Week 1 - Learning theory and e-learning

Identify the ideas that struck you as most important in the video and the Edutopia reading. Consider the implications for your classroom: 

Rubenstein and Willis present interesting commentary and research about how a learner’s brain can have an effect on, and be affected by, learning. Rubenstein asserts that intelligence is not a fixed thing which cannot be improved. Further, she maintains that while learners may struggle in one area, this does not necessarily mean they will struggle in others. Connecting this information to prior understandings about Gardner’s Multiple Intelligence theory, strengthens my own emerging philosophy about the importance of using a learner’s strengths to develop their skills and understanding in areas of weakness.

While Rubenstein’s article presented some fascinating information about the connections between learning and changes to the brain, the comments made by readers of her article were equally as thought-provoking. One ‘professor’ vilifies the information presented in the article as a ‘baseless fad’; essentially referring to Multiple Intelligence theory as science fiction due to its inability to produce ‘observable evidence’. As teachers, I guess this theory will be put to the test as we get to know our learners, and differentiate (or individualise) our planning to ensure they are all given multiple opportunities to learn.

Willis’ explanations about how learning impacts particular areas of the brain highlighted the importance of a learning manager’s role in preparing students for learning new content; delivery of content requiring learners to use multiple senses; and, possible student reactions to learning and the reasons behind this. I particularly found the section about the ‘fight, flight or freeze’ reactions interesting as it made me consider past classroom experiences and the possible ‘triggers’ behind ‘behavioural incidents’. Was Johnny’s chair throwing tantrum actually a ‘fight’ response to learning new content?

Consider the benefits that might be offered by using ICT in your classrooms. Review briefly the major theories of learning, and reflect on the shortcomings of the traditional classroom and curriculum in light of the messages that have been delivered:

Effective use of ICT’s in the classroom can provide students with learning experiences which are globalised, relatable and connected to issues, people and places beyond the limitations of a traditional pen and paper learning site. When engaging with communication technologies and their programs, learners are able to; collaborate with a diverse range of people by sharing, discussing and justifying ideas and understandings using online platforms; engage with content using interactives; develop understanding and skills in the safe, responsible and ethical use of ICTs; and, explore the creation of products across a range of learning areas.

Traditional classrooms generally present one dimensional, teacher-controlled learning experiences which are typically supported by behaviourist learning theory; whereby, knowledge is progressively transmitted to the learner who is motivated to learn through the teacher’s use of positive and negative reinforcement. In contrast, cognitive constructivism suggests that new learning occurs through individual discovery and experience, and builds upon existing knowledge structures. Further, social constructivist learning theory purports that learning in individuals occurs through social interaction with others, as new knowledge is assimilated and accommodated during collaborative participation.

When incorporating technology into 21^st century classrooms, teaching and learning can be transformed into something which is connected, authentic, contextualised, engaging, pertinent and creative. In order for this to occur, the ICTs selected for use by learners and the learning manager should be appropriate, purposeful and employed in safe and ethical ways.