The use of technology in our everyday activities has gain much attention over recent times and has transcend into teaching and learning.
Psychologist such as Vygotsky, Edward Thorndike, Jerome Bruner, C. Rogers, Edwin Guthrie have all proposed different learning theories such as constructivism, Behaviorism, Cognitivisim, Cognitive load theory, Operational conditioning theory.
Am wondering which of these theories could be embedded with technology in order to teach at higher institution of learning
Dear Philip,
I think that the constructivist is a good approach adopted in higher education institutions, because it develops thinking skills, develops communication and social skills, encourages alternative methods of assessment, helps students transfer skills to the real world and promotes intrinsic motivation to learn.
That is an interesting question. I guess it depends on the subject, the context and the educator too.
E.g. constuctivism is ideal, when the learners have experience around the topic, ideas and are able to cooperate to reject misconceptions to constuct new knowledge.
What if they don't though.
Hello
Conectivism is the last one
The author is Dr Siemens
Ingrid
Teoría de la conectividad como solución emergente a las estrategias de aprendizaje innovadoras
Ingrid del Valle García Carreño
REDHECS: Revista electrónica de Humanidades, Educación y Comunicación Social, ISSN-e 1856-9331, Año 4, Nº. 6, 2009, págs. 1-25
@philips I think technology is a modern topic in the world today of we could use with constuctivism theory it would work well although as it has been said depends on the environment and the need of the child.
There is a really useful book chapter you might want to look at:
Research Themes in Technology Enhanced Learning
https://www.springer.com/cda/content/document/cda_downloaddocument/9783319025995-c1.pdf?SGWID=0-0-45-1607005-p175495420
I would also look at:
Anderson, T. (2016). Theories for learning with emerging technologies. Emergence and innovation in digital learning: Foundations and applications, 35-50.
https://www.amazon.co.uk/gp/search?index=books&linkCode=qs&keywords=9781771991490
I am re-visiting available theories and principles explaining how humans learn and how they relate to the learning revolution (convergence of web technologies, digital content and devices). Hoping to find out how technology facilitates learning. For example, how does multimodality enhance learning.
This resource expands on the different theories over time that have been used in teaching and learning with emerging technologies:
http://www.aupress.ca/books/120258/ebook/03_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf
I have also done some background work on flexible learning design and development with supporting theories that might be of interest to you:
Data Flexible Learning Environments-Theories-Trends-Issues
Best,
Debra
John Phillips, I am currently studying use of multiple modalities as implemented in online education at one institution for my dissertation. In particular, I'm investigating a component of Universal Design for Learning, which is a framework that often is related to technology implementation that hasn't yet been mentioned in this thread.
Teaching Methods: It is important to use variety and flexibility in teaching methods in order to reach all learning preferences. ... All students come from different cultural and social backgrounds and for a variety of reasons are all learning from their own individual perspectives.
Effective Teaching Strategies For The Classroom::
Visualization. Bring d ull academic concepts to life with visual and practical learning experiences, helping your students to understand how their schooling applies in the real-world. ...
Cooperative learning. ...
Inquiry-based instruction. ...
Differentiation. ...
Technology in the classroom. ...
Behaviour management. ...
Professional development. Flipped Classroom (Inverting your class): The Flipped Classroom Model basically involves encouraging students to prepare for the lesson before class. ...
Design Thinking (Case Method): ...
Self-learning: ...
Gamification: ...
Social Media: ...
Free Online Learning Tools:
Examples of forms of instruction include lectures, seminars, workshops, case studies, simulations, classroom teaching, project and problem-based teaching, individual supervision, group supervision, master classes, role-play, field work, laboratory work, maths jams and project-oriented teaching, textbook studies,
Regards
Already some good answers. Learning theories are just that, theories. Context is always important -- there's plenty of 'constructivists' who will argue passionately against rote learning. Tell that to a language teacher.
But there's also important perspective on adult learning principles to consider and how to scaffold self-directed learning
Knowles, M. S. (1984). Andragogy In Action: Applying Modern Principles Of Adult Learning (The Jossey-Bass Higher Education Series). Adult Learning
Keep in mind learning theories are overlapping and non-exclusive. For example, you can use a constructivist approach to design a learning activity and consider the cognitive load required for that activity.
You don't use theory in isolation; instead theories are use as the backbone to support a pedagogical approach, and these approaches are then embedded into the technology for teaching.
