Activity 5 in LRNT523 instructs us to read Ertmer and Newby (2013) and Merrill (2002) and reflect on certain aspects. Ertmer and Newby (2013) reviews behavioural, cognitive, and constructivist learning perspectives, while Merrill (2002) discusses five principles that are common to various instructional design theories. These readings apply to my own work in course development, facilitation, and creation of instructional media resources.<\/p>\n
It is difficult to align myself with only one of the theoretical positions described in these two readings, as I think each theory makes valid contributions to education. I would align myself most closely with constructivism because many of its core ideas resonate with me, and it is built upon some of the ideas found in behaviourism and cognitivism. The constructivist approach, as explained by Ertmer and Newby (2013), describes learners as constructing their knowledge based on their own perception of the material, environment, and prior knowledge, so the knowledge that each learner constructs will be unique, as opposed to mapping a static set of knowledge into the mind of the learner. I believe this to be true, as provided with the same information two learners may construct conclusions that are very different. Ertmer and Newby (2013) also state that the constructivist approach encourages learners to share their own perspectives with others, allowing for further construction and honing of knowledge, and that the constructivist approach also promotes authentic learning: student learning should mimic real-world problems and progress in a way that is similar to that of an apprentice, starting with simple tasks and moving up to complex tasks.<\/p>\n
Merrill (2002) had some theoretical positions that I also aligned with, stating that new knowledge should be connected to existing knowledge and should be applied to real-world problems for effective learning, and these real-world problems should be varied. Merrill (2002) also stated that learning is promoted when new knowledge is shown to the learner, applied by the learner, and is incorporated into the learner\u2019s world. Learning outcomes in a lesson, according to Merrill (2002) should not be abstract and instead should describe whole tasks that learners will be able to accomplish. Merrill (2002) also points out that media used in conjunction with a lesson can either interfere with learning or support learning, depending on what media is used and how this media is used.<\/p>\n
Many of these perspectives can be applied to my day-to-day work. Course development and facilitation can ensure that activities are authentic, putting learners in real-world situations. Learners would be encouraged to validate their ideas with others and collaborate with others to expose learners to a wide range of perspectives. Learning activities should give learners strategies to navigate complex material, but also ensure that the material is close enough to learners\u2019 existing knowledge that the new knowledge can make connections to existing knowledge. Course learning outcomes could be written in plain language that describe tasks that the learner will be proficient in at the end of the course. Instructional media should follow best practices to ensure that it supports lessons as opposed to interfere with lessons.<\/p>\n
References<\/p>\n
Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective<\/a>. Performance Improvement Quarterly, 26(2), 43-71.<\/p>\n