{"id":310,"date":"2018-09-26T16:51:25","date_gmt":"2018-09-26T23:51:25","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/?p=310"},"modified":"2018-10-05T09:24:06","modified_gmt":"2018-10-05T16:24:06","slug":"lrnt523-unit-2-behaviorism-cognitivism-and-constructivism","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/lrnt523-unit-2-behaviorism-cognitivism-and-constructivism\/","title":{"rendered":"Behaviorism, Cognitivism, &amp; Constructivism"},"content":{"rendered":"<figure id=\"attachment_311\" aria-describedby=\"caption-attachment-311\" style=\"width: 550px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" class=\"size-full wp-image-311 lazyload\" data-src=\"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-content\/uploads\/sites\/102\/2018\/09\/LRNT-523-Unit-2-Act-5.jpg\" alt=\"\" width=\"550\" height=\"398\" data-srcset=\"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-content\/uploads\/sites\/102\/2018\/09\/LRNT-523-Unit-2-Act-5.jpg 550w, https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-content\/uploads\/sites\/102\/2018\/09\/LRNT-523-Unit-2-Act-5-300x217.jpg 300w\" data-sizes=\"(max-width: 550px) 100vw, 550px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 550px; --smush-placeholder-aspect-ratio: 550\/398;\" \/><figcaption id=\"caption-attachment-311\" class=\"wp-caption-text\">image: via The Open University &#8211; Johnathan Vernon<\/figcaption><\/figure>\n<p>LRNT523 <em>Unit 2 Activity 5<\/em><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">As I took a dive in to the readings of activity 5, instantaneously I began to converge what was being read to what was already hard wired in my brain.\u00a0 The three learning theories; <em>behaviorism<\/em>, <em>cognitivism<\/em> and <em>constructivism<\/em> had me rapid firing several thoughts and questions that seemed to naturally have a connection and interplay with these three theories.\u00a0<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\"><strong>Behaviorism<\/strong> is about what the learner\u2019s response is to a stimulus and what they do; observable and measurable, where <strong>cognitivism<\/strong> is about the learner processing new information and how they organize and connect it with existing information, and finally <strong>constructivism<\/strong> is about the interpretation of new information and the meaning and application learners make to their own realities.<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">I was convinced some of the following variables listed below would help guide what theory was best suited, since I\u2019m convinced one wasn\u2019t necessarily better than the other and perhaps a combination of all three would better serve a more holistic learning approach for the end user.\u00a0 <\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">As I reflect on my own approaches to designing, developing and implementing learning solutions many of the choices made for good instructional design are based on several considerations below and by no means is this an exhaustive list:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is the learner a novice or an expert?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is the content simple or complex?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is what\u2019s being taught concrete or abstract?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">What is the domain of learning?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">What is the classification of learning objectives based on Blooms Taxonomy?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Does the learner come with a depth and breadth of experience and tenure?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">What demographics &amp; diversity come in to play (<em>gender, age, location, culture, ethnicity, position<\/em>)?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">What is their educational background?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is there a preferred modality (<em>technological limitations<\/em>)?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Currency of time and cost?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is there an assumed baseline of knowledge \/ pre-requisite?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is there specific industry risks and regulations?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">Is there an alignment to any competencies?<\/span><\/li>\n<li><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif;color: #0000ff\">What is the level of expertise of facilitator \/ teacher?<\/span><\/li>\n<\/ul>\n<p><!--nextpage--><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">Admittedly my preference in designing, developing and implementing learning solution(s) to solve business problems are in the sphere of cognitivism.\u00a0 Working in corporate training in the financial services sector for over two decades, I have seen a shift and have been in the forefront of moving basic and simple content at a recall level of learning, outside of the classroom to virtual, self-directed spaces.\u00a0 With the use of our intranet a learner can conduct simple searches to find product definitions, to regulatory policies and business processes.\u00a0 By empowering learners to learn some of the rudimentary information to get started, the baseline knowledge prescribed already helped to facilitate more robust and student-centered learning in our live face to face, virtual classroom and other virtual training by jumping right in to understanding, applying and analyzing more of the complex content and activities.\u00a0<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">To share an example in my current organization we have a sales and service program for several roles in the organization.\u00a0 The program consists of several learning events, which fall under the 70-20-10 principle with total hours of formal learning nearing 40 hours.\u00a0<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">At the core the program is a 5-step process that has very specific service level agreement we must deliver in each interaction to our members (clients \/ customers).\u00a0 This image is on our walls, on our intranet and part of our on-boarding e-Learning with a \u2018test your knowledge\u2019 at the end.