\u201cLearning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience\u201d (Shuell as cited in Ertmer & Newby, 2013, p. 45).<\/p>\n
This quote stood out for me as I read Ertmer & Newby\u2019s article about learning theories as it provides a solid definition of learning in a world where many definitions are available.\u00a0 It got me thinking about how there are just as many learning theories as there are definitions of learning.\u00a0 While I am not currently teaching, I do find that I am often working one-on-one with a co-worker to show him or her how to do something in specific software or helping with an issue that has appear in a project.\u00a0 When I am coaching these individuals, I connect the new information with the knowledge they already possess allowing it to build on their foundation.\u00a0 Before I started in this program, I did not realize that I was using the constructivist theory.\u00a0 It makes sense to me to build on previous knowledge, providing a means to anchor the new information.\u00a0 Given that I am not in the role of an instructor, and that I am often helping those who are, I find that I have to be careful not to teach in a systematic fashion, but to guide tactfully.\u00a0 I find that if I approach the situation in such a way that builds on what they already know, they are more receptive to the new knowledge.\u00a0 The benefit for those I work with is that they get to construct new knowledge by working in a live context meaning there is an increased probability of remembering the process, rather than me simply announcing how to go about completing the goal.\u00a0 Jonassen (1991a), as cited in Ertmer & Newby maintain that constructivism theory is best applied when teaching advanced knowledge; in my circumstance, this is accurate.\u00a0 Most of the instructors have basic to intermediate knowledge of the software and come to me when they are working with more advanced features.\u00a0 The more knowledge they build, the more they will be able to problem-solve as issues arise, just as they would do with their students!<\/p>\n
Jonassesn\u2019s (1999) Constructivist Learning Environments, as showcased by Merrill (2002), focuses on problem solving by building on the knowledge the learner already possesses.\u00a0 If learners do not come with the prior knowledge required as a foundation, they would benefit from demonstrations in order quickly construct the base on which to build the new knowledge (Jonassesn as cited in Merrill, 2002, p. 55).\u00a0 When I demonstration a skill, I ensure that I explain what I am doing as I am doing it so the learner can have that information and add it to their knowledge base.\u00a0 If I only demonstrate then they will not be able to absorb what I have done, which will not allow them to recreate the steps.\u00a0 Since I do not teach over a long-term (yet), I use the interactions I do have to help individuals help themselves and after readings these articles I believe that constructivism is the best way to make that happen.<\/p>\n
References<\/p>\n
Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.<\/p>\n
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.<\/p>\n","protected":false},"excerpt":{"rendered":"
\u201cLearning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience\u201d (Shuell as cited in Ertmer & Newby, 2013, p. 45). This quote stood out for me as I read Ertmer & Newby\u2019s article about learning theories as it provides … Continue reading Who knew I used a Learning Theory?!<\/span>