In the spider-web of facts, many a truth is strangled. ~Paul Eldridge
Of all of the definitions of learning I’ve seen recently, I’ve connected with the following one most.
“Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes “ (Cobb, 2009).
The complexities of learning
There are numerous definitions for learning reflecting the complex nature of the subject. What does it mean to have learned something? Does it mean that we can do something that we could not do before? That we understand a concept or an idea more fully? That we can create a product, an outcome based on this learning? Ultimately, learning is reflected in a multitude of ways. Not only do we demonstrate what we have learned in a variety of ways, but the actual process of learning is complex as well. We can learn by seeing, hearing, doing, interacting, collaborating, reflecting, etc. one day, and learn a different subject in a different manner the next.
Importance of Skills and Flexibility
Therefore, the most important thing is to be open to different ways of learning. It is essential to have a variety of learning skills at your disposal, which can be interchanged depending on the situation. Teaching your students learning skills such as metacognition, reflection, mind mapping, repetition, seeking and using feedback, and collaboration, for example, and allowing them to choose between their preferred repertoire of techniques gives learners the much needed flexibility that enhances the learning experience, remembering never to keep the repertoire stagnant.
Disposition and Approach to Learning
Learning is fluid and essential to life. All too often as adults we get stuck on a particular way of doing things. I agree with Jacob Bronowski, the creator of the BBC series The Ascent of Man, when he said, “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” To exemplify the importance of play and of maintaining our childish curiosity, let me share a quote by Richard Feynmann, a Nobel physicist, as he describes how he came to win the Nobel Prize for physics:
“I decided I was only going to do things for the fun of it and only that afternoon as I was taking lunch some kid threw up a plate in the cafeteria. There was a blue medallion on the plate, the Cornell sign. As the plate came down it wobbled. It seemed to me that the blue thing went round faster than the wobble and I wondered what the relationship was between the two. I was just playing, no importance at all. So I played around with the equations of motion of rotating things and I found out that if the wobble is small, the blue thing goes around twice as fast as the wobble. I tried to figure out why that was, just for the fun of it, and this led me to the similar problems in the spin of an electron and that led me back into quantum electrodynamics which is the problem I’d been working on. I continued to play with it in this relaxed fashion and it was like letting a cork out of a bottle. Everything just poured out and in very short order I worked the things out for which I later won the Nobel Prize.” (as quoted in Robinson, pg. 134)
Importance of making Connections and Prior Knowledge
Richard Feynmann may have been just playing but it is clear that he had already acquired knowledge and skills from which he could draw on and make connections. Most learning theories acknowledge the importance of prior knowledge and already acquired skills as the foundations for further learning. Cognitivist theorist focus on the internal processes of the mind and the building of connections based on prior learning experiences (Learning Theories and Instruction, 2008). Similarly, constructivists believe that learners construct their learning through the building up on prior knowledge (Learning Theories and Instruction, 2008).
Learning from learning theories
No learning theory contains the key to unlocking the mystery of how we all learn but together they have a great deal to offer those of us focused on improving learning. For example, from behaviorists we learn the importance of repetition and feedback. We all seem to benefit from learning new things in a variety of ways, not solely in our preferred manner and thrive on feedback and constructive commentary. Cognitivist theorists reinforce the importance of internal processes such as reflection and metacognition in addition to the formation of schema. Constructionists stray away from standardized tests and multiple-choice assessments and focus on outcomes and products of learning. Social learning theorists remind us that we are essentially social beings and that learning is demonstrated and enhanced by its impact on others. Collaboration and cooperation are at the forefront of 21st century learning. Connectivism deals with the dynamics of learning in the midst of the current technological revolution, using technology effectively, making connections and discerning between the endless choices of our age. The implications of all of these are numerous and can enable the development of rich learning environments.
Using Technology to Enhance Learning
We are preparing our students for a future we ourselves do not fully understand. Yet, it is clear that technology fluency and multimedia literacy will be at the forefront (Prensky,2010). The new generation of digital natives will embrace learning through these mediums they are already so familiar with. Below are some examples of how to use technology to enhance learning according to the tenants of the different learning theories.
Learning Theories | Technology Applications |
Behaviorist Theory | Use of numerous games and interactive educational sites for problem solving and critical thinking. Use of websites such as Turn It In, which facilitate input and feedback from the teacher. Testing done through computers such as MAP (Measure of Academic Progress) where learners get immediate feedback. |
Cognitive Theory | Sharpen metacognitive skills by making videos teaching other learners. Opportunities for reflection through blogs, social networks, texting. Use of games and interactive educational sites for problem solving and critical thinking. Self publishing opportunities. |
Constructivist Theory | Learners can create, do and interact through the use of technology. From brainstorming through Webspiration and other graphic organizers, to creating videos, websites, publish ideas on blogs. Learners can communicate ideas/projects with other learners from all over the world. Community service projects can be global through technology. |
Social Learning Theory | Interactions and collaboration are facilitated through the use of technology. Social networking (facebook, twitter, myspace) and cloud technologies enable students to communicate ideas and collaborate on projects easily. Google docs, wiki spaces, mobile learning, etc. |
Connectivism | Connectivism is based on learning through the use of all technological tools. From using basic search engines to databases like Ebsco and Questia, to YouTube and iMovie. Mobile learning, social networking sites… The possibilities are seemingly endless. The key is to understand how to best organize and use technology to create and understand patters and to effectively facilitate learning. |
So often we get caught up in the so-called certainties about learning and learning theories. Information is fluid and forever changing. We can choose to apply what we learn about learning in a thoughtful way with a common sense approach. The illiterate of the technological age are not those who cannot read or write but rather those that have trouble adapting to the changing times.
References
Cobb, J. (2009) Mission to Learn: A Definition of Learning. Retrieved from http://www.missiontolearn.com/2009/05/definition-of-learning/.
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Omrod,J. (n.d.) Behaviorism and instruction. [Video podcast]. Retrieved from www.waldenu.edu
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Prensky, M. (2010). Teaching Digital Natives: Partnering for real learning. Thousand Oaks, CA: Sage Publishing.
Robinson, K. (2001). Out of Our Minds: Learning to be creative. West Sussex, England: Capstone Publishing.
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