I do not really think that access to digital ICTs changes what learning theory we prefer, or which learning theory(-ies) we need for understanding or explaining. At least not yet, perhaps later (see below). With ICTs also a behaviourist-minded teacher can become more effective in what he is trying to do or how he understands his profession. And a constructivist, and a constructionist (very different these two) have both better tools to do their thing. And many teachers are not orthodox believers in any of these theories or even know them all, just trying to find what works for them and their students.
But: this applies only for the present state-of-art, when lowering of informaitonal friction is what we basically are doing with digital technology, as our ancestors were trying to do when writing and print and snail-mail-service had been invented. We are soon at the end of this development; information has almost no friction whatsoever and travels in an instace around the world and is also almost impossible to control. But this is reasonably not the only thing digitals ICTs are good at. The new thing with them is not their dramatic effect on information spreading, access and fast communication, but their ability to, well, "think", or process information outside of human (or biological) brains. Artificial intelligence. That will really necessitate new pedagogical theory! And I do not mean theories about monsters taking over the world (strong AI), but for example, AIs assisting byy learning analytics to really understand what happens with different students and how they can be helped further by adaptive learning, etc (specialised "weak" AI).
From my point of view, those based on Activity Theory and Cultural Historical Approaches, both psychological theories, particularly those trends related to traditional approach, which are currently developed, following principles of Vygostsky, Leontiev, Rubinstein and their past and current followers.
The learning theories used to design and develop courses depends on the course content, and level of learning rather than the technology used to deliver the courses. I would not use the same theories to teach obtaining weather reports as I would to teach interpreting weather reports, or handling air traffic in weather situations (such as tornado activity).
Ironically, using technology to enhance training/education adds another layer of learning. Students expect the webinars, e-learning, computer-based instruction, mobile learning designed for phones, etc. to work in the same manner as the software they have previously used, but often that doesn't happen.
I use a fairly simplistic method of teaching use of technical systems via technology. The student is told what to do, the process is demonstrated through visuals or animation, and then the student practices. This is bears more similarity to Vygotsky's zone of proximal learning than any of the other theories. Students have to learn the basics of a technical system before constructivist approaches can be used in which student build their own meaning.
Having done my masters in education, I would recommend Kirkpatrick's model. It applies very well to learning with technology. Because practising is an essential part of learning the new software.
Theories are important backbones for pedagogical models, however, more important is to use relevant pedagogical models and create meaningful pedagogical design for your course.
There are many pedagogical/instructional design models available:
e.g. See instructional design models section on Edtech Wiki at University of Geneva:
http://edutechwiki.unige.ch/en/Category:Instructional_design_models
Research in the context of emerging theoretical ideas
My colleagues Sanna Järvelä Hanna Järvenoja Jonna Malmberg Piia Näykki et. al in our Lab ( https://www.researchgate.net/lab/Learning-Educational-Technology-Research-Unit-LET-Sanna-Jaervelae) are doing research on self-regulated learning & motivation. They have done research about motivation as a contextual phenomena and of social aspects of self-regulated learning (socially shared regulation).
Some references
Article New frontiers: Regulating learning in CSCL
Article Promoting and researching adaptive regulation: New Frontiers...
Article Capturing motivation and emotion regulation during a learning process
I would suggest you take a look at (or search for) Bloom's Taxonomy Technology Integration https://www.commonsense.org/education/videos/blooms-digital-taxonomy (see picture https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwipjorn0_zgAhVNXKwKHXcWCkIQjRx6BAgBEAU&url=https%3A%2F%2Fgpaeanews.wordpress.com%2F2011%2F09%2F30%2Fbloom%25E2%2580%2599s-taxonomy-goes-digital%2F&psig=AOvVaw1mBNMXmZIPKJLxgzBmjxId&ust=1552481852430092)
As others have mentioned before me, theories are just theories, and also they may not be mutually exclusive. I would recommend that you carefully consider the TPCK framework (Mishra & Koehler, 2006), as well as the CoI (Garrison et al., 2000).
Some of the groups that have been at the forefront of building EdTech based on psychological/cognitive theories include Anderson et al.'s Carnegie Learning at CMU, and also look at those following on from Papert's influential work. I think there are a few issues why EdTech has not flourished like many have predicted (Article A Framework for Research on Education With Technology
), but one of these is that investors want to quickly get a product to market rather than do the expensive research.
