Tuesday, March 30, 2010
Assignment Coversheet & Reference List
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Learning Communities
How have learning communities evolved and how may they look in the future?
Kalantzis & Cope (2006) divide learning communities into three different eras: ‘Bureaucratic: The modern past”, “Self-managing: More recent times” and “Collaborative: New Learning”. Below, I have created diagrams based on the ideas presented under the three above-mentioned periods.
Bureaucratic
In the Bureaucratic era, curriculum was defined by the Education Department, dictated to Principals and passed down the line until it reached teachers who would teach using text books which had been created to cater for the curriculum as their main resource. Parents would be informed of assessment results but had little input into their child’s formal education.
Self-managing
Above we see that in recent times, teachers have been given more freedom to design the curriculum. Whilst they are still required to operate within the confines of standards created by the Education Department and School Management, they have had much more flexibility in creating curriculum by drawing from professional experience, their own education and syllabus in text books of their choosing.
With the curriculum that they have designed, they have been teaching students, who in turn have completed assessment to ensure that the topic has been absorbed. Again, the results of assessment have been delivered to parents and to the Education Department.
In these learning communities, parents have been encouraged to take a more active role in their child’s education by coming in to help with tasks such as reading, canteen duty and maintenance.
While the hierarchy still exists in the diagram that I have created, we are starting to see it spread in a more horizontal direction.
Collaborative
Learning communities of the future may look completely different again.
Instead of the learner being at the end of the chain, they are in the centre. Students will no longer been seen only as needing to learn, but as people who can be learned from. Teachers will be seen more as guides than dictators and will be engaged in lifelong learning by learning from all members of the learning community including students.
Some traditional elements will still exist such as the influence of standards set out by the Government and Principal, but the learner is exposed to much more through interaction with community members that have previously not appeared.
What role will information and communication technology have to play in future learning communities?
ICT will play a pivotal role within future learning communities and we are already starting to see these changes take place. Through blogs, wikis, social networking sites (e.g. Twitter, Facebook) students of the future will be able to collaborate and share knowledge in new and innovative ways.
Online gaming communities are fantastic examples of how learning can be concurrently fun and educational experiences.
Shaffer, Squire, Halverson and Gee (2005) state that “In schools students largely work alone, with school-sanctioned materials; avid gamers seek out news sites, read and write FAQs, participate in discussion forums, and become critical consumers of information.” (p. 106).
Below I have posted a video in which James Gee talks about the role video games in learning communities:
Online learning communities already exist and are only going to grow. The Australian Education system needs to embrace the notion that collaborative online learning communities can be a very useful tool to keep learning current, make it appealing to youth and capitalise on the huge knowledge sharing potential that they offer.
Kalantzis & Cope (2006) divide learning communities into three different eras: ‘Bureaucratic: The modern past”, “Self-managing: More recent times” and “Collaborative: New Learning”. Below, I have created diagrams based on the ideas presented under the three above-mentioned periods.
Bureaucratic
In the Bureaucratic era, curriculum was defined by the Education Department, dictated to Principals and passed down the line until it reached teachers who would teach using text books which had been created to cater for the curriculum as their main resource. Parents would be informed of assessment results but had little input into their child’s formal education.
Self-managing
Above we see that in recent times, teachers have been given more freedom to design the curriculum. Whilst they are still required to operate within the confines of standards created by the Education Department and School Management, they have had much more flexibility in creating curriculum by drawing from professional experience, their own education and syllabus in text books of their choosing.
With the curriculum that they have designed, they have been teaching students, who in turn have completed assessment to ensure that the topic has been absorbed. Again, the results of assessment have been delivered to parents and to the Education Department.
In these learning communities, parents have been encouraged to take a more active role in their child’s education by coming in to help with tasks such as reading, canteen duty and maintenance.
While the hierarchy still exists in the diagram that I have created, we are starting to see it spread in a more horizontal direction.
Collaborative
Learning communities of the future may look completely different again.
