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Social Enviroments implications on learner

by Food for ThoughtInformation DesignLearning TheoriesPsychology

To address if the element of “social” environments, impact on learning environments is the same, you have to understand the role of social behavior and the implications on learning. Constructivism view humans construct knowledge by adapting meaning from a previous stimulus-response in the current relevant context (Jenkins, 2006). The process of knowledge is interpreted as a “personal world” or by “mind’s adaptations” that is all internally driven (Jenkins, 2006). Piaget furthered constructivist reach by describing biological readiness, life experiences, and structures that play a crucial role in self-constructing information (Jenkins, 2006). Social environments offer the transference of an individual’s prior skills or processes, allowing learners to voice their point of view and influence the organization of information.  

In my opinion, online pedagogy can offer the same “social” environment as a traditional classroom setting but hinder the ability to advance to the next level of understanding. Howard Gardner stated there are three types of learners, native, traditional, and expert, and if the misconceptions are not challenged, the level of understanding will remain the same. The zone of proximal development describes the kind of learning environment that enables effective knowledge transfer and cognitive development (Laureate Education, n.d.). In applying both approaches, one can produce an active learning environment that is conducive to both external experiences and cognitive processing (Ormrod, Schunk, & Gredler, 2009). When looking at learning strategies and styles that each _ism favors, it doesn’t hinder the ability to influence learning, just merely suggestions that favor memory storage and organization. In the Constructivist point of view, a learner can construct their understanding based on the social environment (Ormrod, Schunk, & Gredler, 2009) ; the variable to me would be the learner’s level of understanding. Instructional settings typically viewed as social offer groups, activities, feedback, and open dialogue between leaner that foster intuitive thinking. However, emerging technology now gives us the ability to see them still visually and communicate openly in realtime, creating the same atmospheric factors. To help guide instruction, facilitators must demonstrate the ability to create a social presence, or the ability of learners to project personal characteristics, experiences, and influences into a community presenting as if “real people” (Kilgore, 2016).

Resources:

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration. Retrieved from http://knowledge.sagepub.com.ezp.waldenulibrary.org/view/edleadership/n121.xml

Kilgore, W. (2016, November 14). Social Learning in Online Environments – Humanizing Online Teaching and Learning. Retrieved May 28, 2020, from https://humanmooc.pressbooks.com/chapter/social-learning-in-online-environments/ 

Laureate Education (Producer). (n.d.). Theory of social cognitive development [Video file]. Baltimore, MD: Author.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.

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commentary on “_isms as a Filter, not a blinker”

by Food for ThoughtLearning TheoriesNeurosciencePsychology

The ability to pinpoint how learning occurs is equally complex as the brain itself. We know how the brain receives stimulus through receptors, how the brain processes related sensory triggers in different parts of the lobes, and how transmission of signals increases as the response. While learning has shown no defined link between neuroscience, the brain’s ability to react on sensory response correlates with psychology, and how the mind interprets its environment. The theorist has illustrated many different _isms: constructivism, behaviorism, cognitivism, and a modern approach connectivism (Kerr, 2007). Each theory has beneficial contributions and limitations which help evolve the next theoretical practice. Offering solutions to another’s pitfalls will not always answer how the human brain processes information (Kapp, 2007).

In response, I agree with Kerr’s statement, “_isms are important but use them as a filter, not a blinker” (Kerr, 2007). Using one approach to facilitate learning would pose challenges when recalling information due to the limited relatable situational context needed to organize LTM effectively (Ormrod, Schunk, & Gredler, 2009). Down’s conceptualized the popular behaviorist stimulus and response approach in an analogy of a Los Vegas slot machine about Kerr’s explanation of _isms compared to a nuclear explosion disaster plan. Physically placing the coin into the slot, pulling down the handle, hearing the sounds, seeing the lights, and awareness of the environmental surroundings all play an essential factor in the appeal of the game leading players to try again. When presented with the opportunity to play a slot machine in a similar casino, the player will recall relevant situational knowledge from prior experiences and emotions, leading them to play again (Downs, 2017). Removing the flashing lights and fun sounds will not prevent spending money to play again; however, it removes sensory triggers leaving players with a less emotional connection with the game (Ormrod, Schunk, & Gredler, 2009). In Kerr’s analogy, a nuclear meltdown alert should have a list of procedures when combined with cognitivism that prevents us from being a machine (Kerr, 2007). If we used only situational influences around learning, we wouldn’t have a developed action plan because the stimuli have yet to be presented, just as a player wouldn’t typically sit at a slot machine only to feed it coins. Appling _isms as a filter would allow instructors to apply generalized concepts for information processing, and enable tailoring options to remove unimpactful methods.

Resources

Downes, S. (2017, January 1). Design: Behaviorism Has Its Place Commentary by Stephen Downes. Retrieved May 20, 2020, from https://www.downes.ca/cgi-bin/page.cgi?post=37333

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought « Karl Kapp. Retrieved May 20, 2020, from http://karlkapp.com/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved May 20, 2020, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction (Laureate custom ed.). New York, NY: Pearson.

Designs that Unclog Working Memory

by Brain-Based EducationFood for ThoughtInformation DesignInstructional DesignLearning TheoriesNeurosciencePsychology

The Organ

The human brain has an unlimited capacity for evolving knowledge. In instructional design, learners must be the center of all stages of a specific module via research, development, design, or implementation. How humans understand and process information through brain-based behavior can help deliver knowledge in ways that learners can receive, process, and store information adequately for later retrieval. While there is no direct link between neuroscience and how the brain processes information, there is excellent scientific evidence that the link has yet to be discovered (Jensen, 2008). Therefore, as facilitators of learning, it is crucial to understand how the brain, as an organ, functions (neuroscience) concerning education.

