Personal Learning Theory, Revisited
ETEC 512 has provided me with theoretical knowledge about how children learn. This helps me make informed decisions as to best educational pedagogy.
My personal learning theory has been revised to reflect my understanding of course readings, interactions with other students and how it relates to my teaching practices. I originally stated that I learn best when a skill is modeled. After taking ETEC512, my learning style has adapted to a more cognitive constructivist. My growing knowledge has been built on previous environments and constructed with authentic experiences. My group’s presentation is a good example of how I have learned to contribute and collaborate with other students.
I am more cognizant of different learning theories. The diversity of learners in my class has helped me to think about the best way to address learning styles. The biggest challenge has been determining what the best learning environments are for my learners. As stated by Olsen, D. & Bruner, J. (1995) it is to “explore more general ways in which learners’ minds are conventionally thought about, and the pedagogical practices that follow from these ways of thinking about mind.”
Creating my concept map has helped me to think about how I am providing a learning environment that addresses those learners who respond well to goals and incentives, behaviourism; an environment that provides interactivity and collaboration, designed with Vygotsky in mind; as well as modeling and discovery as per social learning and activity theory.
These theories combined with my previous knowledge of Piaget, Pavlov and Skinner clarify that learning occurs in environments that address and foster multilayered approaches.
It has helped me to look at the learning goals I want for my students. I want them to become self-regulators who develop critical thinking skills, self-esteem, problem solving abilities, reflective practices and inquiring minds. By understanding learning theories and the affordances of online learning, as per Anderson (2008), my teaching goal is to help facilitate a lifelong love of learning for my students.
References
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74). Available online at: http://www.aupress.ca/books/120146/ebook/02_Anderson_2008_Anderson-Online_Learning.pdf
Case, R. (1995). Changing views of knowledge and their impact on educational research and practice. In D. R. Olson & N. Torrance (Eds.). The Handbook of Education and Human Development (pp. 9-27). Cambridge, MA: Blackwell.
Miller, P. H. (2002). Vygotsky’s socio-cultural approach. In Theories of Developmental Psychology, 4th ed. (pp. 367-396). New York: Worth.
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Olson, D. R. & Bruner, J. S. (1995). Folk psychology and folk pedagogy. In D. R. Olson & N. Torrance (Eds.), The Handbook of Education and Human Development (pp. 9-27). Cambridge, MA: Blackwell.
Pratt, D.D. (2002). Good teaching: One size fits all? In Jovita Gordon (Ed.), An Update on Teaching Theory. San Francisco: Jossey-Bass. Retrieved from http://www.teachingperspectives.com/PDF/goodteaching.pdf
Pratt, D.D. (n.d.). Ten simple steps for interpreting your TPI profile. Retrieved from http://www.one45.com/teachingperspectives/tpi_html/tpi_summaries.htm
Siemens, G. (2004), A Learning theory for the Digital Age. Retrieved November 10, 2011, from http:// www.elearningspace.org/Articles/connectivism.htm