ETEC 512 - Applications of Learning Theories to Instruction
Artifact #1 I felt it was important to include the very first assignment that I completed in my MET degree, especially considering that it was a summary of my learning theory at the very beginning of my MET journey. What better way to show the learning I have accomplished in the last five years than to examine how far perspectives on learning have changed (or not changed). There are three core aspects that of my learning theory that I believe still hold true today;
When I started ETEC 512, learning theories were a distant memory from my B.Ed. and I remember being overwhelmed at the volume of information that I had to cover. As I look back at this very first assignment I realize that I had an "innate" understanding of the concepts, I just didn't have the vocabulary and technical terms for them. I knew that learning should be situated, I just didn't have the vocabulary to explain why. I am also pleased to see the theme of balanced learning models show up in my work five years ago, as this past fall it was also the focus on one of my major papers (see ETEC 511 - Final Project).
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Artifact #2 - Learning Theory at the End of the Course
While the bones of my Learning Theory maintain the same three core principles, I found it amazing to read these two papers side by side. I elaborated upon my Learning Theory and framed in literature. While the focus of the third aspect has changed from the balance between transmission and discovery to how learning occurs, looking back I feel that the two still relate. Students learning occurs when "new information is related to an existing relevant aspect of an individual's knowledge structure" (Novak, 1998). This implies that students must have a foundational knowledge to which they can connect their current learning. While I don't explicitly state this in my final paper, I believe that my earlier belief that there must be a balance of transmission and discovery learning is still supported.
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Artifact #3 - Thought Question #4
I chose to include Thought Question #4 for two reasons. First, I wanted to be sure to include a number of examples of work that stemmed from discussions that occurred within courses. I found that a lot of my learning occurred as a direct result of these discussions, with understanding coming from synthesizing a number of people's view points. Secondly, like the learning theory from the beginning of the program, I believe that this particular response will provide an effective comparison against some of my later work. For example, in ETEC 520 (see Keystone Species) I worked with a group to evaluate UBC's TREK 2000 plan and the changes to their technology model that stemmed from it. While I feel that this early work showed an understanding why learning theories support the use of online learning environments, that it did not expand into the practical/applicable side of online learning.
Final Reflections on ETEC 512
I think that this class was an excellent one to start the MET program with as it provided me with the foundational knowledge of learning theories. By starting the program with a refresher on these learning theories, it facilitated more meaningful learning in each subsequent course. By knowing the vocabulary and understanding how it fits within the context of learning, I was able to focus on the topics that were central to my courses rather than getting caught up in the meaning of phrases such as "situated learning". |
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References
© Long, J., (2010). Caminata 1 [photograph].
© Long, J., (2011). Reforestation flower [photograph].
© Long, J., (2012). Fungi at the Reserve [photograph].
Long, J., (2008). Learning Theory at the Beginning of the Course (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). Learning Theory at the End of the Course (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). Thought Question #4 (Unpublished graduate work). University of British Columbia, Vancouver, Canada.
Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (pp. 49-78; ch 5 – Ausubel’s Assimilation Learning Theory). Mahwah, NJ: Erlbaum
© Long, J., (2010). Caminata 1 [photograph].
© Long, J., (2011). Reforestation flower [photograph].
© Long, J., (2012). Fungi at the Reserve [photograph].
Long, J., (2008). Learning Theory at the Beginning of the Course (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). Learning Theory at the End of the Course (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). Thought Question #4 (Unpublished graduate work). University of British Columbia, Vancouver, Canada.
Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations (pp. 49-78; ch 5 – Ausubel’s Assimilation Learning Theory). Mahwah, NJ: Erlbaum