\u00a0 As suggested in the behaviorist theory, \u2018no attempt is made to determine the structure of a student\u2019s knowledge nor to assess which mental processes it is necessary for them to use\u2019 (Winn, 1990 as cited by Ertmer and Newby, 2013 p.48).\u00a0 We are simply exposing them to the 5-step model that must be able to be memorized and recalled for use as a sales person. This is a way to prescribe a very desired response and outcome to a reactive (passive learner) before they attend the next learning event on the road map, which was necessary for the complexities of what\u2019s to come with new knowledge.\u00a0<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">The following learning events that followed, included Member Matter Most, Advisory Sales and Service Essentials, Advisory Sales and Service Advanced, Positive Networking, and Negotiation Skills all required this baseline knowledge to be recalled moving up to understanding, applying and analyzing.\u00a0 \u00a0What\u2019s exciting about the cognitivist theory is that learners are engaged, active, interacting and participating in the learning process.\u00a0 The instructional design of these courses promotes the learner to have their wheels turning in their brains and stretch their existing predisposition.\u00a0<\/span><!--nextpage--><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">As a facilitator and instructional designer, I am responsible for assist learners in organizing that information in some optimal way, connecting prior knowledge to knew information.\u00a0 For example, in a simple activity in Members Matter Most, we have them triad a conversation on a flipchart about their best and worse customer experience and the specific behaviors and characteristics demonstrated by the sales representative.\u00a0 We take their stories they have stored and then translate it to our service level agreements helping them make those connections faster and stronger.\u00a0 In the cognitive theory it was said that \u2018learning is concerned not so much with what the learners do, but what they know and how they come to acquire it\u2019 (Jonassen, 1991 as cited by Ertmer and Newby, 2013 p.51).\u00a0 What I particularly like about this program and the relationship with cognitivism is that it\u2019s important to make connections, draw on experiences and make sure the will be useful to the learner to want to use it. We draw on an analogy throughout our program between their role as a financial adviser to that of a role of a physician.\u00a0 We draw parallels to say when someone is having health issues, which means financial distress, you go to your doctor and your doctor doesn\u2019t just recommend T3\u2019s for your headache \u2026 rather they ask lots of questions to uncover the root problem.\u00a0 No different than if someone is having issues with meeting their financial obligations, we won\u2019t just give them a \u2018consolidation loan\u2019 right off the bat to remedy the problem, rather we\u2019d ask questions to uncover the root problem.\u00a0 In cognitive theory it\u2019s usually considered more appropriate for explaining complex forms of learning, such as problem solving, explaining and processing information, comparing, contrasting and interpreting to name a few.\u00a0<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">In the instructional design of our Sales &amp; Service Program, as there is complex learning we\u2019ve ensured to incorporate activities like storytelling, case studies, scenario based &amp; problem-based learning, brainstorming, debates, reflection, observations, feedback, role plays and simulations to optimize and sustain the learning.\u00a0 An example of this in our Sales and Service Program is we have a capstone simulation where we have actors come in as \u2018members\u2019 and have learners participate in a 3 simulated advisory meetings moving from simple need to overcoming a challenge; where the learner needs to demonstrate the 5 steps of our sales and service model.<\/span><\/p>\n<p><span style=\"font-size: 12pt;font-family: arial, helvetica, sans-serif\">By engaging and having the learner actively involved and participating in the learning process, through good instructional design of serving bite size and chunks of relevant information, in a logical hierarchy of learning, which blends and connects with past experiences will support an optimal environment for learning.<\/span><\/p>\n<p><span style=\"font-size: 10pt\"><strong>Reference<\/strong><\/span><\/p>\n<p><span style=\"font-size: 10pt\">Ertmer, P., &amp; Newby, T. (2013).\u00a0 Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective.\u00a0 Performance Improvement Quarterly, 26(2), 43-71.<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>LRNT523 Unit 2 Activity 5 As I took a dive in to the readings of activity 5, instantaneously I began to converge what was being read to what was already hard wired in my brain.\u00a0 The three learning theories; behaviorism, cognitivism and constructivism had me rapid firing several thoughts and questions that seemed to naturally &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/malat-webspace.royalroads.ca\/rru0060\/lrnt523-unit-2-behaviorism-cognitivism-and-constructivism\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Behaviorism, Cognitivism, &amp; Constructivism&#8221;<\/span><\/a><\/p>\n","protected":false},"author":102,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-310","post","type-post","status-publish","format-standard","hentry","category-lrnt523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/posts\/310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/users\/102"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/comments?post=310"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/posts\/310\/revisions"}],"predecessor-version":[{"id":338,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/posts\/310\/revisions\/338"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/media?parent=310"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/categories?post=310"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0060\/wp-json\/wp\/v2\/tags?post=310"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}