Module 2 - Behaviorism, Cognitivism, & Rubrics
Entry #1
As I stated in Module #1, learning more about behavioral and cognitive learning theories, brought back some nostalgic emotions from elementary and undergrad. After further reading, I’ve come to realize how focused the behavioral theory is on predictability. For example, taking a quiz online, if the student chooses the correct answer, she/he will receive a positive reward such “you are correct” on the screen, and then proceed to finish the test. If the student chooses the wrong answer, she/he will receive a negative response “incorrect” in red, and would have to repeat the question or problem until they get it correct. The stimuli integrated with the online instructor’s outcomes would encourage practicing. The online professor provides feedback on the assignments to strengthen learning.
I associated the cognitive theory to when I was taking Biology in undergrad. I had to attend lecture for two days and then lab for one day. The lecture was held in a small auditorium. It was very instructor-centered. The learning environment was designed to retrieve our prior knowledge obtained from the lecture series and then apply it in the lab when we did experiments and take quizzes.
Entry #2
In reading Kanuka’s article, Understanding eLearning Technologies in Practice through Philosophies-in-Practice, I concur with Kanuka that being aware of your philosophical orientations is essential in choosing eLearning technologies. I was not surprised to learn that my philosophy on technology aligns with users determinism, which means that technology should not control learning. Humans controls technology and input the content. Technology should enhance and supplement the way we learn, not control. My philosophy on teaching is progressive. To me, learning is about personal growth. I believe in life-long learning and don’t ever want to become stagnant in my personal/professional growth. Why should learning stop after college or graduate school? Learning how to problem solve is a great way to help you navigate through life.
Entry #3
For Assignment #2, I had to create an eLearning activity based on the Behavioral learning theory. My eLearning activity, Introduction to Digital Citizenship: Internet Safety, introduced 8 to 10 year old elementary school-aged students to learning about being safe online by assessing their knowledge via an online game. I enjoyed this assignment immensely because I was challenged in learning something new in regards to creating a lesson plan. Also, I’m passionate about teaching digital citizenship and how dangerous the Internet can be for children. The hardest part was trying to figure out which technology to use for the behavioral learning theory. I found the perfect online game at PBS Kids, Webonauts Internet Academy (http://pbskids.org/webonauts/) that teaches about digital citizenship and has a reward system in the game, when the student chooses the correct answer.
References
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning
Entry #1
As I stated in Module #1, learning more about behavioral and cognitive learning theories, brought back some nostalgic emotions from elementary and undergrad. After further reading, I’ve come to realize how focused the behavioral theory is on predictability. For example, taking a quiz online, if the student chooses the correct answer, she/he will receive a positive reward such “you are correct” on the screen, and then proceed to finish the test. If the student chooses the wrong answer, she/he will receive a negative response “incorrect” in red, and would have to repeat the question or problem until they get it correct. The stimuli integrated with the online instructor’s outcomes would encourage practicing. The online professor provides feedback on the assignments to strengthen learning.
I associated the cognitive theory to when I was taking Biology in undergrad. I had to attend lecture for two days and then lab for one day. The lecture was held in a small auditorium. It was very instructor-centered. The learning environment was designed to retrieve our prior knowledge obtained from the lecture series and then apply it in the lab when we did experiments and take quizzes.
Entry #2
In reading Kanuka’s article, Understanding eLearning Technologies in Practice through Philosophies-in-Practice, I concur with Kanuka that being aware of your philosophical orientations is essential in choosing eLearning technologies. I was not surprised to learn that my philosophy on technology aligns with users determinism, which means that technology should not control learning. Humans controls technology and input the content. Technology should enhance and supplement the way we learn, not control. My philosophy on teaching is progressive. To me, learning is about personal growth. I believe in life-long learning and don’t ever want to become stagnant in my personal/professional growth. Why should learning stop after college or graduate school? Learning how to problem solve is a great way to help you navigate through life.
Entry #3
For Assignment #2, I had to create an eLearning activity based on the Behavioral learning theory. My eLearning activity, Introduction to Digital Citizenship: Internet Safety, introduced 8 to 10 year old elementary school-aged students to learning about being safe online by assessing their knowledge via an online game. I enjoyed this assignment immensely because I was challenged in learning something new in regards to creating a lesson plan. Also, I’m passionate about teaching digital citizenship and how dangerous the Internet can be for children. The hardest part was trying to figure out which technology to use for the behavioral learning theory. I found the perfect online game at PBS Kids, Webonauts Internet Academy (http://pbskids.org/webonauts/) that teaches about digital citizenship and has a reward system in the game, when the student chooses the correct answer.
References
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning