Knowedge and Learning: Objectivists Approaches

Behaviourism

A practice for software applications is to adopt operant conditioning.  The learner is provided with a set of instructions on how to perform the task, a demonstration would also be provided in a f2f environment or screen recording for online learners. Positive feedback is provided on activities as learner completes each task based on certain criteria.  Praise is given in the form of comments on printed work, log sheet of activities progressively marked complete or verbal comments.  There is an improvement in student’s behaviour as production of documents are completed in a timely manner, meets set criteria and follows workplace style guides. 

As an example:

Design and produce text documents: Learner is provided with learning material, workplace style guides and instructions for required outcomes.  As the learner works through a series of activities, trainer praises the learner for creating documents based on a set of criteria.  Learner receives a certificate when successfully completing the final task to a prescribed standard.

The outcome for this example is the learner demonstrates the ability to design and develop text based documents using advanced features of word processing software.

To make a comparison between behaviourism and modern learning theories.

It would seem behaviourism limits the learners free-will to learn, it impedes their thinking and learners find it difficult to make any decisions or able to effectively problem solve. 

Whereas contemporary learning theories promotes learners who think outside the square, want to experiment with ideas, question beyond what is being taught, establish their own experiences, learn by trial and error. 

As a final thought, it cannot be said there is no place in today’s learning for behaviourism. For we are born with no ideas, from our learnings we develop our ideas and transform these ideas into our own beliefs and theories.

Cognitivism

When developing online learning material, I have adopted Gagne’s approach but in a different sequence of events.  Reference is made to Cathy Moore’s action mapping, which is reflective of Gagne’s approach sequenced differently by giving the learner the opportunity to attempt activities and/or assessment first and provide information secondly. This gives the learner the opportunity to make informed decisions as to how they would like to progress with their learning.

Therefore the sequence would look like:

1) Gain their attention –real life scenarios are presented to learner, learner is placed in a real position, provides them a reason for achieving, sets goals

2) Inform the learner’s of the objective – as above

3) Stimulate recall of previous information – if relevant, it would be beneficial for them to reflect on what they have learned thus far

4) Elicit performance – some activities to ensure understanding, this is not mandatory learner makes the decision to participate

5) Provide feedback – if completed activities, award them for their efforts

6) Assess performance – if learner chooses to attempt assessment, they have the opportunity to now rather than at end

7) Provide learner guidance – if needed, must be available

8) Present stimulus material – material is available, again learners make a decision to review this material

9) Enhance transfer opportunities – gives the learner direction to where they can go from here

Cathy Moore's Action Mapping 

Source: http://blog.djangolabs.com/elearning-blueprint/action-mapping-overview/

The process based on Cathy Moore’s Action Mapping is:

References

Cathy Moore, Let's save the world from boring training, http://blog.cathy-moore.com/2013/09/throw-them-in-the-deep-end-but-keep-a-life-preserver-handy/, viewed 16 March 2014