Background:
Years ago an educator named Edgar Dale ,often cited as the father of modern media in education, developed from his experience in teaching and his observations of learners the "cone of experience”. The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it. The Cone of Experience is a visual device to aid teachers in the selection of instructional media. The Cone is based on the movement from concrete experiences to abstract experiences
Edgar Dale’s Cone of Experience :
The Edgar Dale Cone of Experience summarizes how learners retain information.
We Remember
20% of what we HEAR
30% of what we SEE
50% of what we SEE & HEAR
80% of what we SAY
90% of what we SAY & DO
How the cone works?
According to Dale’s research, the least effective method at the top, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life.
When simply spoken to in a presentation we retain 30% of what is said. If this information is also presented in a visual format, our retention level of this information increases to 50%. When we also actively receive and participate in the presentation, retention increases to 70%. Finally, retention is maximized to 90% when we practice what we've learned.
The opportunity for a learner to use a varietyor several senses (sight, smell, hearing,touching, movement) is considered in the cone. Direct experience allows us to use all senses.As you move up the cone, fewer senses areinvolved at each level.By using action-learning techniques result in up to 90% retention. People learn best when they use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory uses possible in interacting with a resource, the better chance that many students can learn from it. According to Dale, instructors should design instructional activities that build upon more real-life experiences.
We concluded that when students "do the real thing," "simulate" the real thing, or teach others what they have learned, the retention rate is about 90% of what was taught.
Dales’ cone of experience And ICT
Dales’ cone of experience is a tool to help instructors make decisions about resources and activities where can be supported by using ICT. The cone may help us to choose the instructional materials that are most appropriate for the particular topic we wish to teach. The Cone can help us to understand these relationships between media and the messages they convey. It suggests, in fact, that various instructional materials differ in the degree of sensory experience they are able to provide. Our selection of instructional materials, therefore, will depend on the amount of sensory experience we wish to provide for a particular topic of our lesson. And the Cone can help us "place" a teaching method; it can help us select the way of communicating most suited to the experience we wish to convey. By using ICT, teacher are able to design instructional activities. By using computer which is connected with internet, both teacher or students are able to experience learning from the abstract one (reading text, pictures) into the concrete one (video). So, ICT can be used as the media that supports in designing instructional activities either for the abstract or concrete one.
Thursday, June 21, 2012
Wednesday, June 13, 2012
COLLABORATIVE LEARNING
Collaborative learning is a teaching method in which students learn together while exploring a significant question or completing a significant project. Dillenbourg (1999) describes collaborative learning as a “situation in which particular forms of interaction among people are expected to occur, which would trigger learning mechanisms”. Collaborative learning (usually called cooperative learning at the elementary and secondary school levels) is a well-established group work method that provides a useful alternative to teacher-fronted classes. Its various techniques follow a certain number of set rules. Instructors who use the method believe that learning is essentially a social process, that their role is not simply to impart their own knowledge to their students, but that the acquisition of knowledge comes mostly through discussion and negotiation. The instructor's role is that of a facilitator, organizer, and occasionally of a resource person. The method also implies a belief in the democratic process: all team members are equal in their pursuit of a common goal and their contributions are all equally valuable.
The benefit of Collaborative Learning
o Develops higher level thinking skills
o Promotes student-faculty interaction and familiarity
o Increases student retention and builds self esteem in students
o Creates an environment of active, involved, exploratory learning
o Uses a team approach to problem solving while maintaining individual accountability
o Encourages diversity understanding and encourages student responsibility for learning
o Stimulates critical thinking and helps students clarify ideas through discussion and debate
o Enhances self management skills
o Fits in well with the constructivist approach
o Students develop responsibility for each other
o Builds more positive heterogeneous relationships
o Encourages alternate student assessment techniques
o Fosters and develops interpersonal relationships
o Modelling problem solving techniques by students' peers
o Students are taught how to criticize ideas, not people
o Sets high expectations for students and teachers
o Students stay on task more and are less disruptive
o Promotes innovation in teaching and classroom techniques
o Classroom anxiety is significantly reduced
o Test anxiety is significantly reduced
Collaborative Learning and ICT
The development of learning with ICT has evolved from software supporting students’ individual learning based on mechanical drills to more advanced micro-worlds, cognitive tools and learning environments. Especially the advantages of ICT for supporting students’ collaborative learning have broken through; different ICT solutions provide tools for collaboration both in the classroom setting and on distance courses. Since the end of 1960s, the ways to use ICT for supporting learning have changed along with the evolving of theories of learning and developing technologies. Development has advanced from software supporting students’ individual learning based on mechanical drills to more developed cognitive tools and collaborative learning environments. ICT in teaching has manifested in various forms from traditional computer labs and presentation technologies to online learning environments, social software and personal learning environments. Also, the development of mobile technologies has provided new flexible ways to use ICT for supporting learning . The advantages of ICT have especially been noted in regard of supporting students’ collaborative learning activities. Different ICT solutions provide tools for supporting collaborative learning in face-to- face teaching situations , and within distance learning . It has even been proposed that ICT will transform schools into knowledge building . Collaborative learning with ICT without limiting the technologies and software used for supporting collaboration.
The development of ICT in education indicates a connection between collaborative learning and ICT. The assumption is that integration of ICT into teaching demands teaching and learning methods based on constructivism and collaboration. The same requirement also shows in online learning (Harasim, 2000). According to SyhJong (2006), web-based learning environments are based on constructivist and collaborative approaches to learning, for example the Moodle learning environment is designed to “create online courses with a focus on interaction and collaborative construction of contents” (Wikipedia, 2010). The link between the use of ICT in education and collaborative learning practices has created expectations of that the use of ICT will eventually change teaching practices in schools. Dillenbourg (1999) describes collaborative learning as a “situation in which particular forms of interaction among people are expected to occur, which would trigger learning mechanisms”.
My Opinion:
The connection between collaborative learning and ICT is via ICT-tools - such as computer supported collaborative environments (asynchronous discussion groups) and mindtools (Logo Microworlds® and Lego-Logo®) , the students learn collaboratively exchange and share knowledge. This results in output (processed information) and input (information to be processed). This input- output exchange can be influenced by the ICT-tools. The impact of collaboration in computer supported collaborative learning (CSCL) environments on study performance and the nature and quality of knowledge construction in Collaborative Learning and ICT. The use of ICT supports the collaborative learning.
The benefit of Collaborative Learning
o Develops higher level thinking skills
o Promotes student-faculty interaction and familiarity
o Increases student retention and builds self esteem in students
o Creates an environment of active, involved, exploratory learning
o Uses a team approach to problem solving while maintaining individual accountability
o Encourages diversity understanding and encourages student responsibility for learning
o Stimulates critical thinking and helps students clarify ideas through discussion and debate
o Enhances self management skills
o Fits in well with the constructivist approach
o Students develop responsibility for each other
o Builds more positive heterogeneous relationships
o Encourages alternate student assessment techniques
o Fosters and develops interpersonal relationships
o Modelling problem solving techniques by students' peers
o Students are taught how to criticize ideas, not people
o Sets high expectations for students and teachers
o Students stay on task more and are less disruptive
o Promotes innovation in teaching and classroom techniques
o Classroom anxiety is significantly reduced
o Test anxiety is significantly reduced
Collaborative Learning and ICT
The development of learning with ICT has evolved from software supporting students’ individual learning based on mechanical drills to more advanced micro-worlds, cognitive tools and learning environments. Especially the advantages of ICT for supporting students’ collaborative learning have broken through; different ICT solutions provide tools for collaboration both in the classroom setting and on distance courses. Since the end of 1960s, the ways to use ICT for supporting learning have changed along with the evolving of theories of learning and developing technologies. Development has advanced from software supporting students’ individual learning based on mechanical drills to more developed cognitive tools and collaborative learning environments. ICT in teaching has manifested in various forms from traditional computer labs and presentation technologies to online learning environments, social software and personal learning environments. Also, the development of mobile technologies has provided new flexible ways to use ICT for supporting learning . The advantages of ICT have especially been noted in regard of supporting students’ collaborative learning activities. Different ICT solutions provide tools for supporting collaborative learning in face-to- face teaching situations , and within distance learning . It has even been proposed that ICT will transform schools into knowledge building . Collaborative learning with ICT without limiting the technologies and software used for supporting collaboration.
