Educational Theory Discussion Module 2 Walden

Many discussions on learning can lead us to reconceptualize knowledge and the act of learning itself. Do we begin with a new perspective on learning or form our approach eclectically from past theorists? Is our world so changed that we need to start from the beginning? What is the value of individuals, culture, values and mores in approaching learning? These questions appear in several recent blogs I have read on http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html, for one example. The discussion centering on whether past theories like behaviorism are at all useful or should be “abandoned” poses interesting questions.

My perspective is somewhat pragmatic. I would suggest, from my 20 years of experience as an educator, that an eclectic approach is best used with a variety of learners. Certainly one would not discount the developmental needs of the learner. However, to adhere strictly to a Piagetian approach would be a disservice when so much more is known about theories like information processing. Siegler in 1996 challenged researchers in cognitive development to adopt a new agenda, which, in his view, will require reformulation of basic assumptions about children’s thinking (Driscoll, 2005, p. 210). With Siegler in mind, we can observe that instruction holds the potential of for cognitive change not pure invention or naturally occurring social interactions (Driscoll, p. 211). His theory that children’s development follows a “framework of five dimensions of cognitive growth: its path, rate, breadth, source, and variability (Sigler & Svetina, 2002)," says Driscoll (p. 211). The overlapping qualities that Siegler attributes to this theory fit well with a wave-like metaphor where thinking can be prompted to develop by instruction and new strategies are incorporated “narrowly” alongside old ones.

As Kerr suggests, the various “-isms” that represent theories are filters and not a strict definitive lens for viewing learning. In the Kerr blog

(http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html), there is a lack of discussion on adult learner capabilities and children’s’ capabilities for learning. However, Driscoll mentions that “information-processing theorists have disagreed minimally with Piaget on what develops…and children clearly acquire knowledge and the ability to act upon that knowledge,” says Driscoll (p. 211). Kapp, an award-winning trainer and leader blogs (http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html) that “lower level learning (lower cognitive load) requires a behaviorist approach (memorize, recognizing, labeling) as does the expectation of outcomes that must be measured. He then suggests that procedural and rule-based learning requires an emphasis on Cognitivism and finally, problem-solving, collaboration and creativity require a view of Constructivism.” In this approach, we find a task-oriented and theory-based diagnostic approach without the strictures of a prescriptionist approach. It is implied that whatever the age and developmental level of the learner, each approach is possibly appropriate depending upon the cognitive task.

In essence, the argument rests with us, is the human a biological organism with various abilities at each level or does the brain build “rich, conceptual structure – mental models that restructure with experience” all throughout life. This has caused a sense of wonderment in my reflection as the news that continuing learning throughout one’s life has implications for improved cognitive functioning in the advanced years of life.

Sources noted:

Driscoll, M.P. (2005). Psychology of Learning for Instruction (3^rd ed.). New York: Pearson.

Kapp. K. Out and about: Discussion on educational schools of thought. Retrieved June 24, 2009 from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html.

Kerr, B. –Isms as filter not blinker. Retrieved June 24, 2009 from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html.

Walden University blog posting - Module 1

Critique Siemens’s “metaphors of educators.” Which of these metaphors best describes the role you believe an instructor should take in a digital classroom or workplace? Is there a better metaphor to reflect your view of the role of instructors?
Siemens takes an eclectic view of educators using the metaphors of curator, concierge, network administator and master artist. With these metaphors in mind, he makes the point that students and teachers interact with various ways as related to educator activity, skills and knowledge and learners creating meaning and knowledge. Rather than adhering or exalting any of the metaphors, he suggests that there may be useful applications with each orientation.
In the educator as master artist (Siemens, 2008, p. 15), the educator uses exemplars to aid instruction as with past masters and "emerging forms of art." The network admisistrator from Clarence Fisher delievers a model of an instructor geared toward an end result with evaluation from both learner and instructor (p. 16). The conceierge offers new "possibilities that are ripe" for the learner. However, a teacher in actual practice would ethically need to match the instructional approach with the learners' needs alongside the learning situation following a continuum and making adjustments, similar to Siemens' s description of teacher as concierge. Siemens's (p. 16) accolade to Bonk's notion of teacher as "concierge" is an interesting one. In that explanation, he says that the teachers helps to "softly" guide the students with traditional lectures and self-exploration and Siemens (p. 17) extends this metaphor to an educator who is a "curator" who has "advanced knowledge" and accepts the "autonomy of the learner" at the same time.
Like Siemens and Bonk, I agree that the educator must guide learning while encouraging autonomy in the learner. The classes that have given me self-direction, like the Walden program, have had the most meaning for me and the best application to my life.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM for discussion. Retrieved June 4, 2009 from http://sylvan.live.ecollege.com.