Assignment Post 2: Learning Theories Wiki

As was brought to light in the Week one readings, there are a range of different Learning Theories.  These theories can be broken down.  In this case, I will be focusing on four theories; 'Behaviourism', 'Cognitivism' 'Constructivism' and 'Connectivism'.  My understanding of these three theories after briefly looking at the given readings are:
Behaviourism: is associate with classical conditioning and opperant conditioning, implies the dominance of the teacher and is relevant to skill development and the conditions of learning (Atherton 2011).
Cognitivism: is a theory with two parts, the first is 'Ages and Stages' which predicts what children can and cannot understand at different ages, the second is a theory of development describing how children develop cognitive abilities (TRUC 2010).
Constructivism: is a theory about how people learn, understanding and knowledge of the world being created through experience and the reflection on those experiences (EBC 2004).
Connectivism: is a learning theory for the digital age, identifying the networked nature of learning with computers and the internet (CQU 2011).

The activity that we were given in relation to these Learning Theories, was to choose from a list of 'theories' (with our partner from the previous activity), a theory that we would like to explore.  We were then required to read the set reading for our chosen learning theory.  The idea of the task was to provide a 'PMI' (Plus, Minus and Interesting) on our chosen theory.  We were to then add our 'PMI' to a list so that other students could look at what our take was on the theory, and we could do the same to other students' results on other theories.  The idea was to create a feel for collaborative learning, where we learn from and with others.

From my own understanding of the learning theories that I outlined initially in this particular blog entry, this activity is informed by the learning theory constructivism, with traces of connectivism as well.  As I will show later in this blog entry, constructivism concentrates on a lot of group work and collaboration for learning, which is essentially what we are doing in the learning theories wiki task.

Initially this task proved to be very difficult for me, as I was constantly being 'removed' from the profiles wiki list, thus making choosing a partner a difficult task.  With my delay in finding a suitable partner to complete the required task, I eventually 'gave up' on the idea of having a partner and went at the task alone.  I chose to look at 'Constructivism'.  Following below is my version of the PMI that I posted to the Learning Theories wiki.

Constructivism

Plus:

• Students are involved in their own learning.
• Students learn how to learn.
• Become expert learners.
• Teachers encourage students to assess their own understanding (reflection).
• Students construct knowledge rather than 'memorise' facts.
• Triggers student curiousity.
• Become engaged by using their existing knowledge and real-world experience.
• Students questions and interests are valued.
• Interactive learning, building on what the student already knows.
• Collaboration among students - they learn from one another - pick up strategies from on another.
• Active learning, student involvement.
• Promotes social and communication skills.

Minus:

• Seems to be more active learning, students are always 'doing' activities etc.
• The teacher is no longer the 'expert'.
• The teacher becomes a facilitator, coaching, mediating, prompting and helping students to assess their own understanding and learning.
• Teachers biggest job is asking good questions (how are we to know what the 'good' ones are, aren't we meant to be doing more?).
•   Knowledge is seen as dynamic and an ever-changing view of the real world.
• Students always work in groups, no independent study.
• Students set their own means of assessment.
• Students control their own learning process.
• Main activity is problem solving.

Interesting:

• Puts a positive spin on students involving themselves in their own learning experience and with others.
• Constructivism encourages collaboration and group work.
• Uses students curiosity and real experiences to help them learn. 
• Pursuit of students questions.
• Positive - the teacher's role is 'interactive'.

 As you can see, I have looked broadly at the reading that was provided to us about 'Constructivism'.  After looking over the other student's PMI's on these learning theories, my original understanding of the theories has not changed, just perhaps enlightened!

And even though I have formed my own 'understanding' of what I believe is 'constructivism' and created a PMI on my own, I have continued to search for a partner to work alongside and to collaborate with as in the end I do believe that two heads are better than one, especially when it comes to learning about new theories and ideas that are somewhat foreign!

In general I can see myself using and incorporating 'constructivism' in the classroom.  Maybe not all of the time, but on the odd occasion I can see how this theory would fit in and work with some of the topics that I would be required to teach the students in my classes.  There is some importance therefore, that I can personally see, that these theories have in our own teaching experiences.

References:
Atherton, JS 2004, Learning and teaching: behaviourism, accessed 10/3/2011 (online), http://www.learningandteaching.info/learning/behaviour.htm.


CQUniversity e-courses EDED20491 ICTs for Learning Design 2011, http://moodle.cqu.edu.au/course/view.php?id=17135.

Educational Broadcasting Corporation (EBC) 2004, Constructivism as a paradigm for teaching and learning, accessed 8/3/2011 (online), http:www.thirteen.org/edonline/concept2class/constructivism.index.html.

The Regents of the University of California (TRUC) 2010, Theories of learning: cognitive constructivism, accessed 13/3/2011 (online), http://gsi.berkeley.edu/teachingguide/theories/cognitive.html.