The development of ICT in education indicates a connection between collaborative learning and ICT. The assumption is that integration of ICT into teaching demands teaching and learning methods based on constructivism and collaboration. The same requirement also shows in online learning (Harasim, 2000). According to SyhJong (2006), web-based learning environments are based on constructivist and collaborative approaches to learning, for example the Moodle learning environment is designed to “create online courses with a focus on interaction and collaborative construction of contents” (Wikipedia, 2010). The link between the use of ICT in education and collaborative learning practices has created expectations of that the use of ICT will eventually change teaching practices in schools. Dillenbourg (1999) describes collaborative learning as a “situation in which particular forms of interaction among people are expected to occur, which would trigger learning mechanisms”.
My Opinion:
The connection between collaborative learning and ICT is via ICT-tools - such as computer supported collaborative environments (asynchronous discussion groups) and mindtools (Logo Microworlds® and Lego-Logo®) , the students learn collaboratively exchange and share knowledge. This results in output (processed information) and input (information to be processed). This input- output exchange can be influenced by the ICT-tools. The impact of collaboration in computer supported collaborative learning (CSCL) environments on study performance and the nature and quality of knowledge construction in Collaborative Learning and ICT. The use of ICT supports the collaborative learning.
Cooperative Learning
Cooperative learning is a type of collaborative learning in which students work together on specific structured activities to learn a concept. The instructor holds each student accountable for his individual work, and the instructor also evaluates the group as a whole. According to the University of Tennessee at Chattanooga (1998), "cooperative learning is a generic term for various small group interactive instructional procedures.” This learning concept allows small groups of students to work together to help themselves and their teammates to learn. Students may also be assigned to a group to work on long-term classroom goals. These groups are called base groups. "Base groups are cooperative groups that last the entire semester or school year; they provide a means through which students can clarify assignments for one another, help one another with class notes, and provide one another with a general sense of support and belonging in the classroom" (Ormrod, 2004, p. 413). Students work together on common tasks or learning activities that are best handled through group work. These are characteristics of cooperative learning:
• Students work together in small groups containing two to five members.
• Students are positively interdependent.
• Activities are structured so that students need each other to accomplish their common tasks or learning activities.
• Students are individually accountable or responsible for their work or learning (University of Tennessee at Chattanooga, 1998).
Cooperative learning groups can consist of two to five students, but groups of three to four are also effective. Classes can be divided up into several groups. The groups should contain high achievers and low achievers. These common features enhance the effectiveness of cooperative learning groups:
• Students work in small, teacher-assigned groups.
• Groups have one or more common goal toward which to work.
• Students are given clear guidelines about how to behave.
• Group members depend on one another for their success.
• A structure is provided to encourage productive learning behaviors.
• The teacher serves primarily as a resource and monitor.
• Students are individually accountable for their achievement.
• Students are rewarded for group success.
• At the completion of an activity, each group evaluates its effectiveness (Ormrod, 2004, p. 414-15).
There are five basic elements in cooperative learning that when structured, helps positive efforts and helps the cooperative learning group achieve their goal.
1.) Positive interdependence: This will be achieved only when all individuals of the group feel that they cannot succeed unless everyone succeeds. “If there is no positive interdependence, there is no cooperation.”
2.) Promotive interaction: Student’s need to do work where they help each other understand by encouraging, supporting and helping one another.
3.) Individual and group accountability: The group should be responsible for achieving its goal and each student should be responsible for his or her share of work.
4.) Teaching students the required interpersonal and small group skills: Social skills must be taught . “ Leadership, decision-making, trust-building, communication, and conflict-management skills empower students to manage both teamwork and task work successfully”
5.) Group processing: Group members can discuss between each other how well or how bad they are achieving their goals within their group. Groups need to describe what proceedings can be changed in order to have a successful working relationship.
Importance of Cooperative Learning
When activities are designed and structured appropriately, cooperative learning can be very effective. According to Ormrod (2004), “students of all ability levels show higher academic achievement; females, members of minority groups, and students at risk for academic failure are especially likely to show increased achievement” (p. 417). This learning concept can promote advanced level of thinking skills:
• Students essentially think aloud.
• Students are able model various learning and problem solving strategies for one another.
• Students are able to develop a greater meta cognitive awareness as a result.
Usage and Applications
Cooperative learning allows the teacher to actively involve students in discovering knowledge through a new learning process. The learning process takes place through dialogue among the students. Dialogue can be achieved through formulated questions, discussions, explanations, debates, writings, and brainstorming during class (Institute for Dynamic Educational Advancement (IDEA), 2010). Projects that require a wide range of talents and skills can be assigned to each group member, contributing to the group’s overall success (Ormrod, 2004, p. 417). Assigning different roles to different students and providing scripts for interaction is another application of cooperative learning.
Advantages / Disadvantages
There are many advantages to cooperative learning. According to Ormrod (2004), "Students have a higher self-efficacy about their chances of being successful, express more intrinsic motivation to learn school subject matter, participate more actively in classroom activities, and exhibit more self-regulated learning" (p. 417). This allows students to engage in prosocial behaviors, perspectives of others, divide task equally, resolve interpersonal conflicts, and provide encouragement and support to each other. Students will have an increased number of friendships with racial groups, ethnic groups, and persons with disabilities. Cooperative learning concepts provide an array of learning tasks and are preferred over competitive and individualized learning. A number of schools are adopting this style of classroom learning. Cooperative learning concept is effective and allows students to tutor each other on information being studied (North Central Regional Education Laboratory, 2004).
Disadvantages of cooperative learning are that “students may sometimes be more interested in achieving a group reward with the least possible effort and so will focus more on getting the “right” answer than on ensuring that all group members understand the subject matter being studied” (Ormrod, 2004, p. 417). If one student does more talking and work, that student has the tendency to learn more than the others in the group. If incorrect information, strategies, or methods are suggested by one student, then the whole group is at risk. It is important for the teacher to follow the group’s discussions and lesson plans. The teacher should provide structure and guidance to promote the utmost learning and achievement possibilities (Ormrod, 2004). Operant conditioning involves reinforcement that results in a behavioral change that is based on the consequences that follow the behavior. In cooperative learning, a student and the group learn because they are rewarded by information learned and the information they provided to the rest of the group (College of Saint Benedict Saint John’s University, 2009).
The social cognitive theorist point of view suggests that students are able to perform tasks with greater self-efficacy when they know they are helping other group members. Cognitive learning is when mental association permanently changes due to the experiences and results in an internal change which can not be observed. Alberta Bandura evolved behaviorism and cognitive theories. Social learning emphasizes the beliefs, attitudes, and behaviors. Self-regulation is incorporated in this theory, and its ability to maintain one’s own behavior with internalized standards (College of Saint Benedict Saint John’s University, 2009). In cooperative learning, the teacher would provide the stimulus for the group to promote self- instruction, self-motivation, self-reinforcement, and self-imposed stimulus control.
My opinion:
Cooperative Learning is the instructional use of small groups so that students work together to maximize their own and each other learning. Cooperative learning groups work best when they meet the following criteria: “ Groups should be heterogeneous and, at least at the beginning, should be small, perhaps limited to two to six members” . There were more advantages than disadvantages in Cooperative learning. Cooperative learning can be an extraordinary teaching strategy if utilized correctly. Cooperative learning gives students motivation and interest where other teaching strategies wouldn’t. It helps build an individual’s competition streak because the student always wants to be the facilitator instead of the follower. Students that are normally shy can overcome their shyness in a cooperative learning group. Students can sometimes explain things better to a group of students that a teacher cannot. A student can make it more interesting or more understandable because they would probably use words students their own age are accustomed to listening. Motivation and group work are the key words in making cooperative learning a success in your classroom , so reach out and make your classroom a cooperative learning class.