Instead of the learner being at the end of the chain, they are in the centre. Students will no longer been seen only as needing to learn, but as people who can be learned from. Teachers will be seen more as guides than dictators and will be engaged in lifelong learning by learning from all members of the learning community including students.
Some traditional elements will still exist such as the influence of standards set out by the Government and Principal, but the learner is exposed to much more through interaction with community members that have previously not appeared.
What role will information and communication technology have to play in future learning communities?
ICT will play a pivotal role within future learning communities and we are already starting to see these changes take place. Through blogs, wikis, social networking sites (e.g. Twitter, Facebook) students of the future will be able to collaborate and share knowledge in new and innovative ways.
Online gaming communities are fantastic examples of how learning can be concurrently fun and educational experiences.
Shaffer, Squire, Halverson and Gee (2005) state that “In schools students largely work alone, with school-sanctioned materials; avid gamers seek out news sites, read and write FAQs, participate in discussion forums, and become critical consumers of information.” (p. 106).
Below I have posted a video in which James Gee talks about the role video games in learning communities:
Online learning communities already exist and are only going to grow. The Australian Education system needs to embrace the notion that collaborative online learning communities can be a very useful tool to keep learning current, make it appealing to youth and capitalise on the huge knowledge sharing potential that they offer.
Friday, March 19, 2010
Learning Theories
What are some of the leading learning theories and who are some of the theorists that contributed to them?
Behaviourism
Behaviourism attempts to explain that learning is achieved through conditioning; Specifically by rewarding correct behaviour and punishing incorrect behaviour.
Below, we see two examples of Behaviourism. On the left is a clip from the movie 'A Clockwork Orange' which demonstrates behaviourism in a particularly disturbing form. On the right is a clip from a film which shows BF Skinner's 'Teaching Machine' in action.
Cognitivism
To explain Cognitivism, we can use a computer as a metaphor for the brain. Just as computers have filing systems and structures, Cognitivism tells us that so too does the brain. Our brain files the information or ‘schema’ we learn based on existing information for easy retrieval.
Jean Piaget’s theory of cognitive development suggests that children develop in four sequential stages. Using information from Piaget's Theory (Piaget, J. 1964), below I have created a diagram to demonstrate these stages:
This is an example of Cognitivism as learning is done sequentially and schema is continually built on from one stage to the next.
Humanism
Humanism encourages intellectual growth through self-actualisation rather than content.
This scene from Dead Poets Society shows students learning through a humanist approach:
What makes it a humanist approach is that the teacher is encouraging students to think about why they are there.
Humanities subjects are also based in Humanism because although they may not necessarily be useful to student in a practical sense, they encourage the student to think about things such as where they came from and what their place in the world is.
Below I will speak about Maslow who is a famous Humanist theorist.
Constructivism and Social Constructivism
Constructivism tells us that individuals interpret learning based on cultural background, life experience and other factors that are unique to themselves. Social constructivism grew from Constructivism and explains that social groups learn based on life experience of other group members, that individuals can affect group learning and vice versa.
How do different learning theories influence teaching practice?
Behaviourism
Behaviourism is part of most tutorial style lessons. When a teacher poses a question and a student answers correctly, they are usually rewarded with a response such as "Good!". By rewarding students with a positive response, teachers are effectively conditioning students to continue trying to answer questions correctly.
Cognitivism
Cognitivism also plays a major role in the education of most students. When a teacher instructs students to read a chapter of a text book and answer some review questions, they are using Cognitivism. Text books are usually divided into chapters which are structured sequentially and introduce new information (schema) based on topics covered in previous chapters. They also provide opportunity for reinforcement throughout by using tools such as quizzes and summaries.
Humanism
Humanism can influence teaching practice by making teachers aware of students needs. Maslow's 'hierarchy of needs' states that in order for students to be in a state where they can learn effectively, they first need to have lower level needs addressed.
