Week 1-2 Post

1. Thoughts on "The Medium is Not the Meassage"

There can be no argument that distance learning opens doors that would otherwise be left closed to many students. However, the technology used to deliver distance learning programs is merely a means to an end. The worth of these programs lies in their content and the delivery of this content. Technology can facilitate this delivery, and even enhance the content, but it is by no means the framework on which the program should be based. I see the main shortcoming of distance learning that students are less apt to have face-to-face discussions with their classmates and teachers. A case in point could be the asynchronous nature of these online courses. The coursework that we are completing in Information Technology could just as easily be delivered in a more traditional classroom setting with lecture and discussion. I feel fortunate to be able to participate in these online courses through WebCT but I do not believe that the fact that they are delivered through a technological medium increases their worth or efficacy.

2. If you were to choose one particular learning theory that best fits direct instruction, which would it be and why?

In direct instruction, the teacher presents information to the students and expects students to increase their knowledge based on this new information. I believe that the learning theory that best suites this style of teaching is behaviourism. The learner adapts to the new environment by responding to questions with the information provided by the teacher. This likens students to empty pitchers into which knowledge may be poured. It creates a more passive environment where students react to the demands of the teacher. The student is rewarded if he/she can recite the absolute knowledge provided by the teacher. Higher-order thinking and mental processes are not greatly considered in the behaviourism model. I feel that the same can be said for a broad definition of direct instruction where the teacher’s end goal is to deliver new information to the students with the hope that they can repeat this same information on some form of formal assessment.

3. If you were to choose one particular learning theory that best fits the constructivist approach, which would it be and why?

I believe that the best theory that fits the constructivist approach would be the constructivism theories created by Piaget and Vygotsky. Their early works were instrumental in developing the concept of constructivism in which students “in the quest for understanding, link new knowledge to prior knowledge and construct new meaning”. (Arends, 2004, p. 397) This approach allows students to focus on using their prior knowledge and experiences as a guide to increase their knowledge and establish higher- order thinking processes. This exploration will allow student to move forward through their zone of proximal development and learn to the best of their individual abilities.

4. / 5. By drawing upon past life and/or teaching experiences, where has direct instruction and constructivist styles worked for you?

My teaching experiences focus mainly on teaching physics and robotics. Both of these courses have an arranged set of formulas and procedures that must be understood and followed in order for success. It is in introducing these topics that I often put on my “direct instruction” hat. I cannot ask a student to map out the electrical wiring on their robot if he/she has no understanding of the underlying principles of electric circuits. To allow students to go out on their own and work solely on their prior knowledge would be very time consuming (and potentially dangerous!). Explaining the variables in a new physics equation and letting students practice using the new equation with a given set of questions is a very effective means to learn new concepts. However, once the students have the basics down, I put on my constructivist hat (usually in the same class period) and begin to allow students to explore on their own. I challenge them to think where a certain physics concept is relevant or demonstrated in the real world. Now students are able to draw on past experiences and imagine how these new concepts can be manipulated to create new ideas and theories. Open-ended labs and higher-order thinking projects can be created to allow students an opportunity to hypothesize, formulate opinions and test new beliefs without having to worry about delivering the single right answer.

Reference:
Arends, R. (2004). Learning to Teach (6th ed.). New York, NY: McGraw-Hill.

Comments welcome, Ryan