My two responses for Blog 2 were to Michelle Martens-Dragalin
http://michellenotes.blogspot.com/2012/03/cognitivism-as-learning-theory.html#comment-form
and Yolanda Lyons
http://ylyonstechnology.blogspot.com/2012/03/cognitivism-as-learning-theory.html#comment-form
Saturday, March 31, 2012
Wednesday, March 28, 2012
Blog 2 EDUC 7105 - Learning Theory and Cognitivism
Learning Theory -
Both blogs have the same concept that one ism does not serve all. Students have different learning styles, and it is up to the teacher to decide what type of learner each student is. Therefore, teachers must design instruction to meet the needs of learners. Behaviorism is effective to learning facts; problem solving theories describe how facts and experiences become solutions; constructivism is appropriate particularly when we are working on projects of interest, where creativity and innovation is called for (Kerr, 2007). It is suggested that lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) as does the expectation of outcomes that must be measured. Procedural and rule-based learning requires an emphasis on Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism (Kapp, 2007).
I believe technology has caused the isms to evolve. Computers and the use of different technologies have changed the education system and how we teach our students. With videos, computer applications, and games the isms are more functional.
References:
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Both blogs have the same concept that one ism does not serve all. Students have different learning styles, and it is up to the teacher to decide what type of learner each student is. Therefore, teachers must design instruction to meet the needs of learners. Behaviorism is effective to learning facts; problem solving theories describe how facts and experiences become solutions; constructivism is appropriate particularly when we are working on projects of interest, where creativity and innovation is called for (Kerr, 2007). It is suggested that lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) as does the expectation of outcomes that must be measured. Procedural and rule-based learning requires an emphasis on Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism (Kapp, 2007).
I believe technology has caused the isms to evolve. Computers and the use of different technologies have changed the education system and how we teach our students. With videos, computer applications, and games the isms are more functional.
References:
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Wednesday, March 14, 2012
Blog 1 EDUC 7105
1.What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
I believe students learn best through best practices and hands on learning. If they can do it, they can learn it. Best practices is simply "what works". There are nine standards: A clear and common focus; high standards and expectations; strong leadership among teachers and administrators; supportive, personalized, and relevant learning; parent/community involvement; monitoring, accountability, and assessment; curriculum and instruction; professional development; and time and structure.
Driscoll (2005)states that theory about learning is a set of laws or principles about learning. They typically originate with a question. When I introduce a lesson, I start with an essential question. The object of my lessons are to answer the essential question. Technology is growing in education. With video games and social networking, students need to be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. An interactive application that my students love to engage in is Education City Live. Students work out math problems in a race against students in their class or other schools. I often "play" to challenge them to beat me and learn their math facts.
resource:
Driscoll, M. (2005). Psychology of learning for instruction. (3rd edition). Boston, MA: Pearson Education, Inc.
I believe students learn best through best practices and hands on learning. If they can do it, they can learn it. Best practices is simply "what works". There are nine standards: A clear and common focus; high standards and expectations; strong leadership among teachers and administrators; supportive, personalized, and relevant learning; parent/community involvement; monitoring, accountability, and assessment; curriculum and instruction; professional development; and time and structure.
Driscoll (2005)states that theory about learning is a set of laws or principles about learning. They typically originate with a question. When I introduce a lesson, I start with an essential question. The object of my lessons are to answer the essential question. Technology is growing in education. With video games and social networking, students need to be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. An interactive application that my students love to engage in is Education City Live. Students work out math problems in a race against students in their class or other schools. I often "play" to challenge them to beat me and learn their math facts.
resource:
Driscoll, M. (2005). Psychology of learning for instruction. (3rd edition). Boston, MA: Pearson Education, Inc.
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