Objectivism in Education Technology

Objectivism, with its roots in realism and essentialism, sees reality as external to the individual and disassociated from experience. Human behavior is predictable as they respond to an external world (stimuli) they can neither control nor understand without acquiring reliable knowledge. Knowledge can only be gained from publicly observable replicable facts, not from such subjective phenomena as intentions, values, interpretations and perceptions. This knowledge exists independently in the real, structured world that the mind can mirror. In terms of instruction objectivists believe that the reality and structure of the world can be modeled for the learner, and that all learners uniformly gain the same understanding. Teachers are expected to help students understand this “real” world and students are expected to replicate what they are taught not interpret their individual perceptions. Objectivists are therefore concerned with developing law-like rational knowledge to help individuals successfully navigate this “real” external world (Diesing, 1966, Huizing, 2007, Jonassen, 1991).  

Reference

Diesing, P.  (1966).  Objectivism vs subjectivism in the social sciences.  Philosophy of Science.  33(1/2). 124-133.

Huizing, A. (2007). The value of a rose: rising above objectivism and subjectivism. Sprouts: Working Papers of Information Systems. 7(11), 7-11. Retrieved from http://sprouts.aisnet.org/67/1/2007-19.pdf

Jonassen, D. H.  (1991). Objectivism versus constructivism: do we need a new philosophical paradigm? Educational Technology Research and Development.  39(3), 5-14.  

How People Learn

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

My personal beliefs about learning are continuously informed and shaped by theory, research and practice.  Learning is indicated when there is a continuous change in behavior.  An individual might have several hypotheses about learning, for instance, I believe that the more involved students are in the learning process the greater the possibility that learning will take place.  I also believe that holding exclusively to one theory prevents the exploration of others through research and inhibits their application in the classroom.  I believe that for the teacher instructor there is a smorgasbord of theories with which to engage depending on the individual, the content, and the context.  If there is to be an understanding of how people learn there has to be an understanding of theories of learning which has evolved from research. 

How do theorists say people learn?
Siemens (2008, p. 9) saw linkages between theories and noted that theories form a progression with new ones building on previous ones. He advised that any discussion of learning must include a revision of learning theories.  Learning theory has evolved from three basic epistemological philosophies: (a) Pragmatism which is the belief that neither knowledge nor reality can be definitive or absolute but is dependent on empirical or rational processes.  (b) Interpretivism states that reality is shaped within and thus individuals construct their own knowledge.  (c) Objectivism states that reality is external and perceived through the senses and has nothing to do with the individual’s consciousness (Siemens, 2008 & Driscoll, 2005).  These epistemologies underpin three broad learning theories –behaviorism, cognitivism, and constructivism. 

Behaviorism
Behaviorism traces it origins in objectivism.  Behaviorism argues that it is impossible to observe what occurs within the learner.  Behaviorists proffer that learning occurs as the individual responds correctly to external stimuli offered in the form of reward or punishment (Driscoll, 2005 & Siemens, 2008).  Behaviorist theory is useful in educational technology when the aim is to help students learn a concept or skill through repetition. Programs have been devised which provides drill and practice.  For examples of these programs see: 
Math Practice at http://www.math.com/students/practice.html, 
AplusMath.com located at http://www.aplusmath.com/, and 
Chemistry Drill and Practice Tutorials at http://science.widener.edu/svb/tutorial/.     

Cognitivism
Cognitivists focus on the individual’s mental processes.  This involves insight, memory, perception and the way information is processed.  For the cognitivist learning is a change in what we know.  Learning occurs when information is organized internally (that is, in our memory) in a meaningful way.  Connections can be made between cognitivism and pragmatism.  Education technology connects with cognitivism with programs that target a range of knowledge and skills.  Comprehension programs whether in the form of interactive games or simply programs that offer a passage followed by comprehension questions are a good example.  Challenging Our Minds at http://www.challenging-our-minds.com/,  is a program that can be used to develop cognitive skills.

Constructivist

For the constructivist learning is an active process in which the learner constructs their own knowledge as they interact with and seek to interpret the world around them.  In the constructivist classroom educational technology allows the teacher to be a facilitator The teacher provides material with which the students can interact and explore.  For example a geography class might explore a country’s topography online.  History and language students can participate in museum and archive tours online.  Students can create online journals.  These are just a few of the activities the constructivist teacher can do.

Connectivism
Siemens (2008) briefly examined connectivism, another learning theory.  In “Connectivism: A Theory for the Digital Age” (Siemens, 2005) he describes the limitations of behaviorism, cognitivism and constructivism and argues for connectivism as an alternative learning theory appropriate for the digital age.  Connectivists see knowledge as constructed of connections and networks.  Learning occurs in changing environments over which learners do not have complete control and in which they seek to make connections between specific types of information and so increase their knowledge (Siemens, 2005).  Classroom 2.0 provides a video discussion of connectivism and networked learning titled “Connectivism and Networked Learning” at http://www.classroom20.com/profiles/blogs/connectivism-amp-networked.  

How do people learn?
This discussion would be incomplete without noting the importance of learning styles.  It is important that practitioners are aware of the various learning styles since this can affect the learning process.  Visual learners favor using pictures or images; aural learners prefer sound; verbal learners use words both oral and written, and physical learners favor using their bodies.  Learning styles connect with educational technology.  There are tools available that can meet the needs of each type of learner.  For example, for the physical/kinesthetic learner can access word rocessors, music synthesizers, video cameras, and computer simulations to actively involve themselves in the learning process.

References

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

Siemens, G. (2005). Connectivism: a learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Additional Resources

Podcasts
How people learn: The National Academies Press http://www.nap.edu/audioplayer.php?record_id=9853&n=0

Technology Alliance found at http://www.technology-alliance.com/about/podcasts.html scroll down the list to: December 8, 2006 - Dr. John Bransford, Professor of Education and Psychology, College of Education, UW, talks about how people learn. DOWNLOAD MP3 (30MB)

The Learning Theory Podcasts
A series of podcasts dealing with learning theories done by De. Daniel J Campbell found at http://www.dancampbell.us/podcast.html

George Siemens on Social Learning Networks: From Theory to Practice
George Siemens argues for using social networks in the learning process in an interview found at Xyleme Voices: A Podcast Library on the Evolution of Training http://www.xyleme.com/podcasts/archives/28.  

How Students Learn; How We Should Teach. Learning Theories
This site offers insights into the various theorists and their theories through brief articles and podcasts, together with suggestions for how these theories apply to goals and objectives, individual differences, motivation, teaching methods and evaluation http://www.theoryfundamentals.com/index.html.

Blogs
Tomorrow’s Professor Blog
This blog is sponsored by Stanford Center for Teaching and Learning. TP Msg. #1180 Learning Theory and Online Instruction, examines behaviorist’s, cognitivist’s, and constructivist’s learning theories.  It can be found at http://derekbruff.org/blogs/tomprof/2012/05/21/tp-msg-1180-learning-theory-and-online-instruction/.

E-Learning Provocateur: Provoking Deeper Thinking

In this blog located at Wordpress.com the writer presents “A Taxonomy of Learning Theories” at
http://ryan2point0.wordpress.com/2010/01/12/taxonomy-of-learning-theories/.