrieved from
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html
Siemens, G. (2008, January 27). 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
http://youtu.be/XwM4ieFOotA
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