Cognitivism as a Learning Theory

"The issue many forget is that "learning" is not one thing…it is a multi-layered word that tends to get treated as if it was just one thing…and it's not. It is multi-facetted and that is why developing new models for "learning" is so difficult…there are too many levels for one school of thought or one model to do it all. (Kerr, 2007)

I think ultimately, this conclusion that Kerr has drawn is appropriate. There cannot simply be one school of thought that trumps them all. However, if given the need to point out the most important learning theory, then I do feel that Cognitivism is the underlying root of all the -isms. I believe this to be true because of the use of the brain. The brain tells us to think and how to think. The brain tells us to do and how to do. Even in acting out a learning process, there must be thought about how to do it, when to do it, how fast to do it, etc. One does not simply dive in and do something with the expectations of a successful outcome. There must be a thought process in the "doing" whether it is consciously or subconsciously. One of Kapp's responses was as follows, "I really believe that is the essence of good educational design. Creating learning utilizing an entire tool kit of philosophies, techniques and ideas." (Kapp, 2007)

 
 

Additional sites of interest are as follows:

Cognitivism and Constructivism http://www.coe.fau.edu/faculty/cafolla/courses/eme6051/Cognitivism.htm, and

Schema theory of learning
http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/SchemaTheoryofLearning.htm

 
 

Davenport, L. (2001, April 26). (Old discussion but very interesting!) Cognitivism vs. Behaviorism: LUSENET: History & Theory of Psychology: One Thread. Retrieved March 28, 2010, from What are the similarities, if any, between cognitivism and behaviorism?: http://www.greenspun.com/bboard/q-and-a-fetch-msg.tcl?msg_id=0056KI

Stevenson, C. (2010, January). Learning Theory: Cognitivism (Blog). Retrieved March 29, 2010, from Laying an Instructional Foundation: http://onstoptrainer.blogspot.com/2010/01/learning-theory-cognitivism.html

Module 1 Blog Topics: #3 Metaphors of Instructors:

The best described role of a digital educator should be that of the "curator", in regards to the secondary and adult levels. For the elementary level, the role of the educator needs to be a combination of "concierge" and "network administrator". (This level needs more structure and guidance.)

The "curator" role enables the instructor to guide learning based on the assumption that the student has the capacity to be self-motivated to learn. "A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected." (Siemens, 2008, p. 17) Being a digital classroom student, I appreciate having an instructor who allows me to bring my previous knowledge to the course and draw from my current experiences. "A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored." (Siemens, 2008, p. 17)

In the elementary level, the students are learning to become self motivated to learn. For this level, I believe that the role of the instructor needs to help the student to gain the maturity necessary to benefit from the "curator" instructor. The "concierge" instructor is known for, "incorporating traditional lectures, and in other instances, permitting learners to explore on their own." (Siemens, 2008, p. 16) The added aspects of the "network administrator", adds to this preparation, "through evaluating,
with the learner, the nature and quality of the learning network [external] and how key concepts are
related and understood [conceptual]). "

In conclusion, I agree with the roles that Siemens has described. However, I also think that the roles need to be more level specific to ensure that the needs of all learners are understood and met.

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

The following links are additional resources for digital learning:
Digital Learning Environments: http://www.guide2digitallearning.com/teaching_learning/back_office_classroom,A story about digital learning success in a High Risk school system:http://www.infotoday.com/MMSchools/SuccessStories/PearsonCherokee.htm,

Day 1

Course Introduction

Asynchronous vs. Synchronous Interactions

Hi! Here is my video presentation!

MindMap

After reading the Moller article, I would have to say that I am in the middle of the Static-Dynamic continuum. I am still getting used to podcasts as a way of downloading information. I primarily use iTunes, but with the Walden courses, I have gotten the chance to download the video resources on to my iPod. Even though instruction through this means is considered to mimic that of a lecture, it is the type of instruction that I am the most used to as a student, and as a teacher.
According to Moller, “middle technology allows learners to interact with the content, new knowledge is created through analysis and argumentation.” (Moller, 2008) By taking courses through Walden, I have been exposed to using Wikis, blogs, and discussion boards. Since I have had the chance to utilize these applications, I have learned ways to incorporate them in my teaching. (I often reflect on how they could help others close to me to improve their work and studies as well.)
My ultimate goal is to be in the dynamic continuum of technology. I have a few ideas of what I would like to do in the future in creating online courses for foreign language courses as well as other courses. I know that there are a lot of exciting things that can be done with virtual simulations in these settings, like visiting The Louvre museum in Paris.
This course has given me clarity in the two different types of online distance education, asynchronous and synchronous. I have also learned that hybrid courses are equally beneficial for instruction. It appears that these types of courses are rare, and would be interesting to create, especially in my field. As I finish my lessons in educational technology, I expect to be able to be well versed enough to create challenging and innovative courses.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Blog Posting: Engaging Learners with New Strategies and Tools

In online distance education, the courses must be learner focused in order for true academic achievement to be attained. Technological tools can provide a vast amount of ways to implement strategies that will ensure learner success. When learners are engaged and enjoy what they are doing, they will in turn benefit from the course. According to Durrington (p. 191), “The research in both traditional and online contexts suggests that student interactivity contributes to positive student learning experiences and is a key to effective instruction.” Thus students who feel comfortable, will be willing to share experiences with classmates, which allows for successful collaboration.

In addition to creating the environment and preparing learners for successful collaboration, the important factor that must be implemented is the content of the course. It is necessary that the instructor not only be well versed in the content that he/she intends to facilitate, but that he/she does so in a clear manner, i.e. syllabus. When objectives are shared with learners, they know what to work for and what to expect from their learning as well.
Siemans, spoke of the teacher being like a curator in a museum in his podcast, Curatorial Teaching. He discusses the need for teachers to become Guides of learning and not mandate what learners need to know. Students have greater access to information through this guidance, thus becoming “wayfinders” in the process.
The following technological tools and strategies are examples of what learners use outside the classroom that would be beneficial in the educational process:
Content:
a. Instructor involvement—emails, Skype, video, and podcasts allows for communication with the class
b. Online libraries—references available online, hosting ebooks, journals, and databases allows for easy access by the students
c. Journals—professional organizations publish journals that can be retrieved online for student review
d. Podcasts—audio or video speeches or commentaries can be downloaded to the computer or Ipod for convenient viewing/listening
e. Videos—speeches or commentaries, allows for students to visually learn the subject area
Communication:
a. Skype—instant messaging or video conferencing, allows for instant communication
b. Email—text messages sent and received at convenience
c. Chats—similar to instant messaging, group messages posted and each member can respond
d. Usernet—based off of email, large group gathering space, can be broken into smaller groups
e. Text messaging—text messages sent via mobile devices for instant communication
Collaboration:
a. Wikispaces—group/team working area where members can review each other’s work.
b. Whiteboards—chatting area, slide shows, and podcasts
c. Class Cafés—areas for students and instructor to freely discourse
d. Discussion Boards—area where students respond to a question and other students’ opinions.
e. Blogs—area where students can post their responses to a question or theme, or an area of interest. Others can comment on their posts.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193. Use the Academic Search Premier database, and search using the article's Accession Number: 19754742