Class 3: Learning Theories

Theories presented:

• Experiential Learning - Self-initiated, applied, adult education, needs/wants of students, self-evaluation
  
• Situated Learning - learning/collaborating in authentic environmet, novice --> expert,
  
• Constructivism - build on what you know, learner constructs new knowledge on known,
  
• Gagne's Conditions of Learning - 5 human capabilities, 9 events of instruction, etc.
  
• Elaboration Theory - starting w/ big picture, hone in on details, "how-to"
  
• Behaviorism - conditioning, reinforcement, punishment, stimuli, etc. - dog training
  

Behaviorism was certainly interesting with a live model, as was learning a little about all of these theories and how they may or may not have principles in common. I enjoyed learning about Constructivism -- since this seems to be the buzzword since day one in my IT classes. More enjoyable as experiential and situated learning relate to it.

Constructivism is the idea that knowledge is built on what is already known, no knowledge is separate (i.e. class vs. world), and learners, individually or collectively, construct their own learning. Experiential and situated learning (among many, I imagine) fall under the constructivist umbrella. Experiential learning is the idea that knowledge is acquired best through experience. Hands-on activities ring true to learners in relevant situations -- therefore increasing further retention of new knowledge. This seems to differ from situated learning, in that the latter seems to emphasize the role of learning in a community instead of on an individual basis (as experiential learning). Also, a student of experiential learning is simply acquiring new knowledge and skill whereas a student of situated learning is participating in a community of practice with designs of being an expert.

At the root of constructivism is the idea that learning is a negotiation between the learner and instructor. This is a relationship similar to tutoring or coaching, the instructor guides the student, while student negotiates meaning of new learning. Contrary to constructivism, objectivism is instruction that makes hard-fast discriminiations between truth and untruth, with no variance or negotiation. For the learner, constructivism supports the idea of mastery--self-pacing and self-discovery. It is less "structured" (in feeling) than older models and may be better utilized with learners comfortable with their learning styles (i.e. teenaged - adult students). However, children brought up in this type of problem-solving environment (Montessori) may be more effective learners as they grow older.

All of this discussion brings up some pretty interesting questions -- How can situation be defined? varies w/ perspective -- group, outsider, individual? And what determines expertise?

As instructors designing learning experiences for students of all ages and backgrounds, one must not forget "different strokes for different folks". Overwhelming, yes, to know there are so many approaches to learning. But ultimately reassuring, since it confirms that so many of us do things in so many different ways. Finding the middle ground may be key?