Here is my first reflection \/ assignment – a draft of a theory of learning done at the end of Module One: Introduction to Learning Theories.<\/strong><\/span><\/em><\/p>\n <\/p>\n Learning is an active, life long, and personal interchange of information involving a process of intake, review, matching, sorting, filing, integrating and producing new ideas, concepts or products.<\/p>\n Learning involves characteristics of curiosity and persistence. Individuals will experience something and want to create similar, adapted or improved ideas, concepts or products. Curiosity helps individuals investigate and mesh new learning with previous ideas, concepts, and products. Persistence allows for time and effort to factor into the learning process.\u00a0 Working to achieve a learning goal involves internal and external motivation, interest and locus of control.<\/p>\n Learning is a trial and error process. Insight occurs through both success and failure.\u00a0 Risk-taking in actions, thoughts, concepts or discourses is an essential element. The perception of success or failure is based on personal perspective, previous experience and current circumstance.<\/p>\n Learning is supported through strategic and meaningful events, conversations and activities in relationship with significant others. These learning events, done individually or in community, begin an active thought process that becomes rich and meaningful based on individual interest, motivation, attitude and scaffolding.\u00a0 Significant others include parents, teachers, peers, siblings and those with whom the learner interacts. Interaction can occur through contact, awareness, or the sharing of ideas, concepts, and products in critical or trivial events. Learning events can be collaborative, exemplary, or demonstrative in nature.<\/p>\n Learning is demonstrated through a display of mastery with concepts, ideas, and processes.\u00a0 A \u2018resident expert\u2019 is a position of expertise with specific subject matter that has developed through prolonged engagement, time, persistence and curiosity. Learning creates opportunities for new ideas to develop. Unique ideas, concepts, theories, or products come from a matching, branching, or diverging of an individual\u2019s own set of experiences, interactions and reflections with those of others.\u00a0 An individual\u2019s learning cannot be duplicated in<\/em>, with<\/em>, or for<\/em> others.<\/p>\n References<\/strong><\/p>\n 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<\/a><\/p>\n 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<\/a><\/p>\n <\/p>\n <\/p>\n There are four thought questions to be completed throughout this course. The first one relates to the theories investigated in Module 2: Behaviourism, Social Cognitive Theory and Cognitive Information Processing Theory<\/strong><\/em><\/span>. Here is my first thought question response to this question:\u00a0Beyond the programmed learning examples provided in Unit 2, are there other ways that a\u00a0behaviourist approach is or can be utilized in an online learning context?<\/em><\/p>\n The programmed learning examples in Unit 2 demonstrate the application of behaviourist strategies to adaptive online-based tests, multiple choice, branching activities and linear programmed texts. These educational activities demonstrate the application of shaping, one of the tenets of behavioural psychology. (Standridge, 2002) Tasks are deconstructed into discrete, sequential units with feedback that build to a level of mastery. \u00a0Behavioural strategies include shaping, cueing and modeling. \u00a0(Standridge, 2002) \u00a0Early applications, such as Skinner\u2019s teaching machine, provided instruction that \u201crequires learners to respond to what each screen of information presents and to get feedback on their performance before advancing to the next. In addition, the sequencing of steps is critical.\u201d (Vargas, 2005)<\/p>\n Designers of online learning can apply behaviourist strategies beyond a rudimentary input-output method. \u00a0The systems approach of instructional design for learning was developed on the foundational components of behaviourist theory found in Gagne\u2019s work in The Conditions of Learning<\/em>. (Dick & Carey, 1990) \u00a0Systems design follows a set sequence of steps to create learning opportunities. \u00a0The design of online instruction, following system design principles, can include textual, audio, visual and interactive components.\u00a0 System design principles are incorporated into learning management systems and multi-user game design.<\/p>\n Effective instruction within a LMS includes cueing, such as timed announcements, and shaping through responses that are multiple-choice, branching and successively developed. Modeling is incorporated through video, interactive stories or audio components that demonstrate skills. Learners then prove mastery through sequentially designed lessons, assessments and feedback. Instructional designers, applying game design techniques, are incorporating behaviourist principles while utilizing a highly motivating environment for learners. Multi-user game systems explicitly model, cue and shape learning responses through immediate feedback with input.<\/p>\n Through modeling, cueing and shaping, behavioural strategies will continue to influence online learning through development of learning management systems and game applications.<\/p>\n References:<\/span><\/strong><\/p>\n Dick, W., & Carey, L. (1990). The systematic design of instruction. New York: Harper Collins. Chapter 1: Introduction to instructional design.<\/p>\n \u00a0<\/strong>Mergel, Brenda. (1998). Learning Theories of Instructional Design. Retrieved Sept 14, 2011 from<\/p>\n http:\/\/www.usask.ca\/education\/coursework\/802papers\/mergel\/brenda.htm<\/a><\/p>\n Standridge, M. (2002). Behaviourism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. \u00a0Available online:http:\/\/www.coe.uga.edu\/epltt\/Behaviorism.htm<\/a><\/p>\n Vargas, Julie S. (2005).\u00a0 A Brief Biography of B.F. Skinner. <\/strong>\u00a0Retrieved Sept 14, 2011 from\u00a0http:\/\/www.bfskinner.org\/BFSkinner\/AboutSkinner.html<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Draft submission for Concept Map using VUE software:<\/p>\n VUE Project Homepage: http:\/\/vue.tufts.edu\/index.cfm<\/a><\/p>\n VUE download link:\u00a0http:\/\/vue.tufts.edu\/download\/index.cfm<\/a><\/p>\n VUE software User Guide:\u00a0https:\/\/wikis.uit.tufts.edu\/confluence\/display\/VUEUserGuide\/VUE+USER+GUIDE<\/a><\/p>\n<\/h4>\n
Personal Learning Theory – Draft<\/h4>\n
Thought Questions<\/h2>\n
Response # 1<\/h4>\n
![\"graphic](\"https:\/\/blogs.ubc.ca\/hdew\/files\/2011\/09\/Map-300x174.jpg\" "\\"Map\\"")
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