Blog 3 Week 6

Perhaps the reason there are so many theories of learning is that truly there are so many different ways human being receive, process and utilize information. Behaviorists believe that learning is re-enforced by positive or negative feedback (Anderson, 2004). The proof that learning occurred is evidenced by objective behaviors of the learner. However, animals can be “trained” to certain behaviors by providing positive re-enforcements. Does this mean that actual higher functioning reasoning has taken place? Are human beings more complex than a series of bells and whistles alerting us that we did “well” or we did “wrong”?
Cognitivists theorize that learning is not externally visible but an internal process. Cognitive learning is a combination of memory, motivation, reflection, etc. In cognitive theory the information is processed and manipulated in the learner’s mind (Anderson, 2004).

Constructivists postulate that learners build new knowledge by internalizing information through personal interpretation. Learning is a development process which holds the key to individual transformation (Billings, 2005).

Clark and Mayer summarize learning theories very well by illustrating three metaphors of learning. The first being Response Strengthening (Behavioral Theory) in which the learner is a passive recipient of rewards and punishments doled out by the instructor. Information Acquisition (Cognitive) the second metaphor is summarized simply by learning is information being added to memory by an active instructor and a passive recipient (student). The final metaphor, Knowledge Construction (Constructivism) is where an active learner builds a mental representation of knowledge being guided by an instructor (Clark, 2008).
Perhaps more than one thing can be true at a time. Perhaps individuals learn by all these methods. It is important when developing online learning communities one be mindful of theories of learning, utilize the information to assist student learning without overwhelming the learner with too much information. Limiting the visual and audio stimulation on a website or making sure the two collaborate well is one way to manage cognitive resources.

In the webinar this week Dr. John Seely Brown discussed the benefits of online gaming in learning. Games teach. They provide interactive learning opportunities for students. Dr. Brown talks specifically about the power of play. He elaborates often on popular online games like World of Warcraft (WOW), teach and provide opportunities of collaboration. In his webinar he mentioned the sadness of the lack of passion among some highly intelligent learners. It is through doing that learning occurs. Dr. Brown is passionate about the role of play in learning (Brown, 2011). Playing provides opportunity for learners to “do”, to try new things and find new pathways to overcome obstacles. In my own practice we teach our parents this concept. We teach about how babies learn through experimentation and through play. Give an infant a set of blocks and watch what they learn by playing with them. A 6 month infant will pick up a block, mouth it and transfer it from one hand to another. Fine motor skills are being developed while the infant also is learning about the world. At 8 months an infant will bang two blocks together. Now the child has learned about cause and effect as well as sound. Eventually the child will learn to stack blocks, then knock them down and start all over again. These simple tasks often go overlooked by parents who want their child to be “smart”. However, this play teaches not only fine motor skills, but problem solving skills and frustration tolerance. In online communities, situated cognition, where learning is doing and cognitive apprenticeship, mentoring can both be observed in gaming communities such as WOW (Brown, 2011). Rather than criticize these activities, instructors can learn from them and utilize the techniques that are proving most effective from these communities.

Memory is a complex system organized and triggered by visual, auditory, tactile and olfactory stimulus. Memory may be short term or long term. Memory may be enhanced by mnemonic devices. Some theorists contend that memorization involves only short term recall and is not proof that learning has occurred (Billings, 2005). If this is true, the way educational institutions in this country have evaluated learning and teaching effectiveness has been a wasted endeavor. Typical testing in our schools is an evaluation of short term recall or memorization. Applied knowledge is more difficult to assess.

In this educator’s experience, learning has most always been accompanied by doing. The opportunity to practice applied knowledge makes that knowledge a part of who we are. There is an old adage, tell me I forget, show me I may remember, but let me do and I learn. The readings, the webinar all came together for me this week in a way that says people learn by doing. Online communities can give opportunity to practice skills through simulation and through games. The experiences our students find pleasurable while at the same time allowing them to acquire and utilize new knowledge are the ones that will stay with them for a lifetime.

Works Cited

Anderson, T. &. (2004). Theory and Practice of Online Learning. Athabasca, AB, Canada.

Billings, D. &. (2005). Teaching in Nursing A Guide for Faculty. St. Louis, MO: Saunders Elseiver.

Brown, D. J. (2011, February 13). Digital Media - New Learners Of The 21st Century. (PBS, Interviewer)

Clark, R. &. (2008). E-Learning and the Science of Instruction. San Francisco, CA: Pfeiffer.