• Students work together in small groups containing two to five members.
• Students are positively interdependent.
• Activities are structured so that students need each other to accomplish their common tasks or learning activities.
• Students are individually accountable or responsible for their work or learning (University of Tennessee at Chattanooga, 1998).
Cooperative learning groups can consist of two to five students, but groups of three to four are also effective. Classes can be divided up into several groups. The groups should contain high achievers and low achievers. These common features enhance the effectiveness of cooperative learning groups:
• Students work in small, teacher-assigned groups.
• Groups have one or more common goal toward which to work.
• Students are given clear guidelines about how to behave.
• Group members depend on one another for their success.
• A structure is provided to encourage productive learning behaviors.
• The teacher serves primarily as a resource and monitor.
• Students are individually accountable for their achievement.
• Students are rewarded for group success.
• At the completion of an activity, each group evaluates its effectiveness (Ormrod, 2004, p. 414-15).
There are five basic elements in cooperative learning that when structured, helps positive efforts and helps the cooperative learning group achieve their goal.
1.) Positive interdependence: This will be achieved only when all individuals of the group feel that they cannot succeed unless everyone succeeds. “If there is no positive interdependence, there is no cooperation.”
2.) Promotive interaction: Student’s need to do work where they help each other understand by encouraging, supporting and helping one another.
3.) Individual and group accountability: The group should be responsible for achieving its goal and each student should be responsible for his or her share of work.
4.) Teaching students the required interpersonal and small group skills: Social skills must be taught . “ Leadership, decision-making, trust-building, communication, and conflict-management skills empower students to manage both teamwork and task work successfully”
5.) Group processing: Group members can discuss between each other how well or how bad they are achieving their goals within their group. Groups need to describe what proceedings can be changed in order to have a successful working relationship.
Importance of Cooperative Learning
When activities are designed and structured appropriately, cooperative learning can be very effective. According to Ormrod (2004), “students of all ability levels show higher academic achievement; females, members of minority groups, and students at risk for academic failure are especially likely to show increased achievement” (p. 417). This learning concept can promote advanced level of thinking skills:
• Students essentially think aloud.
• Students are able model various learning and problem solving strategies for one another.
• Students are able to develop a greater meta cognitive awareness as a result.
Usage and Applications
Cooperative learning allows the teacher to actively involve students in discovering knowledge through a new learning process. The learning process takes place through dialogue among the students. Dialogue can be achieved through formulated questions, discussions, explanations, debates, writings, and brainstorming during class (Institute for Dynamic Educational Advancement (IDEA), 2010). Projects that require a wide range of talents and skills can be assigned to each group member, contributing to the group’s overall success (Ormrod, 2004, p. 417). Assigning different roles to different students and providing scripts for interaction is another application of cooperative learning.
Advantages / Disadvantages
There are many advantages to cooperative learning. According to Ormrod (2004), "Students have a higher self-efficacy about their chances of being successful, express more intrinsic motivation to learn school subject matter, participate more actively in classroom activities, and exhibit more self-regulated learning" (p. 417). This allows students to engage in prosocial behaviors, perspectives of others, divide task equally, resolve interpersonal conflicts, and provide encouragement and support to each other. Students will have an increased number of friendships with racial groups, ethnic groups, and persons with disabilities. Cooperative learning concepts provide an array of learning tasks and are preferred over competitive and individualized learning. A number of schools are adopting this style of classroom learning. Cooperative learning concept is effective and allows students to tutor each other on information being studied (North Central Regional Education Laboratory, 2004).
Disadvantages of cooperative learning are that “students may sometimes be more interested in achieving a group reward with the least possible effort and so will focus more on getting the “right” answer than on ensuring that all group members understand the subject matter being studied” (Ormrod, 2004, p. 417). If one student does more talking and work, that student has the tendency to learn more than the others in the group. If incorrect information, strategies, or methods are suggested by one student, then the whole group is at risk. It is important for the teacher to follow the group’s discussions and lesson plans. The teacher should provide structure and guidance to promote the utmost learning and achievement possibilities (Ormrod, 2004). Operant conditioning involves reinforcement that results in a behavioral change that is based on the consequences that follow the behavior. In cooperative learning, a student and the group learn because they are rewarded by information learned and the information they provided to the rest of the group (College of Saint Benedict Saint John’s University, 2009).
The social cognitive theorist point of view suggests that students are able to perform tasks with greater self-efficacy when they know they are helping other group members. Cognitive learning is when mental association permanently changes due to the experiences and results in an internal change which can not be observed. Alberta Bandura evolved behaviorism and cognitive theories. Social learning emphasizes the beliefs, attitudes, and behaviors. Self-regulation is incorporated in this theory, and its ability to maintain one’s own behavior with internalized standards (College of Saint Benedict Saint John’s University, 2009). In cooperative learning, the teacher would provide the stimulus for the group to promote self- instruction, self-motivation, self-reinforcement, and self-imposed stimulus control.
My opinion:
Cooperative Learning is the instructional use of small groups so that students work together to maximize their own and each other learning. Cooperative learning groups work best when they meet the following criteria: “ Groups should be heterogeneous and, at least at the beginning, should be small, perhaps limited to two to six members” . There were more advantages than disadvantages in Cooperative learning. Cooperative learning can be an extraordinary teaching strategy if utilized correctly. Cooperative learning gives students motivation and interest where other teaching strategies wouldn’t. It helps build an individual’s competition streak because the student always wants to be the facilitator instead of the follower. Students that are normally shy can overcome their shyness in a cooperative learning group. Students can sometimes explain things better to a group of students that a teacher cannot. A student can make it more interesting or more understandable because they would probably use words students their own age are accustomed to listening. Motivation and group work are the key words in making cooperative learning a success in your classroom , so reach out and make your classroom a cooperative learning class.
The Relationship Between Learning Theories and ICT
The advances of technologies nowadays have changed the learning environments for teaching and learning and the way teacher teaches and student learns. The new paradigm of learning is described in term of the progress from old-ICTs to new ICTs in three stages of traditional e-learning, blended e-learning and contemporary virtual e-learning. The technological advancements in e-learning are linked with the theories of learning like behaviorism, cognitivism, and constructivism. The e-Learning is going through a paradigm shift wherein teachers and students have departed from passive mode to open independent learning environment.
Objectivism/behaviorism
Behaviorism is learning theory where learners learn through stimuli and response where teacher as the expert and learners as the passive reciepient. Learning occurs through the “instructor presenting the learner with the required stimuli along with the required behavioral responses within an effective reinforcement regime. The degree of learning is assessed through observable measures such as tests, assignments and examinations”. The development was based on the behaviouristic theory of learning suggesting that learning goals must be divided into smaller pieces, i.e. smaller tasks that students accomplish. Accomplishing these smaller tasks will eventually lead to achieving the original learning goal. ICT provides students with a Computer-Assisted Instruction that gives instant feedback and control over separate tasks. Typically, software has been so called drill-and-practice software. Computer-Assisted Instruction is the example of the model of computer called computer as tutee.
Cognitivism
The cognitive view of learning, like the behaviourist view, sees knowledge as given and absolute. Many of the information processing models of teaching and learning are based on the cognitive view of learning. The cognitive gives priority to the cognitive powers of an individual. For example, the ‘learning-style’ of every learner indicates his/her cognitive trends. The design of computer-based learning environments has undergone a paradigm shift, moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments (Young, 2003). In cognitivism, ICT provides computer as tutor referring to development based on theories of artificial intelligence (AI) and theories of information processing. The assumption was that it is possible to design software that emulates the thinking and problem solving of domain experts. The idea was that these “intelligent” technologies can also work as skilled teachers or tutors, providing every student with personal tutors that follow the progress of learning and provide feedback and support when needed.
