Module 6 Reflection: Constructivism

Key points and comments based of presentations and reading on Constructivism:

• Authentic environment vs. any environment: Technology can provide opportunities for genuine learning in an authentic environment. But sometimes it's only important to engage students in an environment where they feel safe to question and explore.
  

• Need to question: "Why?" is the best question to ask. It can lead to you in different directions of learning. It can also make the person being asked take a strong look at his or her point of view.
  

• Being allowed to fail: By allowing a student to fail and assuring him or her it is a step in the learning process, the teacher helps the student in taking control of the learning process.
  

• Interest and motivation of the learner: By making connections with prior knowledge, teachers can find insight to what motivates a student. Effectively engaging students in the learning process can provide the students with a sense of ownership.
  

• Using computers to create models for learning: Virtual labs and simulations can provide a low-cost option for students to learn complex content. Computer technology can also serve in an apprentice-mentor relationship, providing feedback and support during the learning process.
  

• Sage on the Stage vs. Guide on the side: The time has come for teachers to move from the front of the class to along side providing guidance, wisdom and support.
  

• Teaching approach with novice learner compared to advanced learner: A beginner needs more direct instruction and structure in order to succeed. As the learner advances in ability to think critically, the structure lessens and instruction is less direct.
  

• Web 2.0 Tools and learning: The new technology tools of today provide an opportunity for creative thinking, better problem-solvers and students who control their educational development. Teachers of the 21st century need to be prepared to adapt their methods and philosophies to meet the demands of future learners.
  

• Socratic Method vs. Constructivism vs. Behaviorism: The Socratic method has room for bits and pieces of constructivism and behaviorism. However, following a Socratic pedagogy does not fit the strict views of either theories. It is important to understand each and decide which works best to benefit the student.
  

Articles Reflections:

1. Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory

In order to revolutionize modern education, there needs to be a change in the approach to how preservice (and current teachers) practice the art of teaching. Gone are the days of simply regurgitating information and passing that off as knowledge. Teachers have to be comfortable with student working together to explore and discover knowledge. There is still a need for fundamental understanding of basic skills (reading, writing, math facts, etc), but students have to know not only solve problems, but analyze the answers and see if another solution exists. A constructivist approach does not support such a teaching style. It may work for tests, but when real world problems arise, students need the support of teachers willing to look at various viewpoints to find the strategies necessary to motivate and instruct today's learners.



2. The Real World on a Short Leash: The (Mis)Application of Constructivism to the Design of Educational Technology

Technology providing digital apprenticeships is a unique idea provided by the author. There are many benefits to coaches, tutors and mentors. Each provides feedback, break down complex problems to its core components, analyze strengths and weaknesses, and give support and encouragement when necessary. The novice learner can benefit from the use of technology serving as a coach and/or tutor to help advance to the next level of learning. Students can develop mental models through authentic learning environments, which serve as a starting point for higher level thinking.



3. Translating Constructivism into Instructional Design: Potential and Limitations

I found this article tied in well with our module 6 discussion on Mental Models and E-learning. The development of virtual labs and simulations provide students the opportunity to be actively engaged in an authentic environment. Computer technology can provide a cost-effective way to allow student to experience high level thinking and reasoning without leaving the building. This technology allows instructional designers to be creative in how instruction takes place and allows flexibility for developing different environments for learner need and content.



4. Behaviorism, Constructivism, and Socratic Pedagogy

The search for the what is "true" rather than what is true for you (or for me), separates the Socratic method from behaviorism and constructivism. The idea of students engaging in rhetorical discourse with a teacher would come across as disobedient and disrespectful. While many students could benefit from the opportunity to challenge the authority (teacher) thereby engaging them in the content discussed, many teachers trained in either a constructivist or behavioral style of teaching will balk at the idea of students providing answers. However in today's all-access world of information, it is possible for students to find answers and work toward the truth. The teacher's role becomes that of mediator; how do you help students process and analyze the truth.


