PERSONAL LEARNING THEORY
By: Chantal Drolet
Wriiten for: EDUC 512 (Dr. Cliff Falk), University of British Columbia, 2008
(To see the origital format, please click on: cdrolet-plt-revised)
Learning is a process occurring when learners acquire memories and develop behaviors. It is facilitated by active (8) knowledge acquisition, which is the focus of learner-centered instructional design. Learning entails integration of information, reinforced by comprehensive assessment procedures. Since learning requires the fulfilment of personal skill sets, the teacher’s role is to provide adequate scaffolding. As learning also demands social participation, educators must situate cognition culturally by creating authentic learning experiences within communities of practice (1).
Learner-centered education
Humans are organic beings, have feelings, possess the ability to reason, and live within social contexts. All these characteristics influence learning operations by filtering experiences through perceptions and attitudes. Consequently, effective learning comes with spirited participation; self-regulation (5); opportunities to reflect about one’s own biases; and avenues to share and modify understanding.
Creating knowledge
Learning by trial and error, as presented by behaviourists (9), consolidates individual knowledge. From a constructivist perspective (4), interactivity also optimizes learning. Information can therefore be classified and encoded in the long term memory, as emphasized by cognitivism (6) through inquiry-based group work (2). Furthermore effective online learning fosters adjustment of previous assumptions through networking, as advocated by connectivism (7).
Learning assessment
Transferability (3) and knowledge expansion are crucial aspects of learning and are supported by assessment strategies incorporating well defined diagnostic, formative and summative components. Affective, intellectual and psychomotor competences are integral to learning and demand frequent evaluations (5).
Teaching to learn and contribute
Learning is enhanced when teachers nurture learners’ self-confidence by presenting challenging tasks in an organized fashion; welcoming students’ input; giving learners pertinent guidance and fostering constructive learning environments. Experienced educators link scholarly achievements to relevant collective involvement.
Conclusion
My learning theory is based on a learner-centered educational perspective, supported by motivating and structured learning events; continuous and purposeful feedback, as well as meaningful interaction leading to personal autonomy and responsible social contribution.
References
•1. CCM: Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 153-182; Ch. 5 – Situated Cognition). Toronto, ON: Pearson.
- a. P. 159: “Learning as Participants in Communities of Practice”
•2. CCM: Driscoll. M.P. (2005). Psychology of Learning for Instruction (pp. 227-244; Ch. 7 – Interactional Theories of Cognitive Development). Toronto, ON: Pearson.
- a. P. 227: “Interactions […] important to consider […].”
- b. P. “Guided practice in inquiry […] conditions for discovery learning […].”
•3. CCM: How people Learn: Brain, Mind, Experience, and School (2000). Chapter 3: Learning and Transfer. Available online at: http://www.nap.edu/html/howpeople1/
•4. CCM: Miller, P. H. (2002). Theories of Developmental Psychology, 4th Ed. (pp. 367-396; Vygotsky’s Socio-Cultural Approach). New York: Worth.
- a. P. 373: “… focus on children’s participation in activities […].”
- b. P. 393: “Collaborative Problem Solving”
•5. Peer, K. S. & Martin, M. (2005).The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education, The Internet Journal of Allied Health Sciences and Practice, Vol. 3 No. 2, ISSN 1540-580X. http://ijahsp.nova.edu/articles/vol3num2/peer.htm. Retrieved July 18, 2008.
- a. Printer version, page 3: “… promoting self-regulated learning…”
- b. Printer version, page 8: “Defining Evaluations Strategies” […] Students […] demonstrate […] cognitive, psychomotor and affective content […].”
•6. CCM: Schunk, D. H. (2004). Learning Theories: An Educational Perspective, pp.136-189 (ch. 4). Upper Saddle River, NJ: Pearson.
- a. P. 175: “Encoding Specificity”
•7. Siemens, G. (2004). Connectivism: A learning theory for the digital age. Available online at: http://www.elearnspace.org/Articles/connectivism.htm.
- a. P. 1: “Some significant trends in learning: … learning occurs through personal networks, […]. “
- b. P. 4: “This cycle of knowledge development […] allows learners to remain current I their field […].” (challenge assumptions)
•8. Bonwel, C.C., Eison, J.A. (© Copyright 1996-2003). Published by James Rhem & Associates, LLC. (ISSN 1057-2880), http://www.ntlf.com/html/lib/bib/91-9dig.htm. Retrieved July 24, 2008.
•9. CCM: Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available online: http://www.coe.uga.edu/epltt/Behaviorism.htm
•10. Smith, M. K. (1999). ‘Learning theory’, the encyclopedia of informal education, www.infed.org/biblio/b-learn.htm, Last update in 2003. Retrieved July 23, 2008.