Module 2 Cognitivism as a Learning Theory

I start off this weeks blog with a quote from Bill Kerr; It seems to me that each _ism constructivism, behaviorism, cognitivism and now a new one, Connectivism is offering something useful without any of them being complete or stand alone in their own right. Learning theories allow theorist to take sides and draw conclusions or explain what happens when learning takes place.

Behaviorism driving forces is based on stimulus response. Although this is a key aspect to learning, there are other isms that open other avenues to learning.  In favor of cognitivism and Connectivism, I disagree with Stephen Downes views that the mind is not like a computer. Much like the human memory system, computer systems are centered on processing and retrieving information, storing and accessing data. I am not alluding to the fact that the mind is exactly like a computer but the two display similar characteristics. Cognitivism theoretically bases its principals from an internal mental processing state, which in my opinion correlates with Connectivism which expands learning from a single mind to a connection of learners or networks that provide knowledge across various fields, ideas, and specialized information sources.

The notion that over years of development, one theory replaces another is incorrect. As society evolves the way we view education should evolve as well. Ideas are not simply replaced but enhances. Thus like learning theories, research on how one learns evolves with new concepts and ideas that build upon the existing theories.  

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Module 1 Learning and Instruction in a Digital World

Learning styles vary for each individual; when a learning environment can accommodate all learning styles, it is often viewed as one that will be deemed as an effective one.  I believe this is the most effective way to reach students who have varied learning needs.  Often times a student can grasp concepts best through all three learning styles, which are, visual (learn through seeing), auditory (learn through listening), and kinesthetic (hands on approach).  Educational technology is constantly evolving and aiding in the learning process.  Ongoing development of communication technologies and digitization of curricular resources creates new opportunities for learners.  Learners can now be increasingly “automated and self-directed” (Annand, 2007, p2).

Although there has been a lot of criticism surrounding the notion of a new learning theory that is centered on this technological age of connectivity, a changing environment can lead to critical changes in the way one learns and how that learning process is defined. Connectivism is scrutinized because it is often referenced to traditional theoretical perspectives, but as society advances the thought process of how we learn must be altered as well. Dewey (1907) wrote that whenever we have in mind the discussion of a new movement in education, it is especially necessary to take the broader or social view.  Therefore, the educational system in some regards should cater to the needs of society. Education should be a system that grows right along with society instead of watching a growing world pass it by.   

My personal belief is that the best model an instructor should use in a digital classroom would be that of the concierge format.  This model would allow instructors to encourage critical thinking of their students and be innovative with their teaching methods.  They would still have the ability of bringing traditional lectures to the learners if need be to reach multiple intelligences as well as allow them to have the freedom to explore theories for themselves while merely guiding them through  the education process as a concierge might do, offer guidance.  In my opinion, a metaphor that could be a combination of the concierge and curator would be ideal.  While exposing students to new concepts in the concierge model, you could expand upon those new concepts and allow the student room to explore and guide them in the exploration in the curator model.

References

Dewey, J. (1907). The school and social progress. Chicago: University of Chicago Press.

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