Constructivism
The constructivist theories of learning dominate today and propagate that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts and social interactions (Oliver, 2002). These environments create engaging and content-relevant experiences by utilizing ICTs and resources to support unique learning goals and knowledge construction. The constructivists believe that there is no single version of reality, rather a multitude of realities situated within each learner. As such, learning is dependent upon the “learner’s ability to analyze, synthesize and evaluate information to create meaningful, personalized knowledge.
The strengths of constructivism lie in its emphasis on learning as a process of personal understanding and the development of meaning where learning is viewed as the construction of meaning rather than as the memorization of facts. Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their student centered environments based on their context. Given, that knowledge is constantly advancing; the design and development principles need to be aligned with teacher and students emerging requirements. The current trend in e-Learning is to provide cognitive tools, which can be adapted for intellectual partnerships among teachers and students and facilitate critical thinking and higher-order learning
In contrast to traditional classrooms where teachers used a linear model and one-way communication, the modern learning is becoming more personalized, student-centric, non-linear and learner-directed .
The development of ICT in education based on the constructivism has been described as “Computer Supported Collaborative Learning (CSCL) Paradigm. CSCL paradigm places the mind within socio-cultural environment. In addition to changes in theories of learning, also the development of technologies provided new possibilities for collaborative learning with ICT. Probably the best known example of new technologies for supporting students’ collaborative learning and knowledge building was the Computer Supported Intentional Learning Environment (CSILE) which provided tools for supporting students’ collaborative knowledge building. Later, especially with the development of the Internet, several different online environments (Moodle, FLE, Blackboard, Verkkosalkku) that can be used for supporting collaborative learning have emerged. The aim of ICT was to support students’ collaborative work, sharing and explicating ideas and unique knowledge structures, to provide a means for communication and inquiry and collaborative creations of knowledge.
FROM TRANSMITTED TO HARVESTED KNOWLEDGE
The journey from behaviorism to constructivism also characterizes the change in the way students acquire knowledge and skills. Objectivism transmits knowledge from teacher to student; cognitive constructivism gives negotiated knowledge, while social constructivism provides an environment where learners harvest knowledge through self-controlled learning. E-Learning encompasses a continuum of integrated educational technologies.
Transmitted knowledge (traditional/objectivist)
Traditional e-Learning programs are “didactic in approach - a form of transmitted knowledge with passive acceptance of well-cooked teacher’s knowledge. Transmission refers to one-way communication, teacher as the communicator and students as the passive reciepient such as, radio-transmission. Radio-listeners are on the receiving-end with the broadcaster in full control of whatever is transmitted.
Negotiated knowledge (blended learning– objectivist + cognitivism)
The research tells us that by the 1990s e-Learning began to be supplemented by new media, particularly e-Mail and discussion groups/forums. For example, the existing e-Learning models of course ware were accompanied by a discussion forum where participants could read and post messages to involve in mutual support and debate – a kind of “negotiated knowledge (Gray et al., 2003).”
Harvested knowledge (constructivism)
Soon after 1990s, Lemke (1993) predicted that “very soon all the libraries of the world will be one virtual library, all the databases on every subject will be available through a common interface and they will contain not just numbers and texts, but every visual and auditory form of information.” The contemporary e-Learning environments are loaded with very powerful digital models and devices particularly, the internet, which has revolutionized the way people, used to interact, exchange messages, teach and learn. The web is increasingly equipped with millions of web-pages, site-archives, portals, databases and much more for ascertaining a kind of “harvested-knowledge” where learners can learn by themselves by constructing or harvesting knowledge (Gray et al., 2003). At the moment, e-Learning is facilitated by web technologies and delivered through end-user computing, which creates interconnectivity between teachers, students and information thereby creating opportunities for social learning approaches (Hvorecký et al., 2005).
In recent years, it has been recognized that e-Learning is not merely another medium for the transmission of knowledge but that it changes the relationship between the teacher or trainer and learner. It requires new skills, competencies and attitudes amongst those planners, managers, teachers and trainers who are going to design and develop materials and support learners online (Gray et al., 2003). Social software tools like blogs, wikis,social-bookmarking etc offer fields of knowledge to harvest according to the requirements of the users (teachers and learners) (Dalsgaard, 2006; Klamma et al., 2007). Because of the internet, learners have access to virtually unlimited information. Web-based learning is worldwide accessible, low in maintenance, secure, platform-independent, current and accommodates various learning styles because now e-Learning can be delivered to the learners easily, in an individualized manner (Manochehr, 2007).
My opinion:
Learning is bringing the shifts from linear to hypermedia learning, from instruction to construction and discovery, from teacher-centered to learner-centered education, from absorbing material to learning how to navigate and how to learn, from school to life long learning (LLL), from one-size-fits-all to customized learning, from learning as torture to learning as fun and from the teacher as transmitter to the teacher as facilitator. The implementation of current pedagogies is students will be more active and the role of the teacher will become that of a facilitator rather than a transmitter of information .The transition from objectivism to constructivism happens from transmitted to harvested knowledge, traditional e-Learning to virtual learning and old technologies to new gadgets. The transitions happen in the e-Learning applications is passing through three broader phases:
1. Traditional e-Learning (behaviorism): Using old technologies (that is, email) to acquire transmitted knowledge through objectivist and behaviorist modes of pedagogy and learning with one-way communication from teacher to student.
2. Blended e-Learning (cognitivism): Most of the institutions particularly in developing countries are passing through the mid-phase of blended e-Learning with a mix of both the old and new technologies (that is, chatting and discussion forums/groups). Both one-way and two-way communication becomes prevalent.
3. Virtual learning (constructivism): When there is high level of collaboration between all the learners. There is group learning but in a highly individualized teaching and learning environments. Through personalization and integration technologies, every individual user can customize the technologies with one-to-many and many-to-many communication links, which are active and alive
Objectivism/behaviorism
Behaviorism is learning theory where learners learn through stimuli and response where teacher as the expert and learners as the passive reciepient. Learning occurs through the “instructor presenting the learner with the required stimuli along with the required behavioral responses within an effective reinforcement regime. The degree of learning is assessed through observable measures such as tests, assignments and examinations”. The development was based on the behaviouristic theory of learning suggesting that learning goals must be divided into smaller pieces, i.e. smaller tasks that students accomplish. Accomplishing these smaller tasks will eventually lead to achieving the original learning goal. ICT provides students with a Computer-Assisted Instruction that gives instant feedback and control over separate tasks. Typically, software has been so called drill-and-practice software. Computer-Assisted Instruction is the example of the model of computer called computer as tutee.
Cognitivism
The cognitive view of learning, like the behaviourist view, sees knowledge as given and absolute. Many of the information processing models of teaching and learning are based on the cognitive view of learning. The cognitive gives priority to the cognitive powers of an individual. For example, the ‘learning-style’ of every learner indicates his/her cognitive trends. The design of computer-based learning environments has undergone a paradigm shift, moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments (Young, 2003). In cognitivism, ICT provides computer as tutor referring to development based on theories of artificial intelligence (AI) and theories of information processing. The assumption was that it is possible to design software that emulates the thinking and problem solving of domain experts. The idea was that these “intelligent” technologies can also work as skilled teachers or tutors, providing every student with personal tutors that follow the progress of learning and provide feedback and support when needed.
