Constructivism - Finally a potential fit

Having reviewed the tradtional learning theories I can see elements of my teaching that are utilising some of the ideas but I still cannot fully commit to one - on reviewing constructivism I may have found some ideas that represent a closer fit in terms of my teaching philosophy. According to  Cushion et al (2010) constructivism is not strictly a theory but a description that encompasses a range of approaches to learning. Cushion et al (2010) asserts that under this umbrella term, these approaches share a common epistemological or philosophical explanation about the nature of learning (Simpson, 2002; Schunk, 2009). Constructivist approaches are concerned with how learners build their own mental structures through interaction with their environment (Cushion et al., 2010). Lave and Wenger, (1996) assert that supporters of constructivism, argue that understanding and experience are in constant interaction, and through participation, persons, action and the world are connected in all knowing and learning. Cushion et al., (2010) report that the constructivist approach also stresses the developmental nature of learning, in that there are phases of learning skills and the way these are learned will change over time with experience. Kerka, (1998) argues that the conmon thread running through many of the current learning theories suggests that learning is most effective when new knowledge and skills are used, and individuals construct meanings for themselves within the context of interaction with others.


From this view point Cushion et al., (2010) argue that cognitive approaches ignore the social aspect of learning and therefore promote an impersonal and objective view of knowledge, skills, tasks and learning. In contrast, however, Cushion et al., (2010) report that situated learning considers learning within social and cultural contexts, where individuals are involved less with objective de-contextualised knowledge acquisition and more with constructing knowledge through direct experience of social practice (Gilbert and Trudel, 2001). I can certainly see commonality with my own attitudes to teaching and now have a body of knowledge to explore. However I will do so as part of a critical appraisal and wiil not ignore the benefits of the other theories just utilize the key ideas from all to enhance my teaching.


References


Cushion, C. Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R.,  and O’Callaghan, C. (2010). Coach Learning and Development: A Review of Literature. Sports Coach UK.


Gilbert, W.D. & Trudel, P. (2001) Learning to coach through experience: reflection in model youth sport coaches, Journal of Teaching in Physical Education, 21, 16-34


Kerka, S. (1998). New perspectives on mentoring. ERIC Digest No. 194. Columbus: ERIC  Clearing house on Adult, Career, and Vocational Education (ED-99-CO-0013).


Lave, J.  & Wenger, E. (1996) Practice, person, social world, in: H. Daniels (ed.) An introduction to 
Vygotsky (London, Routledge) pp.143-150.


Schunk, D.H. (2009) Learning Theories: an Educational Perspective (5th edition) International Edition New York Pearson Prentice Hall.


Simpson, T.L. (2002) Dare I oppose constructivist theory?, The Educational Forum, 66, 347-354.

Cognitive Theory - a step in the right direction

Although I have previoulsy written about my experience and attitudes towards behaviourist theories I also acknowledged that in terms of my own teaching philosophies it was not an effective fit. So this post will highlight my considertion of cognitive approaches. According to Brockbank and Magill, (2007) cognitive theories intend to scrutinise internal mental structures and see learning as transforming those structures. Here Cushion et al (2010) suggest cognitivists relate their theories to the subject matter, and these theories are primarily about acquiring knowledge (Jarvis, 2004). There have according to Cushion et al, (2010) been many cognitive approaches to learning. Gagnes (1985) model for understanding the relationship between learning and instruction proposed that learning is progressively linked to phases within the instructional process. Ausubel (1963) promoted reception learning or instruction. In this case, learning needs to be meaningful and related to the learners existing knowledge (Cushion et al, 2010). This according to Armitage et al., (2003) is achieved through an exposition of the topic by the teacher or instructor that allows the construction of new meaning. Mezirow (1981) is concerned with transformation and focuses on meaning and reflection to develop learning. Jarvis, (2004) suggests that in this instance an individuals construction of reality is transformed as a result of reflecting on experience and plotting new strategies.


The ideas are logical and I certainly support the notion that the learner has to have a meaningful experience and it is the role of the teacher to support this process and encourage reflection to aid learning. However I feel uncomfortable with the notion that the learning environment has to be constructed and engineered in almost a unidimensional fashion by the teacher. I feel the learner should and in many instances does have control of their own learning. I am interested in the ideas and understand why the models associated with cognitivism are popular as many such as Kolb's cycle (Kolb, 1984) assert that learning can result from experience if it is simply organised correctly. However I support the argument that learning cannot always be ordered and models such as the Kolb cycle although logical does not take account the complex aspects of learning experiences (Newman, 1999) .