Module Resource: Steve Hargadon and Educational Networking: The Important Role Web 2.0 Will Play in Education


Steve Hargadon is a Social Learning consultant for Elluminate and is the founder of the Classroom 2.0 social network. His website is an excellent resource for webinars, interviews, and links to Web 2.0 tools. The second part of this resources is Hargadon's "whitepaper" resource discussing the importance of Web 2.0 in today's education. Both links are important resources for those individuals developing their skills in instructional design.

Cognitivism (a.k.a. Figure it out)

As I read through the articles and watch the video clips I found myself "reminiscing" about my Spanish I class, freshman year of high school. The first 15-20 minutes of the class was spent listening to Sr. Bolander say "Como te llamas?" "Me llamo Sr. Bolander." "Como te llamas?" We had no clue what he was saying. We quickly figured out he was asking a question, but what the question was and how to respond...no clue. Finally, my friend Mike caught on and gave what I remember as a half Spanish, half English reply. It worked! We finally got an explanation of what Sr. Bolander was trying to communicate. "My name is Sr. Bolander." "What is your name?"
Ever since then, the "figure it out" method of education was a part of my life. My brother and I would half joke about coming up with the "Poast - Figure it out method of teaching" Whatever you want your students to learn, give them a starting point and let 'em have at it until they figure out what you want them to learn. After reading the articles, I know now that we were working from cognitivism and the "figure it out method has already been in existence for some time.

Motivation plays an important role in the cognitive approach to learning. While discussing the impact of Cognitive Load Theory (CLT), Ayers and Merrienboer point out different types of motivation: intrinsic and extrinsic, through instructional methods and e-learning. What works for novice-level learners may not work for more experienced learners and may even have negative results. While the novice learner needs more interaction, the experienced learner can benefit from a self-paced level of instruction. As a 3rd grade math teacher, I had enrichment activities available for the advanced students to work on once they finished their assigned daily lesson. It became a challenge to see how far they could go. What kind of work could they handle with minimal instruction. They felt challenged and all of the students in the class were learning, even if there were various levels of achievement.

The reverse Ed Tech concepts and the logic surrounding them bring images of Geometry and Algebra II to mind. I was an "OK" student in those classes. Some of the concepts were hard to grasp. If technology could help guide my cognitive structures to better understand those concepts, I know I would have performed better. Using the computer as a tool could make learning such difficult concepts from math and science more meaningful and efficient by actually taking some of the human element away. In some cases human communication can be ineffective because the instructor sending the message has a different frame of reference in how they see a concept. Many times key pieces of information may be missing, though it is probably unintentional. Educational technology can help provide all the pieces of information necessary to learn and understand a concept.

How People Learn: Brain, Mind, Experience, and School dives into the neurological aspect of learning. Experience and interaction lead to physical changes within the brain as information is processed and stored. But why is this important? As instructional designers, it is important to understand not just the theory and philosophy, but also the biology of learning. By understanding what takes place within the brain, designers can better develop environments that will foster learning in many areas, not just auditory but visual. Just as the heart can grow stronger when it is worked properly, so can the brain grow and develop when stimulated in an effective manner.

Winn's Cognitive Perspectives in Psychology, brings in the notion that not everyone reacts the same way to the same stimulus or environment. You need to take the human factor into account when assessing individual learners. Some learners are very aware of what study strategies work for them, while many learners need constant feedback on the steps they take towards understanding a concept. Meta cognition can play an important role in instructional design. Designers need to take into account that some learners may not follow the design plan, because they feel their strategies and methods work best for them. Flexibility and adaptability are important to instructional success.