Constructivism
The constructivist theories of learning dominate today and propagate that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts and social interactions (Oliver, 2002). These environments create engaging and content-relevant experiences by utilizing ICTs and resources to support unique learning goals and knowledge construction. The constructivists believe that there is no single version of reality, rather a multitude of realities situated within each learner. As such, learning is dependent upon the “learner’s ability to analyze, synthesize and evaluate information to create meaningful, personalized knowledge.
The strengths of constructivism lie in its emphasis on learning as a process of personal understanding and the development of meaning where learning is viewed as the construction of meaning rather than as the memorization of facts. Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their student centered environments based on their context. Given, that knowledge is constantly advancing; the design and development principles need to be aligned with teacher and students emerging requirements. The current trend in e-Learning is to provide cognitive tools, which can be adapted for intellectual partnerships among teachers and students and facilitate critical thinking and higher-order learning
In contrast to traditional classrooms where teachers used a linear model and one-way communication, the modern learning is becoming more personalized, student-centric, non-linear and learner-directed .
The development of ICT in education based on the constructivism has been described as “Computer Supported Collaborative Learning (CSCL) Paradigm. CSCL paradigm places the mind within socio-cultural environment. In addition to changes in theories of learning, also the development of technologies provided new possibilities for collaborative learning with ICT. Probably the best known example of new technologies for supporting students’ collaborative learning and knowledge building was the Computer Supported Intentional Learning Environment (CSILE) which provided tools for supporting students’ collaborative knowledge building. Later, especially with the development of the Internet, several different online environments (Moodle, FLE, Blackboard, Verkkosalkku) that can be used for supporting collaborative learning have emerged. The aim of ICT was to support students’ collaborative work, sharing and explicating ideas and unique knowledge structures, to provide a means for communication and inquiry and collaborative creations of knowledge.
FROM TRANSMITTED TO HARVESTED KNOWLEDGE
The journey from behaviorism to constructivism also characterizes the change in the way students acquire knowledge and skills. Objectivism transmits knowledge from teacher to student; cognitive constructivism gives negotiated knowledge, while social constructivism provides an environment where learners harvest knowledge through self-controlled learning. E-Learning encompasses a continuum of integrated educational technologies.
Transmitted knowledge (traditional/objectivist)
Traditional e-Learning programs are “didactic in approach - a form of transmitted knowledge with passive acceptance of well-cooked teacher’s knowledge. Transmission refers to one-way communication, teacher as the communicator and students as the passive reciepient such as, radio-transmission. Radio-listeners are on the receiving-end with the broadcaster in full control of whatever is transmitted.
Negotiated knowledge (blended learning– objectivist + cognitivism)
The research tells us that by the 1990s e-Learning began to be supplemented by new media, particularly e-Mail and discussion groups/forums. For example, the existing e-Learning models of course ware were accompanied by a discussion forum where participants could read and post messages to involve in mutual support and debate – a kind of “negotiated knowledge (Gray et al., 2003).”
Harvested knowledge (constructivism)
Soon after 1990s, Lemke (1993) predicted that “very soon all the libraries of the world will be one virtual library, all the databases on every subject will be available through a common interface and they will contain not just numbers and texts, but every visual and auditory form of information.” The contemporary e-Learning environments are loaded with very powerful digital models and devices particularly, the internet, which has revolutionized the way people, used to interact, exchange messages, teach and learn. The web is increasingly equipped with millions of web-pages, site-archives, portals, databases and much more for ascertaining a kind of “harvested-knowledge” where learners can learn by themselves by constructing or harvesting knowledge (Gray et al., 2003). At the moment, e-Learning is facilitated by web technologies and delivered through end-user computing, which creates interconnectivity between teachers, students and information thereby creating opportunities for social learning approaches (Hvorecký et al., 2005).
In recent years, it has been recognized that e-Learning is not merely another medium for the transmission of knowledge but that it changes the relationship between the teacher or trainer and learner. It requires new skills, competencies and attitudes amongst those planners, managers, teachers and trainers who are going to design and develop materials and support learners online (Gray et al., 2003). Social software tools like blogs, wikis,social-bookmarking etc offer fields of knowledge to harvest according to the requirements of the users (teachers and learners) (Dalsgaard, 2006; Klamma et al., 2007). Because of the internet, learners have access to virtually unlimited information. Web-based learning is worldwide accessible, low in maintenance, secure, platform-independent, current and accommodates various learning styles because now e-Learning can be delivered to the learners easily, in an individualized manner (Manochehr, 2007).
My opinion:
Learning is bringing the shifts from linear to hypermedia learning, from instruction to construction and discovery, from teacher-centered to learner-centered education, from absorbing material to learning how to navigate and how to learn, from school to life long learning (LLL), from one-size-fits-all to customized learning, from learning as torture to learning as fun and from the teacher as transmitter to the teacher as facilitator. The implementation of current pedagogies is students will be more active and the role of the teacher will become that of a facilitator rather than a transmitter of information .The transition from objectivism to constructivism happens from transmitted to harvested knowledge, traditional e-Learning to virtual learning and old technologies to new gadgets. The transitions happen in the e-Learning applications is passing through three broader phases:
1. Traditional e-Learning (behaviorism): Using old technologies (that is, email) to acquire transmitted knowledge through objectivist and behaviorist modes of pedagogy and learning with one-way communication from teacher to student.
2. Blended e-Learning (cognitivism): Most of the institutions particularly in developing countries are passing through the mid-phase of blended e-Learning with a mix of both the old and new technologies (that is, chatting and discussion forums/groups). Both one-way and two-way communication becomes prevalent.
3. Virtual learning (constructivism): When there is high level of collaboration between all the learners. There is group learning but in a highly individualized teaching and learning environments. Through personalization and integration technologies, every individual user can customize the technologies with one-to-many and many-to-many communication links, which are active and alive
Sunday, May 6, 2012
Cone's Dale Experience and The Relationship with ICT
Dale’s cone of experience is a learning processes model developed by Edgar Dale from his teaching experience and observation. According to the cone, the least effective method is at the top which from what we are read . By reading, the learners’ capability to remember is 10%, 20% by hearing, 30% by seeing, 50% by seeing and watching. Those are create the abstract experiences. Furthermore, learners will retain 70% information of what they say and write. However, the most effective method is at the bottom which from what we are do and the retention is up to 90%. Learners retain knowledge best when they are doing things directly which allow them to get the direct or concrete experience. Because from concrete experience, they will use all of their senses. So as a teacher, we must consider of this kind of thing that learners learn best by doing the direct experiences. At consequence, teacher should design activities in learning process in such a way for students to get the real-life experiences. Because of that, teacher can use ICT as a media to create a concrete experience in teaching and learning process for their student. ICT can facilitate a greater access to the real experiences for learning by using computer, internet, video, software and etc. For example: To teach pronunciation, teacher can provide a pronunciation video of native speaker to be watched by students which can be easily accessed and downloaded by using internet and it can be more real compare to teacher pronounce by her/him self.
Thursday, May 3, 2012
The Distinction Between Cooperative and Collaborative Learning
Cooperative learning is a learning process of working together structured by teacher to finish the given task. The teacher designs and assigns group learning task, manages time and resources, and monitors students’ learning by see that students are on task and that the group process is working well. In cooperative learning, teacher is an expert on the subject and know the correct answer. And at the end, the teacher will produce a "right" or acceptable answer. Therefore, cooperative learning tends to be more teacher-centered. Cooperative learning may be appropriate for elementary student, junior high student.
Collaborative learning is a learning process where students work together to create knowledge which each member has their own understanding, or points of view and they will share together. The teacher’s responsibility is to become a member, along with students, of a community in search of knowledge. Collaborative learning can avoid having students become dependent on the teacher. Collaborative learning tend to be more student-centered. Students have to be an autonomous learner. Collaborative learning is more appropriate for senior high students, and college students.