I am coming to the conclusion that all these ideas provide a potential toolkit to aid my teaching - but I cannot help feeling that students that pass through higher education still do not have the necessary skills to successfully progress into highly complex and pressurised work environments - my challenge as I see it is to develop knowledge and skills through valid experiences.


References


Armitage, A, Bryant, R, Dunnill, R, Renwick, M., Hayes, D, Hudson, A, Kent, J, & Lawes, S. (2003) Teaching and training in post-compulsory education 2nd edition (Buckingham, Open University Press).


Ausubel, D.P. The psychology of meaningful verbal learning: an introduction to school learning (New York, Grune & Stratton).


Brockbank, A. & Magill, I. (2007) Facilitating reflective learning in higher education;Second Edition (London, Open University Press).


Cushion, C. Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R.,and O'Callaghan, C. (2010). Coach Learning and Development: A Review of Literature. Sports Coach UK.


Gagné, R.M. (1985) The conditions of learning 4th edition (New York, Holt, Rinehart & Winston).


Jarvis, P. (2004) Adult education and lifelong learning: Theory and practice 3rd edition;(London, Routledge).


Kolb, D. (1984) Experiential learning as the science of learning and development (Englewood Cliffs NJ, Prentice Hall).


Mezirow, J. (1998) On critical reflection, Adult Education Quarterly, 48(3), 185-98.


Newman, M. (1999) Maeler‟s Regard (Sydney, Stewart Victor Publishing).

Blended learning - flavour of the month or here to stay

• I have been writing a series of posts tracking my progress in working with a group of final year  students and trying to implement possibly what would be termed a constructivist (Brockbank and Magill, 2007)  approach to their learning. One of the concepts that I have been researching to support this approach has been blended learning - where sessions and or the entire syllabus is delivered by combining elements of online and face-to-face communication as to address the balance of new digital literacies and traditional literacy (Labbo, 2006). There is an expanding body of research (Zhao et al. 2005; US Department of Education, 2010) indicating advantages for blended learning over purely online learning or face to face experiences. Authors such as  Bransford, et al., (1999) and Dede (2006) argue that utilising such an approach can enhance the development of a community learning environment. 

• The reason for developing this type of community approach has its roots in my professional experience. Since working within the Higher Education I have noticed that much like the broader education system there is limited opportunities for students to work within teams and there is almost a competitive attitude to education (such as an overwhelming need to compare grades). On reflection within the professional environments that I have worked working as a member of team is crucial. I feel the education system has a responsibility to prepare students appropriately. Authors such as Shen et al (2007) argue that promoting learning within a community environment enhances the opportunity to collaboratively generate new knowledge, manage own learning and cooperate with others in the processes of negotiation and discussion by setting realistic problems. I will be engaging with a number of different tools to help promote this approach and intend to keep a log of my experiences of the course of the year.

• References

• Bransford, J. D., Brown, A. L. and  Cocking R. R. (1999). How people learn: Brain, mind,
  experience, and school. Washington, D.C.: National Academy Press.
  
  
  Brockbank, A. & Magill, I. (2007) Facilitating reflective learning in higher education, Second Edition (London, Open University Press.
  
  
  Dede, C., (2006). Online professional development for teachers: Emerging models and
  methods. Cambridge, Mass.: Harvard Education Publishing Group.
  
  
  Labbo, L.D. (2006). Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy, 29(3), 199-209
  
  
  Shen, P. D., Lee, T. H.   and Tsai, C. W.  (2007). Applying Web-enabled problem-based learning and self-regulated learning to enhance computing skills of Taiwan’s vocational students: A quasi-experimental study of a short-term module. Electronic Journal of e-Learning 5 (2):147–56.
  
  
  U.S. Department of Education (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service
  
  
  Zhao, Y., J. Lei, B. Yan, C. Lai, and H. S. Tan. (2005). What makes the difference? A practical
  analysis of research on the effectiveness of distance education. Teachers College Record 107
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