I am a firm believer that people learn best within their particular skill set. One way in which students can understand how they learn best is by completing a multiple intelligences inventory. I routinely have my students complete a multiple intelligences inventory so they will be aware of their particular learning style. I do believe it is healthy for the growth of a learner to engage in tasks outside of their learning style to challenge and “stretch” their brains. Learning theory in educational technology provides a blueprint for successful integration and application of 21st-Century technologies in an academic setting. For example, one would study the work of Skinner to generate methods of inducing appropriate behaviors in students through the use of educational technology.
Driscoll (2005) tells us that three basic components are necessary to build a learning theory: results, means, and inputs (p.9). Results are “Changes in performance to be explained by theory” (Driscoll, 2005, p. 9). Means are “the processes by which the results are “the processes by which the results are brought about” (Driscoll, 2005, p. 9). Finally inputs are “what triggers the processes to occur” (Driscoll, 2005, p 9). Siemens goes on to describe five questions that structure and organize learning theory. I found the writings of Driscoll (2005) and Siemens (2008) to be thorough and helpful in describing learning theory. I tend to be a visual learner; therefore I found the tables within both readings to be particularly helpful. Table 1 in Siemens’ (2008) article was very helpful in relating Ertmer’s and Newby’s five definitive question to different learning theories.
Siemens (2008) describes four metaphorical roles of educators teaching in a digital classroom: Master Artist, Network Administrator, Concierge, and curator. Each of the metaphors describes a particular role that teachers will need to take on to teach in a digital classroom. As I read over these four metaphors it became apparent to me one is not greater than another. In fact I believe that successful teachers in a digital classroom will likely be a blend of all four. I do believe that in my classroom, where the curriculum is fully integrated with 21st-Century educational technology, I take on the role of curator most often. I maintain my status of advanced knowledge expert while encouraging learner autonomy and exploration (Siemens, 2008, p. 17).
References
Drisoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Siemens, G. (2008, January 27). Learning and knowing networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf .
I agree with you that according to Driscoll (2005), the three basic components to build learning theory are results, means and inputs. Charles Reigeluth perception of learning theory is that it provides a deeper understanding of the effects that result from phenomena. It describes how learning occurs. Learning occurs, when there is a proper response to a specific stimulus. From this perspective, learning theory plays a vital role in educational technology. It would be expedient for educators to state the theoretical foundations when designing an effective learning environment using any form of technology tools.
ReplyDeleteJoshua:
ReplyDeleteI have also assessed my students using Multiple Intelligences inventories. You mentioned that it is healthy for students to think outside of their learning style; are you presenting students with learning styles that they did not display strongly in the inventory to strengthen and "stretch" their minds or are you using strong characteristics as springboards -or perhaps both? Do you use the inventories to create assessments based on their results, if so, how do you use the data to do this?
educ7105modules = Patrick LaPollo :)
ReplyDeleteJoshua:
ReplyDeleteI also use the Multiple Intelligence inventories. I agree that students should find more than one learning style to strengthen. Most students are visual or auditory learners. It is an excellent idea for student to "stretch" their abilities to other relms. The only thing I found difficult was to keep up with 80 students learning styles. Do you group them based on their weak learnings styles or do you allow them to "stretch" on their own?