Cognitivism as a Learning Theory

In reference to the blog conversation of Bill Kerr, Stephen Downes and Karl Kapp, I have taken a stance in which I believe there should be an even or equal part of all the learning theories in instruction and learning. Behaviorist and cognitivist learning theory are needed in many aspects of answering problems in society today. It may also be important at times for them to be used simultaneously. As Karl Kapp describes the scenario of the nuclear technician in response to a meltdown at the nuclear plant and his reactions to the crisis, there needs to be some cognitive knowledge along with some behaviorist knowledge involved in the solution to the problem. In many work related incidences there are problems that needs to be solved in specific ways but the cognitive knowledge learned allows a person to know when and which solution should be applied to the specific incidence. I believe the theories are chopped up into too many specific details, which detracts from them. Learning specific information and being rewarded for it is covered under the behaviorist theory, whereas understanding knowledge through comprehension would be covered under the cognitive theory. Learning should not be limited to a specific theory, it should be made up of all theories needed in the instance of instruction. What ever works for the type of knowledge or understanding needed should be used to get the job done.


In the blog, Bill Kerr spoke of all the isms that have come about with time. He spoke of the new ism, connectivism spoke of by George Siemens. Siemens explains, “connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual”(Siemens, 2004). The question is, is the information exchanged in the connectivism theory not information that began in the other theories like behaviorism, cognitivism or constructivism. If not for the knowledge that already exists in one or all of these theories, connectivism would not be, therefore, some cannot exist without the others and some should not exist without the others.


Kerr, B. (2007). _isms as filter, not blinker. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Siemens, G. (2004). Connectivision: A learning theory for the digital age. Elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Postings

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Metaphors of Educators

With the many facets of metaphors for educators, it is hard to decide which one best describes the role of educators. "All four models, then, share a common attribute of blending the concept of educator expertise with learner contruction"(Siemens, 2007). I tend to gravitate more toward the educator as concierge. " The concierge serves to provide a form of "soft" guidance - at times, incorporating traditional lectures and, in other instances, permitting learners to explore on their own" (Siemens, 2007, P.17). An educator's job is to provide students with the opportunities to expand their knowledge by various methods of instruction. All learners are not the same and does not learn in the same way, so educators must profice a plethora of learning possibilities for their students. I believe this incorporates all other metaphors provided by Siemens, as what an educator should be. Another good example of a metaphor of an educator as coach. A coach does many of the jobs of others all in one and being a coach of education will allow guidance for all students in what ever area is necessary at the specific time.