Click on the thumbnail below to view the hierarchy of needs:
Social Constructivism
Literature Circles are an example of Social Constructivism. Instead of the cognitive method of having students read individually, students are asked to form groups and assume different roles. By having students report what they learned from their own perspective, they are providing other group members with a unique insight that they may have not otherwise received. See this video for an example of literature circles in action:
Behaviourism
Behaviourism attempts to explain that learning is achieved through conditioning; Specifically by rewarding correct behaviour and punishing incorrect behaviour.
Below, we see two examples of Behaviourism. On the left is a clip from the movie 'A Clockwork Orange' which demonstrates behaviourism in a particularly disturbing form. On the right is a clip from a film which shows BF Skinner's 'Teaching Machine' in action.
| The main character, Alex, has a penchant for violence. In order to correct his behaviour, a doctor clamps his eyes open and forces him to watch violent scenes set to classical music. Upon completion of the treatment he cannot witness violence nor hear classical music without feeling nauseous. | B F Skinner’s teaching machine demonstrates the student being provided stimulus and consequently being rewarded immediately if the the answer is correct. |
Cognitivism
To explain Cognitivism, we can use a computer as a metaphor for the brain. Just as computers have filing systems and structures, Cognitivism tells us that so too does the brain. Our brain files the information or ‘schema’ we learn based on existing information for easy retrieval.
Jean Piaget’s theory of cognitive development suggests that children develop in four sequential stages. Using information from Piaget's Theory (Piaget, J. 1964), below I have created a diagram to demonstrate these stages:
This is an example of Cognitivism as learning is done sequentially and schema is continually built on from one stage to the next.
Humanism
Humanism encourages intellectual growth through self-actualisation rather than content.
This scene from Dead Poets Society shows students learning through a humanist approach:
What makes it a humanist approach is that the teacher is encouraging students to think about why they are there.
Humanities subjects are also based in Humanism because although they may not necessarily be useful to student in a practical sense, they encourage the student to think about things such as where they came from and what their place in the world is.
Below I will speak about Maslow who is a famous Humanist theorist.
Constructivism and Social Constructivism
Constructivism tells us that individuals interpret learning based on cultural background, life experience and other factors that are unique to themselves. Social constructivism grew from Constructivism and explains that social groups learn based on life experience of other group members, that individuals can affect group learning and vice versa.
‘Scaffolding’ is social constructivist technique developed by Jerome Bruner from the work of Lev Vygotsky whereby students are assisted to complete tasks beyond their ‘zone of proximal development’ with the assistance of other students and teachers. Once the student has an understanding of the task, the support (or scaffolding) is taken away and cognitive development occurs. To the right, I have created a diagram which demonstrates how this occurs. |  |
How do different learning theories influence teaching practice?
Behaviourism
Behaviourism is part of most tutorial style lessons. When a teacher poses a question and a student answers correctly, they are usually rewarded with a response such as "Good!". By rewarding students with a positive response, teachers are effectively conditioning students to continue trying to answer questions correctly.
Cognitivism
Cognitivism also plays a major role in the education of most students. When a teacher instructs students to read a chapter of a text book and answer some review questions, they are using Cognitivism. Text books are usually divided into chapters which are structured sequentially and introduce new information (schema) based on topics covered in previous chapters. They also provide opportunity for reinforcement throughout by using tools such as quizzes and summaries.
Humanism
Humanism can influence teaching practice by making teachers aware of students needs. Maslow's 'hierarchy of needs' states that in order for students to be in a state where they can learn effectively, they first need to have lower level needs addressed.
Click on the thumbnail below to view the hierarchy of needs:
Social Constructivism
Literature Circles are an example of Social Constructivism. Instead of the cognitive method of having students read individually, students are asked to form groups and assume different roles. By having students report what they learned from their own perspective, they are providing other group members with a unique insight that they may have not otherwise received. See this video for an example of literature circles in action:
Friday, March 12, 2010
Learning Styles
Who are the leading thinkers in learning styles and how do they differ?