Collaborative learning is a learning process where students work together to create knowledge which each member has their own understanding, or points of view and they will share together. The teacher’s responsibility is to become a member, along with students, of a community in search of knowledge. Collaborative learning can avoid having students become dependent on the teacher. Collaborative learning tend to be more student-centered. Students have to be an autonomous learner. Collaborative learning is more appropriate for senior high students, and college students.
Saturday, April 21, 2012
Learning Theories
In education there are several theories that are used in the field. The three popular theories are Behaviorism, Cognitivism, and Constructivism.
1. Behaviourism
In the nineteenth century, Charles Darwin published his well-known work, The Origin of Species. Scientists soon realized that although humans may differ in many ways from other members of the animal kingdom, they do (at least as far as biological aspects are concerned) share many similarities with them. Studying biological processes in animals could therefore shed some light on the same processes in humans. Scientists interested in psychological processes soon followed the trend.
Thorndike
Around the turn of the twentieth century, Edward Thorndike attempted to develop an objective experimental method to study the behavior of cats and dogs. He designed a so-called ‘puzzle box’ in which an animal was placed. Each puzzle box had a lever or mechanism that would release the door lock if the lever or mechanism was pressed. The animal had to learn to press the lever or mechanism to open the box. Thorndike noticed that he could measure animal intelligence by using this equipment. He was particularly interested in discovering whether animals could learn through imitation or observation. He noticed that when an animal found itself in a problem situation it had encountered before, it was more likely to perform the same action that had earlier brought the desired reward. The reward of being freed from the box strengthened the association between the stimulus (being placed in a closed box) and an appropriate action. Thorndike concluded that rewards act to strengthen stimulus-response associations. This basic principle he applied to humans by claiming that humans develop a myriad of stimulus-response associations.
Watson
JB Watson continued the experimental work along the same lines. He was familiar with the classical conditioning work of the Russian physiologist, Ivan Pavlov. Pavlov’s research on dogs revealed that certain behaviour (responses) in dogs could be made into a habit. Watson believed that classical conditioning is the key mechanism underlying all human learning. Consider, for example, the child who refuses to go to school in the morning. Who taught the child to behave in this way? Possibly, a bully scared the child and instilled fear in him/her. The child linked going to school with the bully and therefore going to school became a frightening experience to him/her. The result is that whenever school time comes, the child becomes unruly and scared. Watson saw these ‘built in’ (conditioned) behaviours everywhere.
Skinner
In the 1930s, BF Skinner did a lot of research on laboratory rats and pigeons. He found that he could change the behaviour of his laboratory animals in startling ways just by the judicious use of rewards. In one of his famous experiments he taught a pigeon to dance by using rewards. What he found in the laboratory, he applied to human learning. He was confident that the mechanism of reinforcement (reward) of responses (Operant behaviour) was at work everywhere in all types of learning. Skinner (1996:6) wrote: “While we are awake, we act upon the environment constantly, and many of the consequences of our actions are reinforcing.” Contrary to Watson, who focused on the stimulus that produced a response, Skinner focused on the behaviour (or Operant) and how it was reinforced.
My opinion
Behaviourism is a theory based on assumption that behaviors are acquired through conditioning and there are responses of the stimuli. Behaviourism describes learning happens in an observable change in behavior so, behavior is the product of conditioning. The behaviors are learned in the process. It uses reward and reinforcement. Behaviourism views learning as something that happens to a person, with the person being passive. The main role is the teacher which have to transfer the knowledge, and the learners need only sit quietly and listen to the teacher. So, the learner will tend to be passive and they may not have a chance think about what they have known (their opinions). The learner has a little responsibility concerning his/her own education because they uses low level processing skills to understand the material. And the interaction in the classroom is only between teacher and student. The teacher has the main and important role (teacher-centered).
The Relationship with ICT
In technology development, we know the models of computer use. One of them is Tutor model. I think, tutor model, for example, computer-assisted instruction (CAI) is recent example of behaviorism. Why? Because the computer controls the learners by giving instruction (conditioning) and it functions as a tutor. The interaction is just between computer and learners. The learners is just as the receivers, so they they tend to be a passive learner because they are controlled by the computer. In computer as tutor, for instance, learners can answers questions provided by computer and then the computer can score the results of answers.
2. Cognitivism
The cognitive view of learning, like the behaviourist view, sees knowledge as given and absolute. Many of the information processing models of teaching and learning are based on the cognitive view of learning. Also note that some of the theorists discussed so far can be classified as either behaviourist or cognitivist. This is so because of the close relationship between certain of the ideas connected to memorisation.
Gestalt Theory
The Gestalt theory was to a great extent propagated by Köhler, Koffka and Wertheimer
Proximity: this means that we tend to group elements according to their nearness to one another and the patterns that they form.
Similarity: this implies that we tend to group together items that are similar in some respect. Obviously by drawing similarities learners are at the same time drawing distinctions between items.
Closure : which means that we tend to group items together if they seem to complete some entity.
Simplicity: stronger or more adequate patterns tend to dominate weaker patterns in perception. We organise items into simple figures according to symmetry, regularity and smoothness if they are dominant.
These principles are called the laws of organisation and are used in the context of explaining perception and problem-solving.
Piaget
Jean Piaget (1896-1980) was a psychologist and a pioneer in the study of child intelligence. His early studies in biology, and specifically evolution, influenced his approach to human learning. He believed that the human capacity to think and learn was an adaptive feature that enabled humans to deal effectively environment. Contrary to the behaviourists and gestalt psychologists, Piaget did not study animals, but small children. Piaget’s research in developmental psychology centred on the question of how knowledge develops in the mind. Piaget approached the problems of thinking and learning by focusing on the mental and cognitive processes that make them possible. This focus became the defining element of the cognitivist theory. According to Piaget, children shape their own conceptions of reality through continuous interaction with their environment. Cognitive development therefore occurs as children adapt to their environment, thus building their sense of reality. Piaget regarded knowledge growth as something that happens continually in a sequential process consisting of logically embedded structures (schemata) succeeding one another throughout an individual’s lifetime. This is divided into stages of development and children move from one stage to the next by maturation and exploration. Piaget identified the following developmental stages:
The sensorimotor stage: For the first year and a half to two years of life, infants are only aware of sensorimotor experiences. Thus they do not know how things will react, and so are always experimenting-shaking things, putting them in their mouths, or throwing them. In this way, they learn to co-ordinate their physical movements. Their learning is mainly by trial and error.
The preoperational stage: This is a stage from around 18-24 months to 7 years, when children can think about things in symbolic terms. They can pretend, verbalise, and understand past and future. However, cause-and- effect, time, comparison, and other complex ideas are still out of reach.The child is still not able to construct abstract ideas and to operate on them solely in the mind. The child works with the concrete, physical situation in front of him/her.
The concrete operational stage: From 7-12 years, children gain new competencies in thinking and become involved in events outside of their lives. The child is finally able to start to conceptualise things after a great deal of physical experimentation with objects. The child can do subtraction, multiplication, division, and addition of numbers, not just things. However, the ability to tackle a problem with several variables in a systematic way is unusual at this stage.
The formal operational stage: From 12 years old and so on, learners are able to think about abstract relationships (as in algebra), understand methodology, formulate hypotheses, and think about possibilities and abstractions like justice.
Piaget outlined several principles for building cognitive structures. During all developmental stages, the child experiences his/her environment using whatever mental maps he/she has constructed so far. If the experience is a repeat one, it fits easily into the child’s cognitive structure (that is it is assimilated into the existing cognitive structure) so that the child maintains mental equilibrium. If the experience is different or new, the child loses equilibrium (hence disequilibrium), and alters his/her cognitive structure to accommodate the new conditions. In this way, the child builds more and more adequate cognitive structures.
My opinion
Cognitivism is a theory that based on the thought process behind the behavior. Cognitivism describes how information is processed to produce learning. The assumption is humans are logical beings that make the choices that make the most sense to them. Contrary to behaviorism, the learner is being very active to involve in the learning process. They are not passive receivers of given conditions, so they can control their own learning. The role of teacher is as a facilitator which brings various learning experiences in learning situation which can impact learning outcomes.
