Learning Theories

Learning Theory

Demonstrate competency in learning theory, curriculum design techniques, teaching and instruction, and the assessment of learning and the learning process

Reflection on theories

I work in a college admission’s office.  An organization’s admissions department often is where learners look to sharpen their consulting skills to produce more results.  Thus, if I begin developing experiences around consulting and speaking skills using learning theories, then I might take an experiential / constructivist approach to encourage my learners to explore, question and problem solve their discussions and presentations informally.

More desirable results by observing emerging patterns and developing the skill to recognize the next occurrence of these patterns is the goal.  This is, however, a more open-ended learning experience.  The methods and results of learning are not easily measured and may not be the same for each learner.

Possibilities using theories

Designing an online way for learners to record themselves speaking, for example, and submit the recording for feedback from peers rather than teachers can be a better approach.  Of course, monitoring and keeping the principles of andragogy in mind is necessary for the instructor.  

Receiving feedback for the learner would be part of a cognitivist approach; listening to speakers, while problem solving, would be constructivist. Of course, it would be interesting to see how the learner processes the information and what conclusions are made from the learned information. As you see, there are various theories interplaying here for both the subject and the reviewer as learners.

Comparing theories

There are many ways a formal behaviorist approach can be used especially in a “training” scenario rather than a cognitive “educating” one, which focuses on how we think. Behaviorism and cognitivism both support the practice of analyzing a task and breaking it down into manageable chunks, establishing objectives, and measuring performance based on those objectives (Merger). Training for a skill, however, is more black and white. Indeed, there is a right way and there is a wrong way in a training scenario.

Teaching a skill

Working with Customer Relationship Management (CRM) software and teaching CRM is a good example for behaviorist learning approaches. This way, immediate feedback can be expressed: “Hey, you did it right! Good job!”  Behaviorist multiple choice quizzes and tests that are easy to score and tabulate can be used. Indeed, using the CRM example, I would have the learner perform a number of real CRM skills using the software in order to meet an objective. Successful demonstration of the objective would exemplify an authentic assessment and might be a good idea as a final exam.

Finally

I use all theories depending on the challenge. Knowing the differences between the different theories (and how learning occurs) provides a foundation for the framework of the design that I would propose as a solution. 

References:

Cox, Janelle. 5 Scaffolding Teaching Strategies to Try Today. Retrieved June 18, 2018, http://www.teachhub.com/5-scaffolding-teaching-strategies-try-today

Keramida, Marisa. Behaviorism in Instructional Design For eLearning: When And How To Use. Retrieved June 12, 2018 from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use

Merger, Brenda. (1998). Instructional Design and Learning Theory. Retrieved July 18, 2018. https://etad.usask.ca/802papers/mergel/brenda.htm#Constructivism