Week 1 Reflections Blog

          The purpose of this blog is to review and reflect on the ideas presented about Learning Theory in Week 1.  Although the learning theories (Behaviourism, Cognitivism, Social Constructivism and Connectivism) discussed were varied in nature, they also appear to be used both separately, and in conjunction, depending on the aim of the learning to be attained (CQUniversity Australia, 2013).  My understanding of Behaviourism learning theory is that it is where students learn through practicing and developing routine skills until they become automatic, for example, rote learning (CQUniversity Australia, 2013).  This is obtained through positive re-enforcement, for example, using stickers and praise for good behaviour, and following instructions to extend students’ prior knowledge (CQUniversity Australia, 2013).  CQUniversity Australia (2013) state that reinforcement and prompts are gradually withdrawn as the skills become automatic.  I feel this is a very effective and positive technique used routinely in learning sites, for example, with online quizzes and tutorials (CQUniversity Australia, 2013). 

Cognitivism learning theory involves the process of learning through three cognitive stages (CQUniversity Australia, 2013).   This involves the information being filtered by the sensory register regarding whether it is relevant or of interest (CQUniversity Australia, 2013).  Then information is sent to the short term memory bank where it is grouped together (CQUniversity, 2013).  It is then sent to the long term memory bank where it is stored, and is ready to deepen an understanding of a topic when it receives further information to add to the existing knowledge (CQUniversity Australia, 2013).  Learning and teaching based on Cognitivism could be very effective in grasping learners’ attention and ensuring understanding is achieved, for example, with online concept mapping (CQUniversity Australia, 2013).  Online concept mapping involves grouping and linking like information together, for example, like the short term memory bank does before the long term memory stores it in its schema ready for further new information to be added to it (CQUniversity Australia, 2013).  Examples of online concept maps are Bubbl.us, Text2Mindmap and iThoughts (CQUniversity Australia, 2013; iThoughts, n.d.).

Social Constructivism learning theory involves teachers providing scaffolding to facilitate student learning through social interaction within a community (CQUniversity Australia, 2013).  Learners can deepen their own understanding of a topic based on previous knowledge, perceptions and beliefs, through collaboration with the teacher, other students and community members (CQUniversity Australia, 2013).  CQUniversity Australia (2013) state that teachers need to ensure students understand what is required of them to ensure they can deepen their own understanding of topics during interactions with others.  I feel this is a fantastic and effective way to foster interest and deepen understandings of topics through the use of blogs, wikis and discussion forums as learners are already familiar with these activities (CQUniversity Australia, 2013). 

Connectivism learning theory is the process of developing an understanding of topics by using the internet and computers (CQUniversity Australia, 2013).  I found the idea that 'knowing where and how to access information is more important that knowing everything' (which not possible), very interesting (Siemens, 2005).  Connectivism also involves networking with experts via the internet (CQUniversity Australia, 2013).  

I believe Behaviourism, Cognitivism and Social Constructivism are all very effective learning theories in the right context or even in combination (CQUniversity Australia, 2013).  But I believe that if the Connectivism learning theory is used alongside all of the other learning theories, this would be the most effective way to engage today’s learners, and to assist them to develop thorough understandings of the topics being learnt (CQUniversity Australia, 2013; Prensky, 2005).  Furthermore with the assistance of the Connectivism learning theory, hopefully learners are able to develop an understanding of where and how to obtain further information and education they seek whenever they require it (CQUniversity Australia, 2013; Siemens, 2005).

References:    

CQUniversity Australia. (2013). EDED20491-ICTs for learning
            design: online studyguide.  Rockhampton, Qld: Author.         
            Retrieved from  

            http://moodle.cqu.edu.au/mod/page/view.php?id=115232

iThoughts. (n.d.). Mindmapping for the iPhone & iPad. Retrieved from
            http://www.ithoughts.co.uk/iThoughtsHD/Getting_Started.html

  

Prensky, M. (2005). “Engage me or enrage me” – what todays learner’s demand. In                    
           CQUniversity Australia. (2012). EDED20491- ICTs for learning design:                     
           online learning materials. Retrieved from       

           http://net.educause.edu/ir/library/pdf/erm0553.pdf

Siemans, G. (2005). Connectivism: a learning theory for the digital age. Retrieved
           from
           http://www.elearnspace.org/Articles/connectivism.htm