<\/p>\n
Learning is a complex process that differs from individual to individual, and descriptions of learning therefore tend to either oversimplify the process or result in broad and inaccurate generalizations. Individual learning normally falls within a continuum of styles (Honey and Mumford, 1992). Theories of learning play a role in the choices that instructors make concerning their teaching.
\nIn my line of work in terms of developing the content, problem-solving and critical thinking is center-stage and the best pedagogical method to curate the curriculum is to follow a collaborative approach as a learning theory, hence I align myself with Merrill\u2019s (2002) First Principles of Instructions. According to Merrill (2002) the definition of a problem varies among theorists, such as engaging in a simulation or being involved in a real-world task. He uses the word problem to include a wide range of activities, with the most critical characteristics being that the activity is a whole task, rather than components of a task and that the task is representative of those the learner will encounter in the real world.
\nThe goal in my day today developing and design process is to achieve higher-order thinking skills and collaborative work aka peer-to-peer engagement for my Enterprise sales executives. This helps transform teaching because then they are actively engaged with addressing the challenges in meaningful contexts. Some of the examples include role-playing, and simulation of customer engagement through various real-life situations that I have to make them comfortable with. Mentioned below is Merrill’s (2002) First Instructional Principles:<\/p>\n
Merrill (2002, 2006, 2007) wrote that student learning is increased when:<\/p>\n
1. Instruction is based on a progression of whole real-world problems or tasks
\n2. Learners activate relevant cognitive structures by recalling, describing or
\ndemonstrating relevant prior knowledge and experience, sharing previous experience
\nwith one another, and\/or recalling or acquiring a structure for organizing new knowledge
\n3. Learners observe a demonstration of the skills to be learned from the
\ninstructor and\/or peers and are guided to relate general information or the organizing
\nstructure to specific instances
\n4. Learners apply their new knowledge and receive feedback and coaching that is gradually withdrawn; application can include having students engage in peer collaboration
\n5. Learners integrate their new knowledge by reflecting on, discussing, presenting, or defending their new knowledge
\nWhile most people have a preference among these three theories, it important to note that none of the
\ntheories are completely bad or wrong.
\nWhile most people have a preference among these three theories, it important to note that none of the theories are completely bad or wrong. There are parts of Ertmer & Newby (2013) that I can relate to especially the Constructivist theory as far as my work goes.<\/p>\n
In conclusion, as the statistician George Box is commonly credited with saying, \u201cAll models are wrong, but some are useful.\u201d In other words, all theories of learning have some truth to them, but no one theory can explain the full complexity of learning. Thus, instead of comparing these theories based on their accuracy, we should instead look for how each theory can inform our own practice\u2014how is it useful to me, now in my engagement with my learners? Each theory has a role in instruction and, therefore, has a role in my work.<\/p>\n
References<\/strong><\/p>\n Box. E (2013). An Accidental Statistician: The Life and Memories of George E. P. Box<\/p>\n Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26, 43\u201371.<\/p>\n Honey, P., & Mumford, A. (1992). The manual of learning styles. Berkshire: Peter Honey Publications.<\/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":" Learning is a complex process that differs from individual to individual, and descriptions of learning therefore tend to either oversimplify the process or result in broad and inaccurate generalizations. Individual learning normally falls within a continuum of styles (Honey and… Continue Reading →<\/a><\/p>\n","protected":false},"author":153,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-169","post","type-post","status-publish","format-standard","hentry","category-lrnt523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/posts\/169","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/users\/153"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/comments?post=169"}],"version-history":[{"count":3,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/posts\/169\/revisions"}],"predecessor-version":[{"id":173,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/posts\/169\/revisions\/173"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/media?parent=169"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/categories?post=169"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0122\/wp-json\/wp\/v2\/tags?post=169"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}