ETEC 512 Applications of Learning Theories to Instruction
Reflections
This course provided an overview of the major theoretical approaches to learning and how they are applied to educational contexts. I learned that there is no 'best' theory applicable for all aspects of human learning. Being exposed to a variety of theories, helped me understand how learning and teaching happens in a variety of settings. Through assignments and discussions, I was also able to solidify my understanding of the research and philosophical framework of the theories and apply different approaches and theoretical perspectives to various realistic learning situations as well as develop my own pedagogical beliefs.
The key learning for me in this course was how neural understandings and collaboration with neuroscientists can empower teachers. There should be a two-way cooperation, where questions are asked and answered and neuroscience findings are tested in a classroom before educational application (Coch & Ansari, 2009). This approach will lead to better educational outcomes.
The key learning for me in this course was how neural understandings and collaboration with neuroscientists can empower teachers. There should be a two-way cooperation, where questions are asked and answered and neuroscience findings are tested in a classroom before educational application (Coch & Ansari, 2009). This approach will lead to better educational outcomes.
Artifacts
Artifact 1: Lesson Plan Critique and Revised Lesson Plan
One of the assignments I completed for this course was a Lesson Plan Critique followed by a revised Lesson Plan, where I applied some theoretical perspectives to the existing lesson plan.
I critiqued a lesson plan for one of the courses of an online MBA program I designed in collaboration with the developing faculty who provided all the content. In my Lesson Plan Critique, I summarized three learning theories (Constructivist, Situated Cognition and Cognitive Neuroscience), described how the lesson plan reflected each of the theories, identified areas of improvement and then made suggestions for better alignment between those theories and the lesson plan.
While critiquing and revising the lesson plan, I applied constructivist theory as the lesson was missing connecting real experiences to the new material as well as the exchange of perspectives about the experience with others. Another theory I considered was cognitive neuroscience. To maximize cognition and metacognition, I created opportunities for learners to use audio or video recordings in addition to reading and writing activities and allowed them to select topics of interest within the scope of the lesson for individual and/or team project. I also suggested creating online community of practice, where learning opportunities can be extended beyond the course. Finally, I applied situated cognition by adding authentic problems for students to solve in collaboration with others.
I often use lessons learned from this assignment in my work as an instructional designer. To my consultations with faculty I bring suggestions on how to engage students in authentic, challenging and real-world activities that have meaning to the adult learner; how to encourage group work to solve an open-ended problem and use peers as resources; how to provide opportunities for observation; and how to engage students in construction of their own content using journals and reflect on their experiences.
References
Coch, D. & Ansari, D. (2009). Thinking about mechanisms is crucial to connecting neuroscience and education. Cortex, 45(4), 546-7.
Retrieved from http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0010945208001585
Artifact 2: Distributed and Situated Learning Group Project
This assignment allowed us to dig deeper into the distributed and situated learning theories. Situated cognition gives learners the information and skills they need and takes it a step further by teaching them how to actually apply their knowledge in the real world. Distributed learning allows for "anytime, anywhere" learning, and using a range of tools and artefacts.
The aim of our group website presentation was to help educational professionals to better understand of how applying these theories will meet the changing needs of students and our society, reach students spread out across geographic locations, and prepare learners for lifelong learning and employment.
To actively engage our peers in learning about the theories, we created a few activities for them and decided to try them out ourselves too. As a response to the Share Your Experience Discussion, I shared my learning experience related to situated and distributed learning.
I am a member of a toastmasters club - a group of people with a focus on public speaking and leadership development. Through participating in club activities, members improve their speaking skills and develop leadership skills. Each member is taking different roles and responsibilities, takes part in supporting and developing other members intellectually, socially and emotionally in authentic situated activities. We are helping each other to learn and improve by observing, providing feedback and sharing knowledge and skills (situated learning).
About a year and a half ago I have taken the experience to a new level by creating a virtual Ted Talk discussion community. Now we meet using Google Hangouts to evaluate and discuss various Ted Talks. The purpose of the group is to improve their members' speech evaluation and presentation skills as well as discuss the content of the speeches, which is never done during the classroom-based meetings. After the first couple of meetings, members started making suggestions on what we can change or improve to make our virtual meetings more effective, thus making the experience a collaborative activity, where members share their perspectives and make the learning more meaningful for each of them (distributed and situated learning).
References
Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. doi: 10.3102/0013189X018001032. Available online: http://edr.sagepub.com/content/18/1/32