Responses Sent on Cognitivism as a Learning Theory

Comments were sent to the blogs of the following classmates:

Ena Smith-Goddard – Blog address: http://ena-spoonfulofsugar.blogspot.com

Linda Hutchison – Blog address: http://hutchisonedt550.blogspot.com/

Jennifer Robinson – Blog address: http://www.jenniferbethrobinson.blogspot.com/

Cognitivism as a Learning Theory

     Learning theory is a set of constructs that develop in order to explain changes in a person’s level of performance. According to the blog by Bill Kerr (2007) the purpose of having learning theories is to, “help deliver radical curriculum reform” (p. 1). Learning theorists develop, “significant findings in their empirical studies” (Kerr, 2007, p. 2). Every learning theory evolves through criticism via independent learning theorists. Kerr (2007) also states that learning theories provide, “something useful without any of them being complete or stand alone in their own right” (p. 4). 
     Karl Kapp (2007) shares the same belief as Kerr. He claims that instructional designers should, “take the best from each philosophy and use it wisely to create solid educational experiences for our learners” (Kapp, 2007, p. 1). Kapp suggests using the behaviorist approach for lower level learning skills such as memorizing, recognizing, labeling and the expectation of measurable outcomes. He distinguishes cognitivism as procedural and rule-based learning. Knapp also mentions constructivism which emphasizes problem-solving, collaboration and creativity.
     Stephen Downes hosts the original blog dialogue regarding the different learning theories with Kerr and Knapp. Downes adds that learning is complex which comprises of information-processing within the human brain. Cognitivists view the learning process as an internal function. Learning can enhance via social interactions with others. Downes disagrees with the analogy of the mind being similar to a computer. He states that, “depicting the mind as analogous to symbol system processors is to misrepresent it in a fundamental way” (Kerr, 2007, p. 3).
     Learning is a multi-step process where learners perform tasks that they could not perform before learning the new task. Instructional designers utilize various learning theories to support learners in being able to, “demonstrate the same performance time after time” (Driscoll, 2005, p. 9). Educators utilize cognitive processes to help learners’ convert additional information into their long-term memory. Educators utilize behavioral processes to support learners’ in being able to demonstrate a new task.

References:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: 
Pearson Education.

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/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Learning Theory and Educational Technology: Siemens’s review on the, “metaphors of educators”,...

I have posted responses to Jennifer Robinson and Andres Anzaldua for Module 1.

Siemens’s review on the, “metaphors of educators”, describes the role instructors take in a digital classroom or workplace.

      George Siemens (2008) captures the changing roles educators and learners take, “in a technologically-enabled era” (p. 15). The support of progressing development of new technologies allows learners to shift control with parameters and access to materials as needed. Learners can now see, “as participative tools grow in popularity, the autonomy of learners and their control over access to information continues to increase” (Siemens, 2008, p. 15).
     The “Educator as a Master Artist” is John Seely Brown’s vision similar to an art studio. As students display their work, they may also receive comments from the instructor and fellow students. The teacher observes all projects at the same time. The teacher may also point out “innovative approaches where student learning is not solely based on the expertise of the instructor” (Siemens, 2008, p. 15). The purpose is for learners to gain and possibly change their perspective after examining all sample display.
     The “Educator as a Network Administrator” is Clarence Fisher’s example where educators’ assist their learners’ to form connections and create learning networks. The learning networks support learners in meeting the outcomes of a predestined course. The educator shows learners how to, “critically evaluate network sources suitability as part of a holistic and diversified learning network” (Siemens, 2008, p. 16). The approach is valuable where the learner and educator work together in finding gaps within the learning network.
     The “Educator as a Concierge” is Cutis Bonk’s example that allows the educator to direct learners to possibly unexplored resources. Learners are able to gain knowledge from other resources and explore further learning on their own. Teachers are responsible for being resourceful. They support the learner in becoming navigators towards their own learning.
. Siemens “Educator as a Curator” model suggests that, “educators must assume dual roles: as experts with advanced knowledge of a domain and guides who foster and encourage learner exploration” (Siemens, 2008, p. 17). The curator is an expert learner. The curator creates space for knowledge exploration. Curators, “balance the freedom of individual learners with thoughtful interpretation of the subject to explore” (Siemens, 2008, p. 17).
     The four models, “share a common attribute of blending the concept of educator expertise with learner construction” (Siemen, 2008, p. 17). Educators and learners will come to see networks as a means towards knowledge and learning processes. Siemen (2008) suggests, “it is not realistic to expect subject-matter experts to be well-versed in different technologies, pedagogies, and open content sources” (p. 18). It is critical for the instructional designer to be an educator to educators. All of the metaphors are equally valid in giving instructional designers strategies towards supporting, “faculty, designers and technical staff” (Siemens, 2008, p. 18). Emphasis will go towards, “addressing knowledge as existing in networks and learning as developing and forming diverse, multi-faceted networks” (Siemens, 2008, p. 19).

References:

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%20

Examples of behaviorist uses of technology can be found on the following site:

 http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm#implications