Module 03: A Closer Look at Behaviorism

In the article Behaviorism and Instructional Technology the authors (Burton, More, Magliaro, 1996) give a broad overview of behaviorism and the historic implications the focus has made on educational technology from conception to current day practices. The authors assert that behaviorism is not only a natural, unified way of understanding learning but the most effective viewpoint to consider (1) in academic discussion, (2) to use in instructional design systems, and (3) to apply in modern learning practices. While the authors believe a dualistic interpretation of the mind only further confuses the understanding of learning, they offer some commonalities held by both the constructivist and behaviorist viewpoints. Despite the prevailing skepticism and misinterpretations that follow the educational practice, the authors provide many examples (PSI, LFM, Direct Instruction etc.) that seek to prove learning from a behaviorist standpoint makes learning more effective, efficient and therefore more cost-effective.

I learned from reading the Burton (et al.) article that although the constructivist and behaviorist viewpoints have distinct differences, there exist connections between the two ideas. For example, both perspectives imply that a learner needs to be an active participant in the learning process. Before reading this article my ideas of learning in the eyes of a behaviorist included a learner passively taking in ideas from an instructor. If such an extreme example of my understanding of behaviorism is wrong, I am left to wonder in what other ways are the theories alike. I was particularly interested in the evidence presented on the efficiency of The Morningside Model. This model doubled learning from one grade level to two in 100 hours of instruction.

The aforementioned examples as well as others presented in this article help me to look at behaviorism with new eyes. I am now more likely to consider and integrate this viewpoint into instructional practices. For example, when I am faced with teaching a particular skill or concept I will now consider providing instruction in smaller increments and give more frequent, smaller tests. I will also look for ways to provide rapid feedback for my students as often as possible. In addition, I will ask myself which ideas could be more efficiently covered using a more direct approach to instruction.

The discussion lead by Justin Reeve on epistemology has been a valuable learning experience this week. We discussed the shifting trends of obtaining knowledge from a more formalized, classic approach to community-organized and collectively approved approach. This discussion helped me to consider a basic concept of learning: knowledge. In the discussion we considered what knowledge is, effective sources of acquiring knowledge, and the validity of how we know facts are true. This helped me to understand more completely the importance of considering my views when it comes to epistemology. I believe socially-approved ideas can be valid. One does not need to have a certificate to claim ideas to be true. Yet, we still need to exercise caution when learning from any source, Wikipedia to works published in a journal. I do not believe learning will ever be fully complete. There will always be debate and room for interpretation when it comes to "facts."

Module 02: Epistemological Foundations

In A Seismic Shift in Epistemology Dede draws a distinction between a new Web 2.0 and a classical way of communicating knowledge. While he emphasizes the stark contrast between of both ways of learning, he asserts that both views have important offerings to learning. His position on bias in textbooks shows the importance of websites like Wikipedia. In the end he recommends finding a common ground between both ways of gaining knowledge as both offer benefits.

In Epistemology, introduction Heylighen offers a brief history of epistemological traditions from Greek philosophers to more recent ideas like memetics. At the end of the article he warns against choosing one criteria on which to base our thinking. Because knowledge is such so broad, we need to view it from many different perspectives.

I suppose it is a human reaction to pick sides. I know as I read the ideas put forth in our text and readings I am quick to decide which idea I like the “best” or find to be the most “valid.” However, I am learning that the best philosophy when reading a wide variety of thoughts is to try my best to make personal connections with all theories. After all, the people who founded these thoughts did so after taking much into consideration. Furthermore, they stood the test of time and consensus to make it into text books and into this course.

I also have a better respect for Wikipedia after reading A Seismic Shift in Epistemology. I really connected with the point Dede makes about cultural bias in textbooks. Adding “dimensions of human experience” into knowledge provides a consensus that, used in conjunction with more classical methods of obtaining information, can provide a powerful source of information. In the future I plan to cross reference a site like Wikipedia when researching to gain another perspective on what I am studying. As mentioned before another influence on my actions in the reading is to make connections with all theories from my personal experience. I feel this will help me not only understand others ideas better, but also might help in altering behaviors that are contradictory to valid theories.

My interactions with our text has proven to be most valuable this week. In the past I feel I gave behaviorism a bit of a “cold shoulder.” Yet, after reading in depth about Skinner’s ideas I feel I can approach some situations in classroom management and in educational technology with a clearer mind. Maybe it is because I have a two-year-old in the house now (with potty training just around the corner) but the weight of ideas like shaping have become much stronger to me than in the past. When considered next to more constructivist viewpoints both sides of the spectrum seem to have much to offer to instruction.

Module 01: The Big Picture & The Place of Theory

The Blacker and McKie chapter clearly lays out the importance of educational technology as an ambition rather than a tool. This idea is important as the world becomes more and more full of tools. There is potential to allow tools to control our instruction rather than well founded theories and ideas.

The Issroff and Scanlon article talks about the importance of theory in educational technology. It explains how theory should guide our design of educational technology as well as our understanding of the new tools that are constantly featured as “cutting edge.”

The readings and discussions this week have forced me to reflect not only about the general importance of theory guiding practice but also what theories guide my personal actions in instruction. I know that I fit in with constructivist, collaborative learning theories, yet I seek to refine my understanding of not only the complexities of these theories, but also some of the other theories that drive my instruction.

Some additional thoughts about how I was influenced and how I can influence those around me. Coming from the Blacker and McKie chapter, I was thinking about what force drives technology tools to continually be pumped into our schools, communities and workplaces. From my perspective and reading the articles it is a desire to take a short cut to success. Businesses and schools think that they can get more for their money if they “buy more stuff.” I feel this idea is very harmful and leads to “the technological tail” wagging “the human dog” as it was so well put. This demands more from the Educational Technology community and gives me a motivation to get a good grasp on the theory and models through the course that could help me make a positive impact on my learning community.

The most valuable things that I have read so far is the first chapter of the Gredler book, the Blacker and McKie chapter, and the discussion about the importance of theory guiding practice. I feel the combination of these readings have really allowed me to gain an appreciation for the schools of thought, theories, and models that exist. With this in mind I feel I have a challenge to soak up as much as I can in these next two months. I feel in doing so I will become a more informed and better handler and conveyor of knowledge at my school and even in life.

EdTech 504 - Theoretical Foundations of Educational Technology

In this blog I will be reflecting on my learning experiences in my current course, EdTech 504, Theoretical Foundations of Educational Technology.