Howard Gardner
Gardner’s theory of ‘Multiple Intelligences’ suggests that there are eight different intelligences rather than one ‘IQ’ and that individuals can have varying levels of each. The intelligences are:
Click this link to watch a video where Howard Gardner Explains his 'Multiple Intelligences' Theory.
Robert Sternberg
Sternberg’s theory of ‘Triarchic Intelligence’ proposes that there are three types of intelligence:
• Creativity
• Practical Intelligence
• Analytic Reasoning
Sternberg suggests that utilising the intelligence most appropriate to the situation at hand or balance in all three intelligences will provide the greatest success.
David Kolb
Kolb’s ‘Experiential Learning Theory’ advocates that people learn through experience. Kolb cited in Sternberg & Zhang (2001) states that learning is “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (p. 228).
Rita Dunn & Kenneth Dunn
The Dunn & Dunn ‘Learning Styles Model’ suggests that learners are potential affected by 21 different elements which are divided into five different strands. Below I have created a diagram to display the elements in their strands:
Anthony Gregorc
Gregorc asserts in his “Mind Styles” theory that learners order concrete and abstract perceptions either sequentially or randomly in their minds. The learner may any depending on the situation presented to them:
• Concrete sequential (practical, methodical, organised)
• Concrete random (intuitive, independent, original)
• Abstract sequential (intellectual, logical, rational)
• Abstract Random (creative, imaginative, empathetic)
Which learning style appeals to me most as a Preservice Teacher?
Whilst I believe that each learning style is credible in its own way, I think that Dunn & Dunn’s ‘Learning Style Model’ is the most practical.
Most of the theories covered categorise the type of learner that person is but fail to address the many other factors that influence learning. Dunn & Dunn’s all encompassing ‘Learning Style Model’ takes a different view by having a broader approach. It not only addresses the style of thinker that the learner is, but also their surrounds, the type of personality that they have, who they are learning with and what physical state is best for them to be learning in.
By being aware of the fixed elements and altering the variables to best suit the situation, I believe that I will be able to tailor my teaching make learning more productive.
Howard Gardner
Gardner’s theory of ‘Multiple Intelligences’ suggests that there are eight different intelligences rather than one ‘IQ’ and that individuals can have varying levels of each. The intelligences are:
Click this link to watch a video where Howard Gardner Explains his 'Multiple Intelligences' Theory.
Robert Sternberg
Sternberg’s theory of ‘Triarchic Intelligence’ proposes that there are three types of intelligence:
• Creativity
• Practical Intelligence
• Analytic Reasoning
Sternberg suggests that utilising the intelligence most appropriate to the situation at hand or balance in all three intelligences will provide the greatest success.
David Kolb
Kolb’s ‘Experiential Learning Theory’ advocates that people learn through experience. Kolb cited in Sternberg & Zhang (2001) states that learning is “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (p. 228).
Rita Dunn & Kenneth Dunn
The Dunn & Dunn ‘Learning Styles Model’ suggests that learners are potential affected by 21 different elements which are divided into five different strands. Below I have created a diagram to display the elements in their strands:
Anthony Gregorc
Gregorc asserts in his “Mind Styles” theory that learners order concrete and abstract perceptions either sequentially or randomly in their minds. The learner may any depending on the situation presented to them:
• Concrete sequential (practical, methodical, organised)
• Concrete random (intuitive, independent, original)
• Abstract sequential (intellectual, logical, rational)
• Abstract Random (creative, imaginative, empathetic)
Which learning style appeals to me most as a Preservice Teacher?
Whilst I believe that each learning style is credible in its own way, I think that Dunn & Dunn’s ‘Learning Style Model’ is the most practical.
Most of the theories covered categorise the type of learner that person is but fail to address the many other factors that influence learning. Dunn & Dunn’s all encompassing ‘Learning Style Model’ takes a different view by having a broader approach. It not only addresses the style of thinker that the learner is, but also their surrounds, the type of personality that they have, who they are learning with and what physical state is best for them to be learning in.
