Chapter 4- Psychological Foundations in Instructional Design
1. Skinner believed that learning could be understood, explained and predicted entirely on the basis of observable events. Do you agree or disagree with this theory? Explain.
B.F. Skinner was an advocate for behavior learning theories and believed that education and knowledge was a result of events that were either reinforced or ignored ( Behavioral Theories). This empirically based practice focuses on observable and recordable events that can be measured. In learning, students that are reinforced for behavior are likely to repeat the behavior (Reiser, 2012). Instructional techniques and concepts are framed around the idea that when a certain behavior receives attention, the likelihood of the behavior being repeated depends on the degree to which it was approved or disapproved.
This concept can be traced not only to academic settings, but in human growth and development, social interaction and adult instruction. From a very early age, infants are trained to respond based on the feedback that they receive from their caregivers. If a baby is allowed to cry for a few moments until falling asleep, the baby will learn that they must close their eyes. As a toddler, a long standing form a discipline has been using time out. A child can easily learn that if they misbehave they will have to sit alone, by themselves. This negative reinforcement helps to eliminate problems. On the other hand, if a child is told to use their manners and only receives what they ask for if they do so, they will learn how to properly ask for things. All of these situations are observable and are based on reinforcement, or lack there of, to achieve an optimal behavior.
2. Compare and contrast the way you’re learning in this course from an “Information Processing Theory” perspective with a “Constructivism” perspective. Explain which theory seems to more accurately describe your experience.
The information processing theory focuses on the effect of the environment and how it influences learning (Reiser, 2012). The basic focus of this theory rests in the idea that there are three stages of learning, associated with memory and processing. Those stages include sensory memory which receives and interprets concepts in the environment, short-term memory holds information long enough to make connections with material in the long term memory and long term memory is information that is stored for long term use and retrieval (Reiser, 2012). Feedback, varied learning methods and visual ques are key elements to this learning theory. Constructivism, on the other hand, takes the opposite approach, claiming that learning builds on material that is already known. With this theory learners engage in activities. collaborate with peers and reflect on their learning (Reiser, 2012).
As a graduate student, most of my learning complies with the constructivist theory of learning. Through foundational skills and concepts embraced in undergraduate school and high school, I have been able to expand on my knowledge and build on concepts by broadening my perspective and depth of knowledge through practical application of concepts and skills.
Chapter 5- Constructivism in Practival and Historical Context
1. What does the author mean by “authentic” activities? Why is that important?
Constructivism is a theory that encompasses several different learning theories, but focuses primarily on using various theories to create real, life like experiences that learners can relate to and apply their knowledge to (D’Angelo, C., Touchman, S. & Clark, B., 2009). Authentic learning is learning that is real and relevant to a student’s daily experiences (Reiser,R., 2012). Authentic learning must be relevant, creative and not end when the assignment ends. Learning should be infused with thought, activity, targeted learning and measurable objectives. Authentic learning is the optimal circumstance for the highest level outcomes to be achieved.
2. Considering the potential risks and benefits of employing Constructivist educational theory in the development of a course, what are some of the key ways you would mitigate the down-side and maximize the up-side?
Constructivism Educational theory has many benefits as well as risks and challenges. Finding a balance between the good and the bad elements is a key factor in positively executing a constructivist based curriculum. The biggest challenge to this theory is that the major activity and control shifts from the teacher to the learner, thus requiring more energy, input and perspective from the students in the classroom. However, constructivist learning environments create lasting impression by linking relevant concepts to new learning material. Although students may be dismayed by the work load and quantity of experiences, linking relevant experiences, emotional input and effective instructional techniques to required outcomes increase the consistency and quality of learning and achievement ( Reiser, R., 2012)
Chapter 6- The Learning Sciences: Where They Came From and What it Means for Instructional Designers
1. The advances in learning theory outlined in this chapter are relatively recent in human history, and yet one premise that needed to be developed before these ideas could emerge, was that learning is not one-way, but rather it is an interactive process. As intuitive as that idea might sound, why do you think it is fairly recent of a revelation? What sort of cultural characteristics may have held this idea back?
Over the past few decades, the concept that learning is a two way, interactive process has emerged. Prior to this revelation students were taught based on rote memory skills in which the teacher dictated information and the students absorbed and reiterated the same information. There was little room for deviation or creative thought. In the 1970’s researches began to implement the practice that learning occurs when groups of individuals interact (Reiser, R., 2012).
Through these concepts, several theorists emerged. Vygotsky emphasized the importance of cultural implications on learning, claiming that you can only know as much as you are subjected to (Reiser, R., 2012). Lave and his concept of secondary learning emphasized learning outside of a formal classroom. A third concept claimed the importance of experiencing knowledge and the last incorporated technology into learning (Reiser, R. 2012) Prior to these theories learning was a right of passage for the privileged community, where standards of behavior, leadership and authority were strictly upheld. Learning was a formal environment for the elite class. As it became a more widespread “right”, different learning theories emerged as a result of different cultural expectations.
2. Do you think that research on thinking, processes or environment has had the most impact on the evolution of instructional design? Explain.
Research on instructional design has emerged greatly over the past decade with focus on how students think and know, learning processes and environments, each with their own caliber of importance and influence. Research on thinking and knowing has elaborated on traditional theories of cognitive development uncovering a vast array of conceptual contingencies and influences that help compound critical learning elements into the long term memory. The learning process, and research elaboration has influenced how teachers teach, and how learners learn; whether they are passive listeners or active participants in a learning environment. Lastly, research on environments has focused on the atmosphere of the classroom and the role of the teacher in learning.
Although the field of education has been changed drastically over the past few decades, the research on the learning process has affected the field most profoundly. The incorporation of cooperative learning groups, online learning technologies, differentiated instruction and meaningful learning experiences have vastly changed the scope of the education profession, influencing teacher training, performance and student achievement.
References
Behavioral Theories. Retrieved from
http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htm#implications on April 28, 2014.
D’Angelo, C., Touchman, S., Clark, D. Constructivism Overview. Retrieved from
http://www.education.com/reference/article/constructivism/#A on April 28, 2014.
Reiser, R. (2012). Trends and issues in instructional design and technology. 3.
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