Learning Theories in Unit Two

The second unit in ECU517 covers several significant topics and learning theories. Not only were more models covered in Unit two, but all these models seemed to have many layers to them. As a whole, there was a lot for reflection and consideration in these Unit Two learning theories.

Reactions, Benefits, Similarities and Differences

While I had different initial reactions to Guided Design, Cooperative Learning, Problem-based Learning (PBL) and Situated Learning Environments/Cognitive Apprenticeships, it seemed all of these worked in some of the same arenas. I liked how these theories seemed to address the collaborative, social aspects of learning and might allow for addressing more critical thinking skills than other models we'd studied. In addition these theories all seemed to draw learners into a lesson by rooting the experience in real world, authentic examples or challenges. This connection to real world and context are very clear in the Guided Design, Situated Cognition and PBL models, but could also be parts of the Cooperative Learning as well. This kind of learning can be more relevant and meaningful to students and may make a bigger impact on the learners.

In addition the interdependent nature of learners in Cooperative Learning, PBL and Situated Cognition would seek to create an environment in which groups that work and learn together succeed. Learning to work with others and share a common goal is another crucial life skill.

Overall I see a lot I like about these theories and notice there are more similarities than differences among them.

My Experiences and Using These Theories in the Future

While I've maintained on my earlier blog post that the appropriate theory might depend greatly on the objectives and content, I think all of these theories could be effective in learning environments. One of the greater benefits in these models may be engagement of the learner when the teacher becomes a facilitator and the students work together.

However, there are challenges or risks in this as well as problems that may arise in the group dynamics, and there may be resistance in learners who feel more comfortable or accustomed to another approach. If a learner is successful using another model closer to the traditional models of lecture and individual assessment, they may wonder why they need to work in groups on real-world problems. While most of my experiences with the kinds of group work found in cooperative learning and PBL have been positive, if a member of the group is not participating effectively, the work of the entire team may suffer. In learning models that depend on interdependence, this can create real issues for the remaining members of the group. It's critical that the instructor who is connected with the group make certain everyone is making contribution and give coaching when needed. This role of "teacher as facilitator or coach" comes with a different set of challenges, no less time consuming. And if not monitored properly these theories might cause headaches for teacher and students.

While I've seen and experienced the cooperative learning and PBL models more often in various classrooms , I can see where the Guided Design and Situated Learning Environments might be very effective as well, because they do make connections and use social learning. It seems to me a lot of the informal learning we do outside of a classroom is context based learning through problem solving and group work. As a parent of school-age children, it troubles me that our current system of high stakes, standardized testing in K-12 public education seems to lack so much of the above theories.

Yes, I can see value in using these theories/models in a learning environment, but I think all the theories we've covered likely have their place in some kind of learning or lesson. While I like the social learning and real-world applications of these theories in Unit Two a little more than those in Unit One, I think the content and objectives would likely point one to the best theory for the module.

Web-tools and Resources

There is no shortage of web-based tools or resources that might be used to take these theories online. One might look to tools that would provide work spaces for students to plan, discuss, collaborate and finally present their ideas.

If students have google accounts, then Google Apps would be an all-in-one solution for giving students tools for communicating and collaborating on content (Google Chat, Google Docs ,Google Sites) and presenting (Google Presentations). Wikis are good platforms for this as they easily allow for this kind of sharing and user contributions. PBworks and Wikispaces both provide platforms that allow for discussions and user-generated webpages. Finally, a good option for a free, but more closed LMS-like environment would be Edmodo which is designed as a hybrid social platform/virtual classroom.

If one was looking for a disaggregated solution for web-based tools or resources the following might be useful:

• TitanPad, TypewithMe , Bubbl.us and Wallwisher are good options for collaborative planning and group work.
• Today's Meet would be a simple text-based communication tool for meeting with groups.
• Skype or Oovoo could be used to have synchronous meetings with teams or learners.
• Group presentations might be prepared on Glogster, Vuvox, Prezi or Sliderocket.