As I read through Taylor's Cognitive Theories of Learning, two sections stood out: Piaget and Gestalt. First, I thought about my soon to be two year old daughter and how she learns new things and her reactions to environment. Piaget studied his own children, so I can relate. But it's the comment Papert makes about Piaget finding secrets of human learning in the seeming illogical yet cute actions of a child. My daughter has her methods and routine that to her mother and I seem a bit silly, but actually work to her advantage. She likes calm. She can be in her crib for hours and never cry but instead babble on and on. The environment suits her, she's comfortable and therefore can focus on talking. The same can be said when she in the tub. Well actually and water, it doesn't matter. Her attention is better, she takes turns more and she follows directions better than any other time. It's quite fascinating. Gestalt's idea that the whole is more than the sum of it's parts and the example provided by Murray is the second section that stood out. I spent many years as a musician both in high school and in college. Much of my time was spent memorizing music for performances. I was able to understand my part better by listening to the other sections around me. Listening for cues from different sections and knowing how all of the individual pieces worked together to create the "whole" provided me with perspective on learning my part. As I have taught and coached throughout the years, I have tried to stress the building of concepts onto one another. It's not always easy to get across to young individuals who just want to get going, but when does happen it's music to my ears.

Module Resource:

I have shared a link to Classroom 2.0 It is a great resource for educational technologist. There are webinars provided through PBS and Saturday Live, along with forums on current ed tech topics. It is also a great opportunity to be a part of a global ed tech community. I hope all the students in EDTECH 504 take advantage and sign up for membership.

Behaviorism: Reflecting on Module 4

Behaviorism and Its Impact on Learning Theories

This article covers a wide range of topics relating to behaviorism: mastery learning, response and reward, collaborative learning, and molding proper behavior. There are valid points and positive examples for each, but how to set up a system to fit it all in? Many of the components in these theories tie into instructional design. Maybe the behavior needs to shift from "teaching a class" to "designing instruction?"

Behaviorism and Instructional Technology

While the previous article "danced around" the issue, Behaviorism and Instructional Technology focuses in on the impact behavioral psychology has on educational tools and ties this directly into instructional design. Through a historical approach to both theory and methods, the authors provide a framework to revisit and get re-familiarized with previous literature on such theory and methods. By understanding the educational past, we can take full advantage of the potential our educational future holds.

Psychology, Instructional Design, and the Use of Technology: Behavioral, Cognitive, and Affordances Perspectives

"There and back again; a Hobbits..I mean a learners tale." It popped in my head and I had to write it or it'd be playing over and over in my head all night. This article starts with behaviorism's environment, moves to the information-processing of cognitive perspective and journeys back to environment through the affordances perspective. What I do like about this article is that the authors specifically put instructional design under the blanket of technology.

Behaviourism and the beginnings of theory

Behaviorism has its place in education and the planning involved; however it should not be seen as the be-all, end-all of how we as educators view teaching and learning. This article serves its purpose by providing a solid background (with examples) of behaviorism and the importance it has in understanding and developing learners.


Glossary Term - Triarchic Theory

I added triarchic theory to our class glossary list and provided several resources including links on Robert Sternberg and Triarchic Theory. As I read more and more on instructional design and different learning theories, I find myself being able to relate many of the techniques and methods discussed by others to Sternberg's theory.

My annotated bibliography research is centering around triarchic theory and Web 2.0 social media software. What I have so far gives me the confidence that I'm heading in the right direction.

Module 3 Reflection

Reading Summaries:

Epistemology, Introduction

I would possibly change “Introduction” to “evolution” to describe how theories and views of epistemology have changed over the years. It seems as society has evolved so has the way we determine what is knowledge. My own evolution of what knowledge is seems to change as I look to apply the theories discussed in the readings.

Objectivism vs. Constructivism: Do we need a new philosophical paradigm?

Yielding control to learners allows them to construct their own knowledge which can lead to more exploration and learning. Objectives and goals serve as benchmarks in the progress of student achievement. Looking at instructional design, there needs to be a balance between what a student “needs” to know and how that student obtains such knowledge.

