E-tivity 2.2

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