Education and Learning Theory - Essay Example

Education and Learning Theory Introduction: The process of learning encompasses “cognitive, emotional, and environmental influences and experiences” in order to enhance “one’s knowledge, skills, values, and world views” (Learning Theory 2009). The main objective of learning theories is to provide a conceptual framework that explains the complex process of learning. Viewing from a broader perspective, there are three main categorical frameworks of learning theories - Behaviourism, Cognitivism and Constructivism. Before contemplating on the educational multimedia design, it is important to understand what these categories exactly mean. Learning theories: Behaviourism focuses on observable changes in behaviour in the process of learning. The theory of Behaviourism was developed most prominently by B. F. Skinner, whose behaviourist philosophy was known as ‘radical behaviourism’. Skinner offered a socio-political world view while explaining his theory of behaviourism. His behaviourist principles illustrate the ideal human society claiming that “a person’s history of environmental interactions controls his or her behaviour” (Graham 2007). Graham further states that Skinner’s behaviourist principles offer learning incentives and practices that are intended to ‘reduce systematic injustices in social systems’ as well as ‘contribute to human happiness’. Thus, “the central feature of Behaviourism is extreme reductionism” (Boyle 1997, p. 9). Cognitivism explains the thought process behind the behaviour in learning. Cognitive theories address the process of brain-based learning, which Behaviourists are unable to explain to some extent. Learning processes involve contiguity and repetition. Some of the major players in the development of Cognitivism are Jean Piaget, Jerome Bruner and Lev Vygotsky. As Mergel (1998) describes, one of the key concepts of cognitive theory is schema, the internal knowledge structure that can be “combined, extended or altered to accommodate new information”. When brain gets new information, its processing goes through various stages - “input first enters a sensory register, then is processed in short-term memory (STM), and then is transferred to long-term memory (LTM) for storage and retrieval” (Mergel 1998). Constructivism focuses on the learning process of the learner, who is actively involved in constructing new ideas or concepts. This means that the learner constructs new ideas on the basis of his current and past knowledge. Bartlett is the pioneer of constructivist approach, who garnered the view that “learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual’s knowledge is a function of one’s prior experiences, mental structures, and beliefs that are used to interpret objects and events” (Mergel 1998). This is implemented in multimedia learning processes as well. Boyle (1997) reasonably explains the importance of Constructivism in educational multimedia design, “Constructive view of learning and cognitive development provides an important theme in understanding the design of multimedia learning environments. Learners are viewed as active constructors of their knowledge of the world” (Boyle 1997, p. 11). The three learning theories discussed above include a number of conceptual differences with regard to preparing instructional multimedia design. In terms of explaining mental activities, Behaviourism is associated with the body while Cognitivism is related to the mind. Cognitive notions include schema or knowledge structures in learning processes, which do not find any behavioural equivalent. In Behaviourism, the instructor designs the learning environment. Cognitive approach involves the instructor in structuring problem solving activities with group learning strategies. In case of Constructivism, the instructor focuses on peer interaction through which, learners can develop their knowledge on known concepts. In Behaviourism, the learner remains passive; in Cognitivism, he learns to process, store and retrieve information for future use whereas in Constructivism, the learner creates his own unique education based on prior knowledge. Application of the theories: The proposed project on Production of a Visual Basic Tutor intends to include the learning theories of Behaviourism, Cognitivism and Constructivism while preparing the instructional multimedia design. A systematic instructional design should include all the three theories that will help analyse learners, make objectives for the course, set the instructional preferences and assess student performance. Student interaction with teachers, course materials, and among themselves is an essential requirement in a learning situation. It is the main objectivity of the instructional design to analyse learners and provide them with required knowledge by creating a problem solving situation, where learners will learn to solve the problem. By using the learning theories, teachers can easily analyse what knowledge their learners need to deal with the specific problem solving situations. While preparing the instructional design for the Visual Tutor project, the following aspects will be addressed with the characteristic features of the learning theories keeping in focus, Analyse learner characteristics in particular behavioural environments (source: Behaviourism theory) Design and develop learning goals and objectives Develop instructional materials and assessment instruments Design and conduct summative evaluation Assess student performance In order to create a problem solving situation, the instructional design of the project will first include a behaviourist approach to design the learning environment for students. Cognitive theory of learning will then be applied with a view to develop instructional activities and group learning strategies. This will help learners grow in an interactive environment with progressive learning prospects. After the behaviourist approach of creating learning situation, the designer analyses it with the help of cognitive learning approach, where he can set learning goals based on the situation. Mergel (1998) concisely describes the cognitive approach that the project is going to include, “In this [cognitive] approach the designer decides what is important for the leaner to know and attempts to transfer that knowledge to the learner.” (Mergel 1998) The Visual Tutor project will then involve a constructive approach to let the learners create their own learning inputs developed on the basis of prior knowledge. It also involves self-evaluation of the learners. The assessment process of learners includes evaluation based on notes, early drafts, final products and journals (Mergel 1998). Including the three learning theories in the project will be effective as the learners will be able to develop their learning skills and concepts based on prior knowledge and create new concepts. Conclusion: Developing the instructional multimedia design involves a conglomeration of the major learning theories including Behaviourism, Cognitivism and Constructivism. Cognitive theory of learning is usually considered to be the dominant theory in instructional design. However, a combined design of behaviourist and cognitive approach is better advocated by instructors as it can be utilised by both behaviourists as well as cognitivists. But learning through a cognitive design is somewhat a closed system as the learner is still confined in the designer’s ‘world’. What is perceived as the best learning theory is the constructive approach that is less time consuming as well as less expensive. Students get some sort of freedom even in the ‘closed system’ here. To conclude, “Constructivism promotes a student’s free exploration within a given framework or structure. The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems” (Learning Theory 2009). References: Boyle, Tom 1997, Design for Multimedia Learning, Prentice Hall, London. Graham, George 2007, Behaviourism, Stanford Encyclopaedia of Philosophy, viewed 13 July 2007, http://plato.stanford.edu/entries/behaviorism/. ‘Learning Theory’ 2009, Wikipedia, viewed 3 March 2009, http://en.wikipedia.org/wiki/Learning_theory_(education). Mergel, Brenda 1998, Instructional Design and Learning Theory, University of Saskatchewan, viewed May 1998, http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm. Read More