The Relationship with ICT
The relationship with ICT we can see in the model of computer use, Tutee model or LOGO computer. In the tutee model, the role of computer as a partner which the learners teaches the computer. The learners are challenged to create their own activities by programming the computer. The learners need to be creative using the computer.
3. Constructivism
The constructivist view of learning assumes different forms just like the aforementioned theories.? In essence, constructivist theories see knowledge as a constructed entity. This view of knowledge contradicts the view that knowledge is given and absolute. The constructivist approach is based on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Thus individuals use their own mental constructs to make sense of their experiences.
Vygotsky
Lev Vygotsky (1896-1934), a Soviet psychologist, was convinced that social interaction plays a fundamental role in the development of cognition. According to him culture was a determinant of individual development. Humans are the only species to have cultures, and every human child develops in the context of a culture. Therefore, human cognitive development is affected to a larger or lesser extent by the culture in which individuals are enmeshed, including family environments. According to Vygotsky, culture seems to make two kinds of contributions to children’s intellectual development. Firstly, children acquire much of the content of their thinking (cognition) from it and, secondly, they acquire the processes or means of their thinking from it. In short, culture teaches children both what to think and how to think. In this way, children are very likely to model their behaviour on the observed behaviour of their parents. Learning is therefore dependent on social interaction.
One of the notable aspects of learning that Vygotsky highlighted was that a child learns better with the help of an adult. He did not assign much importance to the stages of development of a child (like Piaget did), but was more interested in the potential for cognitive development. This, he believed, is limited to a certain time span which he called the ‘zone of proximal development’ (ZPD). At any given time in a child’s development, he/she will be more susceptible to certain new knowledge. Obviously, if new knowledge is not forthcoming then the child would have probably reached the highest point of his/her knowledge. In order for the child to increase his knowledge, then an adult (for example a teacher) would have to scaffold a child to new heights of knowledge in a particular domain.
Bruner
Bruner’s theory linked to child development research as he worked with children in a manner similar to Piaget. Bruner identified the following three stages of development:
The enactive stage, in which the child understands the environment through
physical manipulation and handling of objects-holding, moving, touching, and biting.
The iconic stage, in which information is carried by imagery-visual memory is
developed but the child still bases his/her decisions on sensory impressions.
The symbolic stage, in which the child is able to convey meaning through
symbols-he/she is able to understand and interpret idiomatic expressions (like
‘too many cooks spoil the broth’) and use formulas to solve problems.
Bruner believes that learning situations should be structured to enable the learner to learn. He recognises the futility of trying to know everything, but insists that we should all acquire a rich conceptual framework (the ‘bigger picture’). As far as teaching is concerned, the educator should try and encourage learners to discover principles by themselves and to develop the ‘big picture’.
My Opinion
Constructivism is the theory that describes learning to due to the construction of knowledge. The theory focuses on the understanding the information. Learners construct their own perspective of the world, through individual experiences or learning experiences. Different with behaviorism theory which is more teacher-center, constructivism is more learner-centered. Although both cognitivists and constructivist view the learner as being actively involved in the learning process, the constuctivists look at the learner as more than just an active processor of information. Learners create or search their own meaning of knowledge. According to Constructivism, the learners work together or learn one another and not only in isolation from others to acquire the new information (collaborative learning).
The Relationship with ICT
The relationship between Constructivism with ICT is the model of computer use, computer supported collaborative learning (CSCL). CSCL enables learners to learn not only between student and the computer, but with others in the classroom or in other country because CSCL enables learners to connect with the Internet and learning happens both conventional and virtual learning. Learners must be an autonomous learners which create their own learning experience. They can explore their own knowledge or the world through this computer. They learn by collaboration.
Summary
The differences of behaviorism, cognitivism, and constructivism:
Cognitivism : is on increasing meaning
Constructivism : is on constructing meaning and problem solving
Cognitivism : elaboration
Constructivism : intrinsic motivation
Cognitivism : learner
Constructivism : learner
1. Behaviourism
In the nineteenth century, Charles Darwin published his well-known work, The Origin of Species. Scientists soon realized that although humans may differ in many ways from other members of the animal kingdom, they do (at least as far as biological aspects are concerned) share many similarities with them. Studying biological processes in animals could therefore shed some light on the same processes in humans. Scientists interested in psychological processes soon followed the trend.
Thorndike
Around the turn of the twentieth century, Edward Thorndike attempted to develop an objective experimental method to study the behavior of cats and dogs. He designed a so-called ‘puzzle box’ in which an animal was placed. Each puzzle box had a lever or mechanism that would release the door lock if the lever or mechanism was pressed. The animal had to learn to press the lever or mechanism to open the box. Thorndike noticed that he could measure animal intelligence by using this equipment. He was particularly interested in discovering whether animals could learn through imitation or observation. He noticed that when an animal found itself in a problem situation it had encountered before, it was more likely to perform the same action that had earlier brought the desired reward. The reward of being freed from the box strengthened the association between the stimulus (being placed in a closed box) and an appropriate action. Thorndike concluded that rewards act to strengthen stimulus-response associations. This basic principle he applied to humans by claiming that humans develop a myriad of stimulus-response associations.
Watson
JB Watson continued the experimental work along the same lines. He was familiar with the classical conditioning work of the Russian physiologist, Ivan Pavlov. Pavlov’s research on dogs revealed that certain behaviour (responses) in dogs could be made into a habit. Watson believed that classical conditioning is the key mechanism underlying all human learning. Consider, for example, the child who refuses to go to school in the morning. Who taught the child to behave in this way? Possibly, a bully scared the child and instilled fear in him/her. The child linked going to school with the bully and therefore going to school became a frightening experience to him/her. The result is that whenever school time comes, the child becomes unruly and scared. Watson saw these ‘built in’ (conditioned) behaviours everywhere.
Skinner
In the 1930s, BF Skinner did a lot of research on laboratory rats and pigeons. He found that he could change the behaviour of his laboratory animals in startling ways just by the judicious use of rewards. In one of his famous experiments he taught a pigeon to dance by using rewards. What he found in the laboratory, he applied to human learning. He was confident that the mechanism of reinforcement (reward) of responses (Operant behaviour) was at work everywhere in all types of learning. Skinner (1996:6) wrote: “While we are awake, we act upon the environment constantly, and many of the consequences of our actions are reinforcing.” Contrary to Watson, who focused on the stimulus that produced a response, Skinner focused on the behaviour (or Operant) and how it was reinforced.
My opinion
Behaviourism is a theory based on assumption that behaviors are acquired through conditioning and there are responses of the stimuli. Behaviourism describes learning happens in an observable change in behavior so, behavior is the product of conditioning. The behaviors are learned in the process. It uses reward and reinforcement. Behaviourism views learning as something that happens to a person, with the person being passive. The main role is the teacher which have to transfer the knowledge, and the learners need only sit quietly and listen to the teacher. So, the learner will tend to be passive and they may not have a chance think about what they have known (their opinions). The learner has a little responsibility concerning his/her own education because they uses low level processing skills to understand the material. And the interaction in the classroom is only between teacher and student. The teacher has the main and important role (teacher-centered).
The Relationship with ICT
In technology development, we know the models of computer use. One of them is Tutor model. I think, tutor model, for example, computer-assisted instruction (CAI) is recent example of behaviorism. Why? Because the computer controls the learners by giving instruction (conditioning) and it functions as a tutor. The interaction is just between computer and learners. The learners is just as the receivers, so they they tend to be a passive learner because they are controlled by the computer. In computer as tutor, for instance, learners can answers questions provided by computer and then the computer can score the results of answers.
