Jun 05 2008
Storyboard and Learning Theories
In regards to the learning theory or theories that I am applying to the learning context, I actually worked backwards. I looked at the learning content and the possible technologies I could implement, keeping in mind the learners, and designed my storyboard accordingly. Looking at my storyboard now, I’m finding it quite difficult to define which learning theory or theories it actually fits with.
My storyboard looks like this:
In some ways my content flow is cognitive, because it makes use of advance organisers in the form of the introductory vodcast, but in other ways it is humanist because it allows students to relate their learning to their previous experiences, through the discussion board for instance. That said, it has elements of constructivism, with the focus on group work rather than individual work.
Perhaps the best way to determine which learning theory it fits with is by defining the theories it could possibly fit with.
Teaching in a cognitive environment has been described as
organising a learning environment to facilitate student activities that lead to discovery, understanding and problem solving
(Burns, 2002, p. 142)
It has also been defined as believing that
learning is an active process by learners who, through experience and problem solving, develop meaning and understanding of the world around them.
(Tovey & Lawlor, 2008, p. 61)
The cognitive theory of learning emphasises a number of principles. Those that are most relevant to the DoCS context include:
- Learning is an active process in which meaning is developed on the basis of past and present experience.
- Prior knowledge is important – new material must ‘fit into’ existing knowledge structures (schemas, advance organisers).
- Feedback as hypothesis testing is a basis for correcting faulty learning, that is providing information rather than ‘reward’.
- Learning with understanding is the aim, not learning by rote.
(Burns, 2002, pp. 129-130)
From a teaching perspective, the humanist approach has been described as
developing individual potential by making personal learning possible through self direction and valuing personal experience in a supportive teacher interaction
(Burns, 2002, p. 142)
It has also been defined as believing that
learners are persons of free will and will choose what, how and when they will learn as well as manage their own learning in conjunction with their own need for growth and development.
(Tovey & Lawlor, 2008, p.61)
The humanist approach has principles such as the following:
- Humans live in their own personal subjective world – reality is defined by each person.
- Individuals will seek ways to enhance themselves and society through self-actualisation.
- All humans need close personal relations with others.
(Burns, 2002, pp. 138-139)
The constructivist approach works on a number of assumptions:
- Knowledge is constructed from experience
- Learning is a personal interpretation of the world
- Learning is an active process in which meaning is developed on the basis of experience
- Conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning.
(Mergel, 1998, pp. 8-9)
Through my more thorough definition of these three learning theories, I have come to the same conclusion as when I started. My storyboard design combined with the technologies I have previously mentioned on my first page means that a number of elements of all three of the learning theories are covered. Therefore, my approach to the design of the e-Learning program is informed by three theories: cognitivist, humanist and constructivist.
References
Burns, R., 2002, The Adult Learner at Work, 2nd edn, Allen and Unwin, Crows Nest, NSW, Australia, pp. 129-130, 138-139, 142
Mergel, B., 1998, ‘Instructional Design & Learning Theory’, Occasional Paper, University of Saskatchewan, Canada, http://www.usask.ca/education/coursework/802papers/mergel/mergel.PDF
Tovey, M.D., and Lawlor, D.R., 2008, Training In Australia, 3rd edn, Pearson Education Australia, Frenchs Forest, NSW, Australia, p. 61
For my technology recommendations, please click the link below.
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