When reading through the three different theoretical positions on learning, I found that I initially gravitated toward cognitivism in that it focused on what is known and how it is learned but felt that there was something missing from my alignment on learning. It was in the definitions of constructivism and the discussion of it as a branch of cognitivism that I really felt it aligned best with my personal feelings on learning. The evolution of moving past the mind just as a reference to the mind as a tool to create a reality was something that resonated with me.
The idea of the mind using inputs to create a reality fits with my feelings of design thinking and creativity. If we simply reference the world without creating something on our own, I feel that we lose the creative problem solving needed to utilize learning in a positive way. If we only reference and do not create then all responses would be the same and the need for multiple blogs in LRNT would actually become redundant. I feel this is the same way with learning when teaching a subject: the constructivist theory allows learners to potentially create a new solution and create their own reality.
Furthermore, I feel that this theory works well with the principle created by Merrill that refers to learning being promoted when new knowledge can be put into a learner’s world. This gives them reference to incorporate that knowledge into their reality.
For me, this is applied when looking at our college programs and helping to give competency-based learning which is our goal at our community college. For example, introducing a problem in class with the suggestion of a solution but allowing the learner to create their own outcome that fits with the necessary outcomes of the course. The opportunity to create a multimedia presentation instead of a paper could potentially be used. Alternatively, a roundtable discussion in which they can brainstorm and collaboratively come up with a solution to create a relevant learning experience within their world view could also be a creative solution to learning.
An example of this and how I have used this is in a User Experience course where learners were given a website and instructed to follow a path from A – D. While all learners will hit common points in between, they can discover their own path. By then coming back into a group they can learn how their reality or learning differs from others and this allows a shared experience to create a shared reality.
Ertmer, P. A., & Newby, T. J. (2008). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly,6(4), 50-72. doi:10.1111/j.1937-8327.1993.tb00605.x
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development,50(3), 43-59. doi:10.1007/bf02505024
September 22, 2018 at 11:07 am
Hi Jeff,
I enjoyed your response and found myself nodding and agreeing with you. I want to comment on your round table and discussion scenario. I too engage in discussions to share groups thoughts or engage in a debate over a possible solution. I love the flexibility and the informal approach to this style of learning and the safe environment this gives to students that maybe need support and now can learn from their peers. In my experience, these 20mins conversations can be more powerful than any presentation that I can give. Sometimes it is difficult for the stakeholders (administration, parents etc) to see that. For example, I was creating my ministry resources for ‘what I do in my class’. It was difficult on paper to display the power of this types of informal learning. Have you ever experienced this?
Danielle
September 23, 2018 at 8:26 pm
Hi,
It’s always a bit of a chore trying to explain it. We have the same issues with students in our classes. As adult learners they’ve learned in one way for a lot of their education so when we flip the classroom they’re often a little out of sorts. That said, it kind of makes for a bit of a good learning in communication for many of them. I was lucky in that when we launched the school that was a guiding principle for how we would be teaching and that the flipped classroom was the goal. Now in my current role I find I’m explaining it to new instructors I’ve hired and typically trying to convince them of the value. They often have to try it before they fully buy into it so I can see how trying to convince the value to someone who might never participate would be very tough.