Module 2: Cognitivism as a Learning Theory

“_isms”, as Bill Kerr (2007) refers to them, are researched, well-constructed, tried and proven ways of having succeeded at something. I do believe we need them to pave the way for guiding ideas, theories, and reform efforts to follow.  They cause us to think more deeply before sporadically implementing change haphazardly that we are not familiar with.  For example, I might adopt a curriculum because it created great learning success for another school in my district with the same population of students, or because it fit easily into our school budget. But if I apply theoretical implications to the application of the new curriculum, that would be a better reason for adopting said program.

Sometimes a useful combination of all of the most popular isms: “constructivism, behaviourism, cognitivism and now a new one, connectivism” (Kerr, 2007) is the best solution. Constructivism is a project-based learning approached that brings real life and meaning to students' work.  The accessibility of technology has enhanced the ability to immediately access and interact information with speed. (See below video as kindergarden children embrace a project-based learning atmosphere!)

Kindergarten project-based learning video

Critical thinking skills are the biggest advantage of free, outside-the-box learning found in cognitive and constructivist learning. See this video explaining cognitive thinking.

 

References:

Kapp, K. (2007). 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/

Kerr, B. (2007). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Module 1: What is the Real Role of Teachers in a Digital World?

In critiquing George Siemens’s “metaphors of educators” in “Learning and Knowing in Networks: Changing roles for Educators and Designers” (2008), the metaphor that best describes the role I believe an instructor should take in a digital classroom workplace is that of a Master Artist. In these technological times, our students’ expertise is usually more advanced than that of most instructors. If we continue to expect for students to await the direction of a knowledgeable leader, they may never learn a skill, program, or course objective! We should teach students to be resourceful and teach them how to learn what they need or want to know. To expect for them to await instruction before learning takes place is a hindrance to the education process and a working example of educators having low learning expectations.

Although students should be allowed to take the leadership role in learning and use their resources to learn, I believe the role of teachers is to direct, correct misconceptions, and offer “’soft’ guidance” (as is detailed in Siemens’ description of the Educator as Concierge, p. 16).

Siemens’ question regarding “who is an expert” in his discussion of the changing roles of educators really made me think. We surf the web daily in search of helpful, insightful information and often do not know from whence the information originated, nor its worthiness of belief. I suppose this is why - as doctoral students - we are required to cite only peer reviewed scholarly sources. Resources such as blogs, wikis, podcasts and YouTube are extremely helpful and accessible for providing quick information; however, no one is held accountable when the information is erroneous or harmful.