Cognitivism as a Learning Theory

In 2007 Bill Kerr stated in his blog that, “theories are used to justify change.”  I would like to pose a question: If theory justifies change, what does change justify?  A core element of change is to transform.  Change justifies the need for a society to transform.  This transformation continues as an evolution of society.  The introduction of technology serves as a perfect example.  Technology not only enhances the learning environment, but as one of my professors put it, “technology also expands our cognitive capabilities,”  that cognitive capability and expansion of thought is what promotes the possibilities of change in society which can again be justified by theory. Is theory a law of cognition, proof of concept, or an idea of practice?  The hypotheses, which I call the adolescent stages of theory, are derived from cognitive assumptions that mature into becoming reinforced through practices of behavior in our society, which is a conglomerate of behaviors. 

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from

http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

http://www.techlearning.com/blogs

I commented on the below listed blogs:

http://eductech13.blogspot.com

http://lrsgturn.blogspot.com/

Learning Theory and Educational Technology

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

The use of technology has transformed education and learning to a point that far exceeds the conventional classrooms of the past.  Driscoll (2005, p.9), said that learning theory consists of three parts; “the result, the means, and the inputs.”  I agree in part.  The transfer of knowledge can be shown in the results.  The means can be defined in the curriculum and the inputs can be based on the learning objectives.  Driscoll mentions experience in the input, but I think experience plays a bigger role in learning and touches on all aspects of the learning environment.   Experience can gauge the learning process in the non-traditional educational environments.  On-line learning gives students the opportunity to elaborate on their experiences like never before.  The sharing of the learning experience is abundant in our threaded discussions.  Social media is another example of this wealth of learning experiences.

 In the training environment, learning is a repetitious process where students are given opportunities to practice over and over until the learning experience becomes instinctive.  “Practice makes better “as they say in the performance arena.  I think the experience gained from practice improves the learning process as well.

Reference

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education

Site to check out in Educational Technology

http://www.techlearning.com/Default.aspx?tabid=67&blogid=1

http://www.edutopia.org/webinar-discussion-april-2009

http://www.RADTeach.com

http://www.k12blueprint.com/http://www.k12blueprint.com/

https://www.edx.org/