A Seismic Shift in Epistemology (EDUCAUSE Review)

The article by Chris Dede brings a modern flavor and debate to the previous two articles. Information is everywhere thanks to the internet. How that information is accessed and analyzed is in question. Anyone can put anything online to be passed off as “fact.” Web 2.0 changes the way people look at and use information. The ability to properly use information is most important. How do you sort out the “good” information from the “goofy” information? The Digital Media in a Social World Conference at The Ohio State University discussed these very topics. Professors and students are looking to each other to solve the mystery of how or if social media should be used in their classrooms, only if it enhances learning.

Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)

Now the discussion centers on how we find out who is capable of teaching with technology. Technology skills, though a content area of their own, require proper training to be used within curriculum so learning is enhance. Proper training for teachers at every level is important to the success of appropriately applying technology to content areas of study.

Distance Education Theory, Methodology, and Epistemology: A Pragmatic Paradigm

Structure is a benefit of distance education. By placing more responsibility on the student instructional designers must look to apply theories such as constructivism and pragmatism in order to provide a support system for student success. Again, tying in the previous article, when used properly technology, specifically the internet, provides a means for which more people can have access to education regardless of geography.

Information, Knowledge and Learning: Some issues facing epistemology and education in a digital age

Information changing the force of economics will be a key in driving home the ideas of education reform especially how it relates to technology. As more information-based companies develop the need for employees to handle information will grow. One of my students was approach by a man who owns his own company: the man wanted to know if my student used Facebook. When he said “yes,” the man wanted to get his number to talk about a possible job. Web 2.0 will drive the workforce of tomorrow.

Philosophical Perspectives

So by now, I see a trend, “Educational theories and how they apply to the development of what we know and how we know it.” By better understanding theories such as behaviorism, constructivism, and empiricism, we as instructional designers gain insight as to the type of structure and environment best suited for our learners.

Module Resource

I submitted a link to the Horizon Report by EDUCAUSE. This past Friday I attended a conference on Digital Media in a Social World at The Ohio State University. During a session on "Mobile Learning & Emerging Technology in the Mobility Space" Bob Rice of Sprint Nextel, described the Horizon Report and explained how it lays out the emerging technologies for the next 5 years. Each section provides a description of relevance for teaching, learning and creative inquiry. It was fascinating to see some of the demos on Gesture-Based Computing like Sixth Sense.

The future of technology and it's potential applications to education are amazing!

Module 2 Reflection

The past two weeks have been a whirl wind and it's all centered around "theory." I've tried to apply each of the theories discussed to my own teaching or even coaching hoping to make a connection and see a pattern that has formed during my years of instruction. As it stands now, I'd have to go with a pragmatic approach to instruction. I'm not surprised since I seem to be middle of the road in many areas even outside of education.
Though if I go by my own personal interests I am very interested in the cognitive approach. I am fascinated with how the brain works. How it processes and stores information. As I'm reviewing the different types of learning theory I find it interesting how learning itself can be approached in many different ways, with each method looking for the same result.

Is it important to understand why 3 x 5 is 15?
Or is it enough to know 3x5=15 and move on?

Is it important to put the why first, then the how?

My experience at this point in my life is greatly different than even 2 years ago. Having a 22 month old daughter gives me the opportunity to see learning in a way I haven't experience during my time as a teacher. My daughter's prior knowledge and experience is minimal, yet she continues to learn by leaps and bounds. My previous students all brought with them some type of prior knowledge and experience, which may (or may not) have help when learning new information. But with my daughter everything is new.

The amount of information even just under cognitive learning alone is dizzying. I find it hard to keep it all straight. Though I would "almost" compare it the major religions. They are similar in so many of the areas, it's the little things that set them apart. I think the same can be said of learning theories. Maybe it's my simplistic approach, but that's how I see it now. Maybe in a month or two...who knows.

The Instructional Development Time-Line I found will be a great resource. Just putting all of this information in a time-line form makes it much more manageable. It works for my learning style. I can look up information by decade, theorist, theory and there are additional resources that help with a more in-depth look at a particular theory.

My brain is spinning, but it's a good kinda spinning. It means I'm learning and that's the whole point!