Daniel Wright , I worked with students using Carnegie Math for Algebra. We had mixed results. The learning was blended with classroom training, but some students progressed through the Carnegie math faster than classroom instruction and some were much slower. When students failed to understand how all the hints, graphs and required inputs worked, they would be given twice as many problems as other students and began to detest this program. A proctor knowledgeable in the Carnegie Math had to be there to help students at all times. This really defeated the purpose of using technology. Using Alice for introduction to computer programming was a little more successful, but computer programming was not a required course, so students not interested in programming would not take it.
Kathleen Listman , good to hear your experiences. I think with many of the products they are designed very specifically for one cognitive process, but of course in the classroom there are tons of processes. I think there are a lot of good ideas implemented in EdTech, but a lot of good ideas either aren't right or the implementation messes up with lots of the other processes. The better grounded the ideas are in tested theories the more like they are to be right, but that doesn't guarantee it won't mess up other things.
Philip, I have just spent three years doing a full time PhD on learning which incorporated a close look at the learning theories already mentioned and some that have not yet been mentioned. At a summary level, all learning theories come from a particular stance and set of beliefs (Behaviourism, Cognitivism). This is both a strength and downfall. For example, many of the psychological theories look at individual learning only. The social aspects of learning are more focused upon through interaction with educators in these individual learning theories. Sociocultural learning theories, on the other hand, include the social and cultural aspects of learning (Social constructionism, Constructivist including Vygotsky). These learning theories recognise that individual learners are part of social and cultural systems. Brofenbrenner's Ecological systems theory is the most complete learning theory in this regard.
However, with the advent of EdTech and its integration into learning processes, there has been a stronger recognition that individual learners are learning within a context. This context may be a community of practice/community of learning (Lave and Wenger, Garrison) such as found in online learning. Siemens and Downes have written extensively in online learning utilising networks and collaboration rather than focusing on individual learning processes. Their theory of connectivism is well worth reading as it moves away from educator to learner interaction to everybody in the community of learning interacting with each other, learning artifacts that are curated, and recognises that knowing how to learn is more important than what we learn. Therefore, it aligns with lifelong and lifewide learning.
After looking at the learning theories closely, I am left with the feeling that we need to move beyond their rigidities. In order to do this, we need to have a clear understanding of learning, how it occurs, what we as educators can do to promote learning, and ultimately we need to be research-informed in developing learning principles that work for our context and the learners with whom we work.
Thanks for the interesting question.
Hello
Theory of Connectivity as an Emergent Solution to Innovative Learning Strategies
Faced with globalization and the inclusion of the Internet in the educational process, new dilemmas have emerged. In response, innovative theories of learning must be born and the teacher should create different strategies and prepare new skills. So far, all learning theories have focused on classroom attendance and so teaching and evaluation strategies, but in the XXI century there arises the need to develop other skills and styles such as e-learning, e-portfolio, e-blog among others. While there is talk of student-based learning and collaboration, it should be kept in mind that at the time those theories were formed present technologies did not exist. Technology has created and defined a new culture, reshaping the way we communicate study and learn. With this phenomenon, the need arises to create a new theory which can adapt to these changing circumstances. This emerging theory is the theory of connectivity. The purpose of this paper was to prepare and explain following topics: first of all the paradigms of education as presage, product, process-product, mediational and contextual or ecological paradigm. Secondly, the theories of education before connectivity: behaviorism, cognitive, historical- social and constructivism. As third point, we development the principles elements of connectivity, as an emergent solution to innovative e-learning. Such as last point we present reflections and conclusions
Article Theory of Connectivity as an Emergent Solution to Innovative...
Hello Dear Colleagues
All learning theories belong into two referential schools:
1. Behaviorist; 2. Cognitive.
In turn, constructive, Cognitive load theory, Operational conditioning theory are all techniques (or theories) and others that belong to the two previous two schools.
- Repeated exercises, Conditioning, Operational Conditioning and educative games belong to the behaviorist learning school;
- Dialogue (Intelligent Tutor), Exploration (Hypermedia), Manipulation (Simulation), Observation (Simulation), Construction (microworld) and Discussion (Collaborative Learning) belong to the Cognitive learning school.
Sincerely, Djamel.
I think coming at it from the opposite end is more useful. How can the use of technology enhance teaching from with a behavioral, cognitivist, constructionist, or connectionist perspective? Opinions?
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