2. Cognitivism
The cognitive view of learning, like the behaviourist view, sees knowledge as given and absolute. Many of the information processing models of teaching and learning are based on the cognitive view of learning. Also note that some of the theorists discussed so far can be classified as either behaviourist or cognitivist. This is so because of the close relationship between certain of the ideas connected to memorisation.
Gestalt Theory
The Gestalt theory was to a great extent propagated by Köhler, Koffka and Wertheimer
Proximity: this means that we tend to group elements according to their nearness to one another and the patterns that they form.
Similarity: this implies that we tend to group together items that are similar in some respect. Obviously by drawing similarities learners are at the same time drawing distinctions between items.
Closure : which means that we tend to group items together if they seem to complete some entity.
Simplicity: stronger or more adequate patterns tend to dominate weaker patterns in perception. We organise items into simple figures according to symmetry, regularity and smoothness if they are dominant.
These principles are called the laws of organisation and are used in the context of explaining perception and problem-solving.
Piaget
Jean Piaget (1896-1980) was a psychologist and a pioneer in the study of child intelligence. His early studies in biology, and specifically evolution, influenced his approach to human learning. He believed that the human capacity to think and learn was an adaptive feature that enabled humans to deal effectively environment. Contrary to the behaviourists and gestalt psychologists, Piaget did not study animals, but small children. Piaget’s research in developmental psychology centred on the question of how knowledge develops in the mind. Piaget approached the problems of thinking and learning by focusing on the mental and cognitive processes that make them possible. This focus became the defining element of the cognitivist theory. According to Piaget, children shape their own conceptions of reality through continuous interaction with their environment. Cognitive development therefore occurs as children adapt to their environment, thus building their sense of reality. Piaget regarded knowledge growth as something that happens continually in a sequential process consisting of logically embedded structures (schemata) succeeding one another throughout an individual’s lifetime. This is divided into stages of development and children move from one stage to the next by maturation and exploration. Piaget identified the following developmental stages:
The sensorimotor stage: For the first year and a half to two years of life, infants are only aware of sensorimotor experiences. Thus they do not know how things will react, and so are always experimenting-shaking things, putting them in their mouths, or throwing them. In this way, they learn to co-ordinate their physical movements. Their learning is mainly by trial and error.
The preoperational stage: This is a stage from around 18-24 months to 7 years, when children can think about things in symbolic terms. They can pretend, verbalise, and understand past and future. However, cause-and- effect, time, comparison, and other complex ideas are still out of reach.The child is still not able to construct abstract ideas and to operate on them solely in the mind. The child works with the concrete, physical situation in front of him/her.
The concrete operational stage: From 7-12 years, children gain new competencies in thinking and become involved in events outside of their lives. The child is finally able to start to conceptualise things after a great deal of physical experimentation with objects. The child can do subtraction, multiplication, division, and addition of numbers, not just things. However, the ability to tackle a problem with several variables in a systematic way is unusual at this stage.
The formal operational stage: From 12 years old and so on, learners are able to think about abstract relationships (as in algebra), understand methodology, formulate hypotheses, and think about possibilities and abstractions like justice.
Piaget outlined several principles for building cognitive structures. During all developmental stages, the child experiences his/her environment using whatever mental maps he/she has constructed so far. If the experience is a repeat one, it fits easily into the child’s cognitive structure (that is it is assimilated into the existing cognitive structure) so that the child maintains mental equilibrium. If the experience is different or new, the child loses equilibrium (hence disequilibrium), and alters his/her cognitive structure to accommodate the new conditions. In this way, the child builds more and more adequate cognitive structures.
My opinion
Cognitivism is a theory that based on the thought process behind the behavior. Cognitivism describes how information is processed to produce learning. The assumption is humans are logical beings that make the choices that make the most sense to them. Contrary to behaviorism, the learner is being very active to involve in the learning process. They are not passive receivers of given conditions, so they can control their own learning. The role of teacher is as a facilitator which brings various learning experiences in learning situation which can impact learning outcomes.
The Relationship with ICT
The relationship with ICT we can see in the model of computer use, Tutee model or LOGO computer. In the tutee model, the role of computer as a partner which the learners teaches the computer. The learners are challenged to create their own activities by programming the computer. The learners need to be creative using the computer.
3. Constructivism
The constructivist view of learning assumes different forms just like the aforementioned theories.? In essence, constructivist theories see knowledge as a constructed entity. This view of knowledge contradicts the view that knowledge is given and absolute. The constructivist approach is based on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Thus individuals use their own mental constructs to make sense of their experiences.
Vygotsky
Lev Vygotsky (1896-1934), a Soviet psychologist, was convinced that social interaction plays a fundamental role in the development of cognition. According to him culture was a determinant of individual development. Humans are the only species to have cultures, and every human child develops in the context of a culture. Therefore, human cognitive development is affected to a larger or lesser extent by the culture in which individuals are enmeshed, including family environments. According to Vygotsky, culture seems to make two kinds of contributions to children’s intellectual development. Firstly, children acquire much of the content of their thinking (cognition) from it and, secondly, they acquire the processes or means of their thinking from it. In short, culture teaches children both what to think and how to think. In this way, children are very likely to model their behaviour on the observed behaviour of their parents. Learning is therefore dependent on social interaction.
One of the notable aspects of learning that Vygotsky highlighted was that a child learns better with the help of an adult. He did not assign much importance to the stages of development of a child (like Piaget did), but was more interested in the potential for cognitive development. This, he believed, is limited to a certain time span which he called the ‘zone of proximal development’ (ZPD). At any given time in a child’s development, he/she will be more susceptible to certain new knowledge. Obviously, if new knowledge is not forthcoming then the child would have probably reached the highest point of his/her knowledge. In order for the child to increase his knowledge, then an adult (for example a teacher) would have to scaffold a child to new heights of knowledge in a particular domain.
Bruner
Bruner’s theory linked to child development research as he worked with children in a manner similar to Piaget. Bruner identified the following three stages of development:
The enactive stage, in which the child understands the environment through
physical manipulation and handling of objects-holding, moving, touching, and biting.
The iconic stage, in which information is carried by imagery-visual memory is
developed but the child still bases his/her decisions on sensory impressions.
The symbolic stage, in which the child is able to convey meaning through
symbols-he/she is able to understand and interpret idiomatic expressions (like
‘too many cooks spoil the broth’) and use formulas to solve problems.
Bruner believes that learning situations should be structured to enable the learner to learn. He recognises the futility of trying to know everything, but insists that we should all acquire a rich conceptual framework (the ‘bigger picture’). As far as teaching is concerned, the educator should try and encourage learners to discover principles by themselves and to develop the ‘big picture’.
My Opinion
Constructivism is the theory that describes learning to due to the construction of knowledge. The theory focuses on the understanding the information. Learners construct their own perspective of the world, through individual experiences or learning experiences. Different with behaviorism theory which is more teacher-center, constructivism is more learner-centered. Although both cognitivists and constructivist view the learner as being actively involved in the learning process, the constuctivists look at the learner as more than just an active processor of information. Learners create or search their own meaning of knowledge. According to Constructivism, the learners work together or learn one another and not only in isolation from others to acquire the new information (collaborative learning).
The Relationship with ICT
The relationship between Constructivism with ICT is the model of computer use, computer supported collaborative learning (CSCL). CSCL enables learners to learn not only between student and the computer, but with others in the classroom or in other country because CSCL enables learners to connect with the Internet and learning happens both conventional and virtual learning. Learners must be an autonomous learners which create their own learning experience. They can explore their own knowledge or the world through this computer. They learn by collaboration.
Summary
The differences of behaviorism, cognitivism, and constructivism:
- The focus of learning:
Cognitivism : is on increasing meaning
Constructivism : is on constructing meaning and problem solving
- Learning concept:
Cognitivism : elaboration
Constructivism : intrinsic motivation
- Centred on:
Cognitivism : learner
Constructivism : learner
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