Week 1 – Discussion Post: Understanding the Learning Process
“Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.” This Native American saying is the perfect quote to summarize how I believe I learn the most productively.
In the past, teachers and trainers simply developed lectures based solely on their research, experience, and expertise. Within the last thirty years the focus of instruction shifts from expert lectures to interactive learning. Today, “effective instruction requires careful and systematic analysis and description of the intertwined elements that effect successful learning and requires integral evaluation and refinement throughout the creative process” (Dick, W., 2005, p. xiii).
What is happening “inside my head” when I am learning? Before I can analyze how I learn, I must familiarize myself with the differences between the various learning theories. Then, I can deduce how I learn, whilst distinguishing how others learn, and build a bridge between the distinct approaches to learning.
Throughout history the study of learning focuses on three learning perspectives; behaviorism, cognitivism and constructivism. The first of the three, behaviorism, centers on “observable events, and in particular on stimuli and responses—two things that you can observe,” according to Dr. Ormrod (video). Basically, learning that occurs when a behavior or reaction to a stimulus presents itself is behaviorism.
This train of thought evolves into the need to study not only what we are thinking but how we are thinking about it— thus, cognitivism. In the article mention above, cognitivism stresses that learning is a process; “how information is received, organized, stored, and retrieved by the mind” (Ertmer, P. A., 1993, p. 58).
Taking the study of how we learn steps further, constructivism emerges. Constructivism equates learning with creating meaning from experience. Similarly to cognitive theories, whereas both are rooted in metal activity rather then behavior, constructivists believe that the mind is a filter that collects information and applies it accordingly to the world based on experiences and interactions with the environment (Ertmer, P. A., 1993, p. 58).
With all that being said, if I had to choose the theories that I think best describe how I learn I would definitely say that I lean toward cognitivism with a twist of constructivism and a dash of empiricism. Empiricism depicts that experience is the primary source of knowledge. I learn by doing!
I do not believe that as learners we only learn one way or another. The latin expression “ne quid nimis,” says it all. Nothing in excess—balance is key. Sometimes learning may occur more one way and then yet another time learning is achieved more through another process or two or even three. In the article mentioned earlier, this question was posed, “is it better to choose one theory when designing instruction or to draw from different theories” (Ertmer, P. A., 1993, p. 58). I say that it all depend on each individual situation. To effectively facilitate learning I plan develop instruction by drawing from each theory, when appropriate.
I typically take learning for granted. This topic of discussion motivates me to delve deep inside my mind and discover how I learn. While all three theories overlap in that they describe learning, they differ in their interpretation of how learning is accomplished. “Learning accounts for the acquisition of a variety of capabilities and skills, stategies for functioning in the world, and attitudes and values that guide one's actions” (Ormrod, J., 2009, p.1). Learning theories provide instructional designers a foundation to build upon when developing an instructional strategy.
References:
Dick W., Carey, L., & Carey, J. O. (2005).The Systematic Design of Instruction. Boston: Pearson. (p. xiii).
Video: Dr. Jeanne Ormrod. “An Introduction to Learning.”
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.
Ormrod, J. Schunk, D., & Fredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. Chapter 1, “Overview” (pp.1-16).
