The theories discussed in chapters one and two of Anderson
and Elloumi (2004) cover Behaviourist Approach, Cognitive Psychology, Kolb’s
learning styles, Constructivism and moves towards a theory of online learning.
Behaviourist –
learning leads to an observable change in behaviour, it does not discuss what
may be happening inside someone’s head.
Ally (2004, p.7) calls it the “what’ in
learning, or the facts.
Implications for
instructional design:
1. Learners need to know what
they are expected to learn.
2. Learners need the learning
material presented in logical order.
3. Feedback is required so that
learners know if they are on the right track, or need to modify their learning.
Instructional designers need to be aware of including
learning outcomes at the beginning of the instruction. They need to ensure the
instruction is well organised and they need to include formative assessments or
other means of ongoing feedback.
Cognitive psychology –
This theory discusses how people learn, by considering the internal processes
of learning from obtaining information to storing it in long term memory.
Kolb’s learning
styles have developed from the Cognitive school. Learners are categorised
as having particular learning styles at various times. These are:
·
Concrete experience – learners need to be
involved; work with peers
·
Reflective observation – learners observe before
acting
·
Abstract conceptualisation – learners prefer
things or symbols to people
·
Active experimentation – learners like to work
on practical projects.
Implications for
instructional design:
1. “Sensory systems” need to be
considered. Information needs to be placed and highlighted where it will be
most easily absorbed. It should also be in small chunks, so the senses are not
overloaded.
2. Learning transferred to long
term memory depends on quality and depth of processing, so strategies which
promote higher order thinking need to be employed. Learners should be
encouraged to reflect and transfer the learning to real life.
3. Learners are individuals and
make meaning differently, and have different needs to learn.
Instructional designers need to ensure information is
suitably sized and placed; that learners have means of connecting the material,
such as knowledge maps, organisers or models and strategies to ensure the
information can be transferred to real life. The quality of the learning depends
on the depth of the processing, so information should to be presented in a way
that will require the learner work to process it. Paivio (1986, in Ally, 2004, p.16)
says that dual coded information is processed better. Using several methods of
providing the information also caters to individual learning preferences. Since
much learning comes from linking new information to pre-existing knowledge, all
learners will process their learning at different levels and paces. Different
learning styles and needs should be catered for, including motivating learners,
with strategies for attention, relevance, confidence and satisfaction.
Constructivism –
Learning through action and collaboration
Implications for
instructional design:
1. Learning needs to be
interactive with meaningful activities.
2. Learners should work with
other learners.
3. Content should be arranged in
a way that allows learners to move through the learning and own the processes
at their own pace.
Instructional designers need to create learning material which
encourages higher order thinking. It needs to be ordered so that the learning
can be self-directed. There should be some activities which promote group work.
Action and interaction are important components of constructivism, so
interactions between learner, content and instructor, in various combinations,
all need to be considered.
Towards an online
learning theory:
Effective learning is
·
learner centred – instructor needs to know
something of the students’ needs;
·
knowledge centred – actual learning and the
capacity to transfer learning to real life;
·
assessment centred – formative evaluation – so
learners know they are on track; and
·
community centred – students work together to
create new knowledge.
Implications for
instructional design:
1. Relationships and
communication between students and instructor and other students
2. The presentation of the
content so that it can be associated with real life.
3. Ongoing assessments
Instructional designers for the Web need to consider means
of the student introducing themself to the instructor and other students, and
ongoing communication which would allow collaborative learning. The content
should be presented in a logical manner so that the learning can be transferred
to real situations. There are many options on the web which facilitate ongoing
assessments, such as quizzes with answers supplied.
Mezirow, (1991, in Ally, 2004, p.18) mentions a transformation
theory which combines constructivism with the cognitive theory. There are many
overlaps – particularly where higher order thinking is required. The best way
to achieve this is by interacting with the learning material. I know I always
learn better when I am interacting with the learning material, even if it is
only highlighting ideas as I read. I recognise all these theories in my own
learning in recent years – particularly where learning outcomes have been
provided, texts and online tutorials have quizzes to check your progress, the
learning material is structured from simple to more complex and many real life
case studies are provided to make the learning relevant.
I have recently completed a course on copyright with the P2P
University. This revolved around learning from and with peers. We were assigned
weekly readings and given questions to answer as groups. Groups would then read
and comment on other groups’ work. The facilitator would then go through and
make her comments. This method of learning seemed to be based on the
constructivist ideals, as follows, with a particular emphasis on collaboration.
1. Anchor
instruction – background and context provided
2. Authentic task -
copyright as it was applicable to use in the classroom
3. Present complex
problems. – given facts of copyright and asked to apply to different situations
4. Have learners
take the lead – learners did the work, then facilitator commented
5. Learner
collaboration – the whole course was devised around group work.
6. Encourage
learner reflection. – groups commented on each others’ answers.
This was quite
effective because everyone was motivated to work well so others in the group
weren’t let down. Applying the copyright to real situations put it into
perspective and made us really consider the wording and application of the
laws. Getting us to review other work also helped to see other perspectives and
confirm our own thoughts.
References
Ally, M. (2004) Foundations for educational theory for online learning in T Anderson and F Elloumi (eds) Theory and practice of online learning.
http://cde.athabascau.ca/online_book/index.html
Anderson, T and Elloumi, F. (eds) (2004) Theory and practice of online learning.
http://cde.athabascau.ca/online_book/index.html