By being aware of the fixed elements and altering the variables to best suit the situation, I believe that I will be able to tailor my teaching make learning more productive.
Tuesday, March 9, 2010
Learning About Learning
What is learning?
Kalantzis & Cope (2008) state that "Learning is much bigger than education. Humans are born with an innate capacity to learn, and over the span of a lifetime learning never stops. Learning simply happens as people engage with each other, interact with the natural world and move about in the world they have built." (p. 7).
Below I have created a ‘mind map’ of some of the different aspects learning can encompass. The dotted orange lines represent connections and the way that learning is a tangled web where different elements can work together to produce sometimes interesting and exciting results. There are many more connections but unfortunately the diagram would be too crowded if I were to draw them all.
What qualities must a teacher possess to encourage effective learning?
Modern teachers must possess a broad range of qualities in order to be an effective teacher.
Key qualities include:
What role does information and communication technology play in learning?
Learning is no longer restricted to the classroom. Using the ever-evolving range of media devices such as laptops, iPods and mobile phones, learning can be done almost anywhere.
Click the following link to see how Apple have marketed some of their products at the emerging learning market: http://www.apple.com/education/teachers-professors/mobile-learning.html
Technology can present many dangers, therefore learning with technology should be closely monitored and students should be educated on the potential dangers. But when used in the appropriate context, it can add a whole new dimension to learning.
While the idea of using technology in the classroom is certainly not new (see video below), there is no doubt it has come a long way.
This blog is an example of how technology has changed what once would have been a report printed on paper. Technology has now made it possible to provide the user with an interactive and hopefully much more engaging experience than what words on paper would have done.
Kalantzis & Cope (2008) state that "Learning is much bigger than education. Humans are born with an innate capacity to learn, and over the span of a lifetime learning never stops. Learning simply happens as people engage with each other, interact with the natural world and move about in the world they have built." (p. 7).
Below I have created a ‘mind map’ of some of the different aspects learning can encompass. The dotted orange lines represent connections and the way that learning is a tangled web where different elements can work together to produce sometimes interesting and exciting results. There are many more connections but unfortunately the diagram would be too crowded if I were to draw them all.
What qualities must a teacher possess to encourage effective learning?
Modern teachers must possess a broad range of qualities in order to be an effective teacher.
Key qualities include:
- ‘A sense of responsibility’ (Learning to Teach, p.11). Research conducted by the Department of Education in Queensland suggests that successful teachers see student’s learning as their responsibility.
- Lifelong learning - Teachers now need to teach for a much broader variety of students who are potentially going to be employed in a huge variety of occupations. The new generation of students are no longer expected to train for and stay in one job for their entire career. In order to successfully educate this new generation, teachers must embrace new technologies and be open to new ideas.
- An emphasis on ‘multiliteracies’. This ties in with lifelong learning as students are now expected to be educated ‘beyond the traditional reading, writing, and arithmetic’.
- The ability to foster an environment of respect where differences including cultural background are embraced.
- The ability to recognise that all students have different learning needs. This means that teachers should not just teach to the ‘average’ student, but tailor their teaching style to incorporate all students.
- Pedagogical skill – teachers need to have a sound knowledge of the different educational theories and the knowledge of how to apply them in the classroom.
What role does information and communication technology play in learning?
Learning is no longer restricted to the classroom. Using the ever-evolving range of media devices such as laptops, iPods and mobile phones, learning can be done almost anywhere.
Click the following link to see how Apple have marketed some of their products at the emerging learning market: http://www.apple.com/education/teachers-professors/mobile-learning.html
Technology can present many dangers, therefore learning with technology should be closely monitored and students should be educated on the potential dangers. But when used in the appropriate context, it can add a whole new dimension to learning.
While the idea of using technology in the classroom is certainly not new (see video below), there is no doubt it has come a long way.
This blog is an example of how technology has changed what once would have been a report printed on paper. Technology has now made it possible to provide the user with an interactive and hopefully much more engaging experience than what words on paper would have done.
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