Unit 8 Learning Theory Revisited Lisa Nevoral 56909005

Learning theories describe how people learn and can be influenced by factors such as behaviour, cognition, emotion, and environment. Through the numerous online discussions, group presentations, and thought question exercises concerning the various learning theories discussed in ETEC 512, my initial personal learning theory has evolved and now takes into consideration these factors and how they play a part in how someone learns. Originally, my personal belief was that learning is best achieved when learners were free from the fear of failure, that they were willing or motivated to learn, and in order to learn one must have prior knowledge or experiences that will link new information to old. As well, I viewed teachers as facilitators, helping guide their learners to a higher level of learning (as suggested by Vygotskys Zone of Proximal Development). While these statements still resonate in my mind, my learning theory has evolved beyond its original structure. Humans are social beings and Driscoll suggests that social interaction leads to higher mental processes (2005). To me, learning needs to include this social aspect as well as the interaction between people, environment, and artifacts. Additionally, meaningful learning, learning in context and reflection of ones own learning are important pieces that cannot be ignored. Furthermore, learning that occurs by connecting new information with previous knowledge leads to a constructive change in the brain (Novak, 1998). I see constructivism and social learning as the theories with the most learner value. Activities that facilitate student-centered learning can be used as tools and allow learners to benefit from greater knowledge retention, increased capacity for learning related materials, increased facilitation for new learning, and greater transferability of knowledge (Novak, 1998). As well, presenting authentic and problem-based tasks will allow learners to construct their own knowledge and connect their learning to real life situations. As educators, our ultimate goal is to produce students capable of learning in all environments, not just that of the typical classroom.

References: Driscoll, M.P. (2005). Psychology of Learning for Instruction (pp.384-407; Ch. 11 Constructivism). Toronto, ON: Pearson. Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (pp. 49-78; Ch 5 Ausubels Assimilation Learning Theory). Mahwah, NJ: Erlbaum.