We will be developing course storyboards based on the simple or graphical storyboards

SIMPLE STORYBOARD

GRAPHICAL STORYBOARD

As Bandura’s theory is based on the importance of observing and modelling of which experience and expectations are key elements, applying this in an e-Learning context could be achieved through games and simulations and virtual worlds as well as videos/vodcasts, animations and so on. Each of these technologies will provide the visualisations necessary for observing and modelling and thus aid in forming expectations. The added benefit of games and simulations and virtual worlds is that it facilitates experience. These technologies allow learners to practice in an environment which does not necessarily have physical consequences and thus reduces risk and can provide immediate feedback detailing behaviours which may have lead to wrong decisions and so on; and so, if it came to real life situations the learner would be better educated.

Now consider the learning theories in the context of the technologies you have researched in Module 1. Which theories are suited or more appropriate?

Behaviourist – Considering the cause and effect foundations of this theory, games and simulations are perhaps the best to context to apply it to. Online quizzes and assessment also work in favour of this theory as they allow reinforcement and repetition as well as immediate feedback.

Cognitivist – The majority of the technologies could be applied however the struggle would lie in fitting technologies into a structured learning problem. In some cases, the technology used could distract the learner rather than direct them to essential features to make association and meaningfulness and insight obvious.

Humanist – Weblogs are perhaps the most appropriate as this is the best avenue for self expression and determination. Self expression and determination can also be achieved through social networking sites and virtual worlds as they allow you to create profiles and avatars that are representations of yourself. The collaborative nature of social networking sites and virtual worlds, as well as wikis and synchronous communication, would suit the experiential learning aspect of this theory.

Constructivist – This theory stresses group work over individual work and so collaborative tools such as wikis, social networking, virtual worlds and synchronous communication would be more appropriate.

Social Learning Theory - As this theory is based on the idea of observation and modelling, the technologies which have visual and interactive functions are best suited. These include vodcasts, animations, games and simulations and virtual worlds. If these technologies are embedded in others it could also work.

• Group work (collaborative learning)
• Scenarios, case studies
• Enriched learning environments (multimedia learning)

Each of the above mentioned applications can be seen in the use of wikis and virtual worlds as well as games and simulations. Enriched learning environments can also be achieved through the use of podcasts, vodcasts, animation and the like. In this way, constructivist learning principles are met as these different technologies facilitate learners to develop their own learning through involvement in authoring, through exploration of relatively unknown technologies, through access to an abundance of resources online and so on.

For the major part, I believe that e-Learning contexts have worked in favour of the humanist approach especially because of the fact that web 2.0 technologies have allowed for the freedom of self-publication. The fact that most web technologies these days allows authoring of information to virtually everyone meets the principles emphasised by humanist theory. However, this can also have negative effects as some situations have seen individuals being humiliated and bullied among other things in a public sphere which has a reach beyond our borders. Furthermore, new technologies can also be daunting for learners as they struggle to grasp them and thus this can negatively impact the humanist approach.

Meaningfulness and insight can aid in e-Learning contexts as being able to associate experiences and view material in different ways can help develop meaning in the current learning situation and thus assist the learner in understanding material and problem solving. Because e-Learning contexts are constantly being changed by advances in technology and emerging technology, meaningfulness and insight can support learners when dealing with these changes.

In a reciprocated manner, insight can be developed through new technologies as they can shed different lights on issues in ways that the learner has never encountered before – so rather than restructuring and reorganising problems ourselves, new technologies may have the capability to do that for us. However the downside may be that these technologies can distract the learner and so expected associations may not be achieved or unexpected ones created.

How can we use advance organisers in e-Learning contexts?

With e-Learning training programs, advance organisers can be used to give an overview of the course. Furthermore, they can detail how particular technologies can contribute to learning and understanding so as to settle the learner into using new technologies.

In an e-Learning context, generalising can have quite a negative effect as it can limit learning. For example, a lot of my friends have refused to activate facebook as they don’t see it as any more than a waste of time and an avenue to “stalk” other people. Having this narrow minded view of facebook, and social networking sites in general, would deny them of the view of social networking sites as tools that can facilitate learning. Thus learning is restricted as different modes of delivery are restricted because generalisations about them may exist which could lead to reservations about the technologies.

On the other hand though, it can be positive if the generalisations are positive.

Attachment: Learning Theories

We were also directed to this website for more information http://tip.psychology.org

Theories of Learning

Behaviorism

• Involves the process of conditioning and observable behaviour
• Looks at the relationship between cause and effect in response to a stimulus
• Learning becomes a modification of behaviour by applying stimuli, shaping responses and provisions of reinforcement
• Requires practice and feedback otherwise skill may appear lost (frequency of repetition and ensuring response is not ignored)
• Classic conditioning can be demonstrated by our ability to generalize our responses to stimuli
• Operant conditioning is where people learn to behave a way in which allows them to obtain what they want or avoid things they don’t want (positive and negative reinforcement)
• Ignoring reinforcements will lead to an extinction of response. The learner must be able to respond actively
• Frequency of repetition and reinforcement is vital
• Generalizations can suggest importance of practice in varied situations (learning transfer)
• Immediate feedback of results is strongly motivating. It should be straight after or before the next attempt
• Shaping behaviour by reinforcement of responses is essential to learning new skills.

Cognitivism

• It differs from behaviourism as it focuses on the process between learning and performing skill
• Learning is based on the re-organisation of experiences into systematic and meaningful patterns that lead to problem solving and insight
• Use of grouping, hooking and pegging
• Pre test used to test existing knowledge while post test becomes the comparison of learning obtained

Humanist

• Influenced by cognitive approach but focuses on individuals seeking self esteem, personal adequacy and self actualization
• Can be blended with other theories

Constructivism

• Involves schema-mental model which builds on personal interactions with others and are unique to each individual
• Dependant on prior knowledge
• Involves repetition with increasing detail (spiral)
• Can include taking knowledge and applying it to live situations
• No final formal assessment

Social Learning

• Can be blended with other theories but focuses on experience, observation and modelling (mentoring)
• Involves 4 processes – attention, retention, reproduction and reinforcement

Social Constructivism

• Is a blend of social and constructivism theories

Burns, R. 1995, The Adult Learner at Work.

What is your definition of learning?

I would define learning as a process in which knowledge is acquired and then successfully demonstrated or transferred in an appropriate context. The knowledge is embedded through constant application and practice. It is something that has never been encountered before and thus upon learning, a person’s thought and perspective is altered.