Hello Community Members!!!
Allow me to introduce myself again! I am Michele N. Baylor and we currently enrolled in the Learning Theory and Educational Theory class this quarter. I believe that some of the purposes of our collaborative grouping are a) to reflect upon our weekly readings, b) to allow our voices to be heard through our writings and verbal communication skills, and to build an effective networking community of scholarly learners and practitioners. This is my second class that is using a blog as a learning instrument. I believe that together we can share in a rewarding and challenging experience in this class.
Question 1: What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?My philosophy of learning is that people learn by trial and error, and by modeling and using a guided approach to learning. Individuals have the ability to use their prior knowledge in any situation or learning environment. The purpose of learning theory in educational technology is to seek and understand the different learning styles of individuals and how each individuals use technology in education. The learning theory in educational technology correlates to Rogers’ (1995) diffusion process. Rogers defines diffusion as the process in which an innovation is communicated through certain channels over time among the members of a social system. The innovation-decision process is the “process through which an individual (or other decision-making unit) passes from first knowledge of an innovation, to the formation of an attitude toward the innovation, to a decision to adopt or reject, to implementation and use of the new ideas, and to confirmation of this decision.”
Question 2: What are the critical elements of a learning theory? Did Driscoll and Siemens miss any key questions or criteria? Provide a thoughtful critique of their discussion of learning theory.
Driscoll (2000, pp. 14-17) classifies learning into three epistemological frameworks:
· Objectivism – reality is external and objective, and that knowledge is gained through experiences.
· Pragmatism – reality is provisional, and knowledge is negotiated through experience and thinking.
· Interpretivism – reality is internal, and knowledge is constructed.These three epistemological frameworks provide a foundation for three theories of learning:
· Behaviorism – when we do not know what occurs inside the learner, focuses its efforts on managing external, observable behaviors, and finds much of its existence in objectivism.
· Cognitivism – a continuum from learning as information processing (a computer model) at one end, to learning as reasoning and thinking on the other, finds much of its identity in pragmatism.
· Constructivism – learning involves each individual learner making sense and constructing knowledge within his or her own context; it finds its foundation in interpretivism.Downes (2006) describes a fourth epistemological framework as the view of knowledge as composed of connections and networked entitles. Siemens (2006) reveals that knowledge is distributed across networks and the act of learning is a diverse network of connections and recognizing attendant patterns.
Question 3: 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?
As I was reviewing the “metaphors of educators:” master artist, network administrator, concierge, and curator, I could relate to each metaphor. The role an instructor should take in a digital classroom or workplace to take into consideration the following:
· How do students learn?
· Consider all of the knowledge and learning styles of his/her students?
· The available resources and technological aspect of the class.
· The objectives, goals, and expectations of the class.
In this 21st century digital age, I would recommend that an instructor seek all four metaphors and combine them into one. This will give more students an opportunity to become more independent learners and to enhance their critical thinking and writing skills.
Siemens (2008) explains “metaphors of educators” thoroughly; however, there remains the challenge of today’s educational systems meeting the demands of global completion. I
Rogers, E. M. (2003). Diffusion of innovations (5th ed). New York: Free Press
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from
Module 1: Learning Theory and Educational Technology
I responded to the following community members:
Alison Parker -
Curtis Vavra - http://cvavra.wordpress.com/
Karen Wondergem - http://wondergemprinciplesofdistanceed.blogspot.com