•How do people learn best?
People learn best by seeing, hearing, speaking, and doing. I can watch someone complete a task and have a sense that I understand. However, later, I will attempt the same task but with a lesser degree of success. I know that there are people who are auditory learners. However, there seems to be many more people who are visual and hands-on learners, especially students in the classroom. The purpose of learning theory in education is to explain what the learner is thinking, seeing, and doing. If we can label a process, then that process seems easier to understand and refine.
•What are the critical elements of learning theory?
According to Driscoll (2005), the three basic components of a learning theory are the results, the means, and the input. These three components help support the definition of learning as maintaining a change of how people perform and the potential that each person has to perform. The learning components explain how performance changes, the process in which changes are made, and what triggers the process of change.
Driscoll (2005) describes the process of building a learning theory as ongoing. In this continual process that immerses the learner, one can make assumptions about the nature on how one learns. One assumption is that whether one perceives the source of learning through the eyes of the empiricist, the nativist, or the rationialist. Empiricism values learning through the senses, nativism sees part of learning as innate to that of the learner, and rationalism views reason as the core of learning. Driscoll (2005) also outlines the content of knowledge. The author uses the terms skepticism, realism, idealism, and pragmatism. When I look at the descriptors of each term, I see myself as a pragmatist (as this time). Learning and knowledge are constantly changing and don’t represent absolute values.
Siemens (2008) relates knowledge as interactive among people and the learning and technological environment. As educators, as well as learners, we affect the learning of each other and our students. We design learning to make it as long-lasting and efficient as possible. Siemens (2008) also uses terms that provide different perspectives on how we learn, behaviorism, cognitivism, contructivism, and connectivism. The behaviorist views learning as observable, tangible learning that involves positive and negative reinforcement.. The cognitivist perceives learning in an analytical way in which knowledge is structured and reasoning with problem solving is important. The constructivist views learning as an interpersonal event where the learner is fully engaged and participation is high. Finally, the connectivist describes learning as interactive within groups or networks of people.
Siemens (2008) describes educators using several metaphors. The author describes teachers as master artists. The teacher, as does the artist, is able to guide students individually. Not all learners learn the same way which is comparable to not all pieces of art are exactly the same. The learner is guided through the process in his/her own unique way to become the finished product.
Another metaphor of educators is that of the network administrator. The teacher coordinates the learners so that they are able to work on projects and activities in small groups and then those groups can then broaden their span to other groups. This metaphor suggests that this metaphor seems to mirror the business or corporate model.
Educators can be viewed as the concierge in learning. The educator is able to direct learners to the resources needed to acquire skills, complete projects, and access information.
Which metaphor do I think is an appropriate description of how I view learning and the role of an educator? I think that teaching, as well as learning, is an art. There is no “cut and dry” method in which to acquire knowledge for everyone. Learning is as unique as the learner. Teaching is also as unique as the educator. Art becomes more polished and refined over time as does the craft of the educator.
Sources:
Driscoll, M. (2005). Psychology of learning for instruction (3rd edition). New York: Pearson Education, Inc.
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.pdf105/Siemens.pdfga.edu/itforum/Paper105/Siemens.pdf