Inside the Cortex is where information processed is categorized into somatosensory (Parental lobes), visual (Occipital lobes), complex auditory (Temporal lobes), and lastly, “human” activities ( frontal lobes) (Ormrod, Schunk, & Gredler, 2009). After the Cortex’s lobes receive the information, knowledge remains in working memory until it is organized and stored for another similar stimulus. In summary, all knowledge is processed through the brain. How the brain uses perception, and relatability to organize and retrieve information can be classified as cognitive psychology backed by neuroscience. There is no direct relation between the two; however, one can’t exist without the other.

Information Overload

As outlined, the Cortex inside the brain is responsible for triggering responses to presented by stimuli, which can be presented in various fashions to the sensory receptors. Instructional designers can use neuroscience and how the brain interprets information through the effective use of sensory. Designing training plans should not over stimulate the sensory receptors in the CNS. Overwhelming the brain with the stimulus is no different than overworking your liver by consuming alcohol. Knowledge can be received and used while given a specific task, but with the more stimulus responses triggered, the less is committed organized long term memory. 

Cerbin defines working memory as the mental space where we do conscious, progressive thinking; however, that space has limited capacity (Cerbin, n.d.). This temporary storage allows cognitive information processing to manipulate storage later (Gutierrez, 2014). Think of working memory as a bucket; when full, the information is tossed or spilled. Even though the plastic material the bucket, made of is thin plastic, the design indentations of the bucket still lower the storage capacity. The working memory, “bucket,” uses part of the storage with tasks processed in an automatic method. When working memory is full, and the learner is challenged with many things to organize, overload sets in often resulting in a disengaged learner, but more importantly, the inability to recall responses.

Karla Gutierrez, SH!FT Disruptive eLearning contributor outlines how to design eLearning using working memory strategies, activities, and resources that will enhance cognitive processing skills using brain-function while not overstimulating. Working memory strategies help achieve a schema, receiving parts of the objective in smaller pieces (Ormrod, Schunk, & Gredler, 2009). To manage the information at each level of the pedagogy, activities, and resources help learners store information in an organization to easily retrieve under relatable circumstances. 

Conclusion 

All learning starts with the neuroscience of the brain. These discoveries have helped us understand how the brain receives processes and stores information. Where the brain stores, the data is contengient on the amount of working memory in use. To ensure learning is as simplistic for learners to process, instructional designers can use SH!FT’s suggested working memory strategies, activities, and resources. 

Resources

Cerbin, B. (n.d.). Working Memory as a Bottleneck in Learning – Exploring How Students Learn. Retrieved May 19, 2020, from https://sites.google.com/a/uwlax.edu/exploring-how-students-learn/working-memory-as-a-bottleneck-in-learning

Gutierrez, K. (2014, July 22). Designing eLearning to Maximize the Working Memory. Retrieved May 19, 2020, from https://www.shiftelearning.com/blog/bid/351491/Designing-eLearning-to-Maximize-the-Working-Memory

Jensen, Eric P. (2008). A Fresh Look at Brain-Based Education. Phi Delta Kappan, 89(6), 408–410. Retrieved from https://www.teachers.net/gazette/OCT08/jensen/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.

Instructional Design Resources

ID-Resources

by Instructional DesignResources

Early humans showcased the ability to learn about discoveries, innovation, and ideas from past great scientists and thinkers (Ormrod, Schunk, & Gredler, 2009). Theses characteristics humans apart from other species (Ormrod, Schunk, & Gredler, 2009). As Instructional Designers, the influence of peer adaption of servers as a resource for designing educational content. Three resources featured below offer valuable contributions to instructional design and learning processes.

IDC (Instructional Design Central) provides instructional and learning design-related information from over 18,000 instructional design professionals (Instructional Design Central (IDC)). Design models, learning theories, planning, and technology are all discussed throughout the role of an instructional designer. Professionals have contributed templates to inspire collaboration. This resource also offers career-related advice and tools for ID job seekers. Instructional designers can use the knowledge and tools from IDC professionals to advance their facilitation of learning by research and trials.

Learning Solutions is a leading publication providing a perspective that is professional eLearning centric (Learning Solutions, n.d.). Working professionals offer solution-oriented information to make educated business decisions to ensure effective learning solutions (Learning Solutions, n.d.). The navigation to relevant content is simplified using baseline concepts such as technology, development, and management. Each of the professional contributors offers challenges and how they navigated a pathway to success.

Network-based media and publishing company eLearning Industry is the largest knowledge-sharing platform design for professionals and instructional designers (eLearning Industry, 2020). eLearning Industry offers insight on knowledge trends, project help, job-seeking tools. This platform provides a solution for professionals to engage in current affairs by contributing their thoughts, creating a safe online community (eLearning Industry, 2020).

References

eLearning Industry. (2020, January 9). eLearning Industry. Retrieved May 11, 2020, from https://elearningindustry.com/about-us

Instructional Design Central (IDC). (n.d.). About Instructional Design Central (IDC). Retrieved May 11, 2020, from https://www.instructionaldesigncentral.com/aboutinstructionaldesigncentral

Learning Solutions. (n.d.). Learning Solutions. Retrieved May 11, 2020, from https://learningsolutionsmag.com/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.