EDUC 7100/8845, Module 2: Cognitivism as a Learning Theory

In the 1960’s cognitivism replaced behaviorism as a viable learning theory.  Cognitivism shifts learning from passive to active; the learner takes in information, processes it, and the results are that learning takes place.  This learning theory is vastly different from behaviorism, which says that learning is largely dependent on the influence of the environment in which a learner is raised and educated in (Cognitive theories…, n.d.).  Cognitive learning theory places the responsibility of learning on the shoulders of both the teacher and student.  Teachers must help students make connections to the material being taught, even if that means that they must present it in several different ways to make it accessible to all learning levels.  Students must access prior knowledge and experience with the material being taught in order to understand, retain, and be able to use the new knowledge they are gaining through the learning experience.

The blogs of Kapp (2007) and Kerr (2007) reinforce the belief that there is really not a perfect, one size fits all, learning theory out there.  Kerr (2007) points out, that there are “_isms” popping up all around us.  Some lead back to a more behaviorist ways of looking at learning, while others point to newer, more experimental ways of learning.  Kapp (2007) adds to this by suggesting that learning is not flat, that there are different levels depending on the student population in the classroom.  As a result, the educator should draw from as many learning theories as needed to meet the individual needs of the students they are teaching. 

What is clear after reading both blog postings, are that the opinions expressed by these three highly regarded gentlemen are still very much a part of our discussions today, more than 7 years later.  These _isms that Kerr (2007) talks about, seem to go in and out of style on a regular basis, and I believe that as more educational technology is introduced this trend will continue.  Why?  Because different technology requires different thought processes, and different thought processes require the use of different educational learning theories.  The conclusion, therefore, is that what is new today will soon become old, and what is old will eventually become new again. 

Keywords:  “cognitivism”, “behaviorism”, “learning theories”, “cognitivism vs. behaviorism”

References

Cognitive theories, paradigms and perspectives. (n.d.). In Learning theories in plain English vol. 1.  Retrieved from http://www.learning-theories.com/cognitivism.html

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). 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/

How do people learn best?

Almost anyone would agree that as individuals, we all have our own unique way of learning.  Some like to read, take notes, and study for tests, while others prefer to be fully engaged in the learning process, both mind and body, and to be able to step back and admire the product of their hard work.  For most, however, effective learning takes place when many methods are used in the right combination.  

I believe that today’s students are largely kinesthetic learners.  They have been raised with a variety of computer technology, both large and small, and are accustomed to hands on exploration.  Having played interactive learning games from a young age, they are familiar and comfortable exploring new software and through trial and error, are able to teach themselves new skills as well as enhance existing ones.  The following chart (Loving2Learn, 2014) provides visual representation, along with simple definitions of the various learning styles.

If you are interested in learning more about elementary school development and learning styles visit http://www.loving2learn.com, where you will find a variety of information and tools.

What is the purpose of learning theory in educational technology?

            Technology plays a major role in our world today, and preparing our students to live and thrive in that world is the responsibility of the educator.  Drawing upon proven educational theories, and building on them to effectively teach millennial students the valuable skills they will need to successfully compete in a technological world, is fast becoming a part of educations best practices for the 21^st Century.  When technology began appearing in schools, it became clear that teaching and learning was going to have to change.  As Driscoll (2005) points out, B. F. Skinner is a known supporter of radical behaviorism and “…believed that behavior could be fully understood in terms of environmental cues and results.”  With existing theories as their base, educators have the opportunity to refine their teaching skills to better match the learning of their students.  Society is rapidly moving toward creating a world that is technology dependent, and full of ‘ones and zeros’.  Understanding the value of educational technology, knowing how to effectively use and teach it, and being able to put it in the hands of students that can be aided by it, should be the goal of all educators.  

            The following video talks about the ‘missing language’ that many feel should be being 

taught in schools today.  Take a look and see what you think.

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.

Code.org, (2013, Feb 26). What most schools don’t teach. [Video file]. Retrieved from https://www.youtube.com/watch?v=nKIu9yen5nc

Figure 1, (2014). Loving2Learn. Retrieved from http://www.loving2learn.com/Goals/Charts/LearningStyles.aspx

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://itforum.coe.uga.edu/Paper105/Siemens.pdf