Cognitivism began as an alternative theory to behaviorism (Hauser, 2005). Driscoll (2005) compares behaviorism with information processing, a form of cognitivism. Driscoll has an advanced organizer that compares the black box metaphor, where environmental stimuli going into the black box and leading to observed behavior, with the computer metaphor, that input, or sensory stimulation, goes through the human cognitive processes and leads to output, or learned capabilities (2005, p. 142). A set of visuals about these theories can be viewed on the side of this blog post that demonstrates aspects of cognitivism.
The most important contribution to learning theory that Computer Information Processing (CIP) theory, schema theory, situated cognition, and Piaget’s cognitive development theory is that the emphasis on the research is focused on how learning occurs within the learner rather than just on the observable behavior that is seen after learning has taken place. Helpful insights from cognitivism that informs teacher pedagogy include the emphasis on activating prior knowledge, anchoring ideas, and organizing knowledge such as in Meaningful Learning and Schema theory, apprenticeships and communities of practice, and focusing on developmental and cognitive stages as in Piaget’s cognitive development theory (Driscoll, 2005).
Any technology that is used in the teaching and learning process can be categorized under a theory. Cognitivism is one theory that uses the analogy of information processing and computers to understand what goes on the human brain as people learn. Therefore cognitivism definitely is connected to technology as sis connectivism and others. Behaviorism is also connected to learning machines but does not attempt to use an analogy of a machine or computer in the learning processs. Whatever the theory, technology should play a prominent role in discussing it because technology is taking a very large place in K-12 and higher education. Kerr (2007) highlights in his blog post that each learning theory, or _ism, “…is offering something useful without any of them being complete or stand alone in their own right.” Kapp (2007) also reinforces this statement in his response, “We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners.” Both perspectives are important and encapsulate much of the realities in educational research and the discussion of learning theories. The learning process is complex and it takes more than one theory to articulate it. Each theory has its place in education and has its application in the classroom. It reminds me of a good quote, "There is nothing so practical as a good theory" (Ludwig Boltzmann, 1844-1906).
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Hauser, L. (2005, July 19). Behaviorism, Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/behavior/
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Thursday, June 30, 2011
Tuesday, June 14, 2011
Musings on the Many Metaphors for Educators…
So what metaphor would you use to describe how you view teaching and learning? This discussion is cliché in many educator circles and can be envisioned in conversations for pre-service teacher candidates in an introductory educational methods course as well as teacher interviews. As a matter of fact I posed this question to my graduate pre-service M.A.T. students this week in my social studies methods course. One particularly enthusiastic student brought up the teacher as a gardener metaphor, which comes up frequently in education. Each metaphor that teachers and teacher candidates come up with reveal an approach, or philosophy, of education. It can provide a snapshot for how an educator will approach teaching and learning. It provides a definition of learning and the role the teacher plays in the learning process. Driscoll (2005) highlights two important aspects of the definition of learning. The first is, “they refer to learning as a persisting change in human performance or performance potential” (Driscoll, 2005, p. 9), which leads to how do students demonstrate a change in performance. The second aspect of learning according to Driscoll (2007) is that, “…a change in performance or performance potential must come about as a result of the learner’s experience and interaction with the world” (p. 9).
Regardless of what metaphor educators and researchers use to describe the learning process it is important to understand that the learning process is complex. No metaphor is able to truly encapsulate teaching and learning, after all even researchers and educators are still attempting to understand and measure the learning process. Siemens (2008) highlights Brown’s idea of Educator as a Master Artist, Fisher’s view of Educator as a Network Administrator, Bonk’s description of a Educator as a Concierge, his own understanding of Educator as a Curator (p. 15-17). All of these metaphors are informed by “a common attribute of blending the concept of educator expertise with learner construction” which includes both “instructivist/constructivist” ideas (Siemens, 2008, p. 17). All of these metaphors have inherently theoretical orientations based on current educational philosophies that are connected to the increasingly important role technology is playing in our educational process. These metaphors also lend themselves to a student-centered educational process, particularly Bonk’s Educator as a Concierge and Educator as a Network Administrator. Fisher’s Educator as a Master Artist and Siemens’ Educator as a Curator also highlight the idea of an educator creating and/or selecting displays for the audience, or students.
All of the metaphors are shaped by two important forces in our current educational milieu, technology and student-centered instruction. Are any of these metaphors better than the other? Well, it depends on what your educational philosophy. I like the idea of an educator as a curator by Siemens because I spend a lot of my instructional planning time finding digital resources that are relevant to my instructional unit that introduce and reinforce my essential questions and daily instructional goals. I select, create, display, and revisit important media selections in a certain order to drive instruction so that my students are exposed as many times as possible and in different ways to maximize learning. The students demonstrate knowledge through carefully selected activities that introduce and reinforce the essential questions and daily instructional goals so that they can be assessed. My idea of the learning process based on my current teaching context and my educational philosophy lead me to agree more with Siemens Educator as Curator metaphor. Others may reflect on their current teaching and learning process and agree with another metaphor that Siemens introduced, or create another metaphor that more closely describes their teaching. Is there a right or wrong answer? Of course not, it is merely a difference of educational philosophy. Researchers and theorists will always explore which educational philosophy works better than others, but there will always be different opinions in education. I can say that confidently because in the history of education, educational theory, and educational technology there always has been different opinions. What do you think?
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Regardless of what metaphor educators and researchers use to describe the learning process it is important to understand that the learning process is complex. No metaphor is able to truly encapsulate teaching and learning, after all even researchers and educators are still attempting to understand and measure the learning process. Siemens (2008) highlights Brown’s idea of Educator as a Master Artist, Fisher’s view of Educator as a Network Administrator, Bonk’s description of a Educator as a Concierge, his own understanding of Educator as a Curator (p. 15-17). All of these metaphors are informed by “a common attribute of blending the concept of educator expertise with learner construction” which includes both “instructivist/constructivist” ideas (Siemens, 2008, p. 17). All of these metaphors have inherently theoretical orientations based on current educational philosophies that are connected to the increasingly important role technology is playing in our educational process. These metaphors also lend themselves to a student-centered educational process, particularly Bonk’s Educator as a Concierge and Educator as a Network Administrator. Fisher’s Educator as a Master Artist and Siemens’ Educator as a Curator also highlight the idea of an educator creating and/or selecting displays for the audience, or students.
All of the metaphors are shaped by two important forces in our current educational milieu, technology and student-centered instruction. Are any of these metaphors better than the other? Well, it depends on what your educational philosophy. I like the idea of an educator as a curator by Siemens because I spend a lot of my instructional planning time finding digital resources that are relevant to my instructional unit that introduce and reinforce my essential questions and daily instructional goals. I select, create, display, and revisit important media selections in a certain order to drive instruction so that my students are exposed as many times as possible and in different ways to maximize learning. The students demonstrate knowledge through carefully selected activities that introduce and reinforce the essential questions and daily instructional goals so that they can be assessed. My idea of the learning process based on my current teaching context and my educational philosophy lead me to agree more with Siemens Educator as Curator metaphor. Others may reflect on their current teaching and learning process and agree with another metaphor that Siemens introduced, or create another metaphor that more closely describes their teaching. Is there a right or wrong answer? Of course not, it is merely a difference of educational philosophy. Researchers and theorists will always explore which educational philosophy works better than others, but there will always be different opinions in education. I can say that confidently because in the history of education, educational theory, and educational technology there always has been different opinions. What do you think?
References:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
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