Applying Learning Theories

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Applying Learning Theories

• Nuala Harding, Alex Keys,
• Paul Marah, Terry OReilly

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Where we came from

• Module in e learning on a DIT post grad 3rd Level
  Learning Teaching course
• Practising lecturers
• Aware of learning theories
• Comfortable with Microsoft Office applications
  but no experience creating web pages

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Knowledge of Computers
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What was expected

• Develop an e learning course and launch it on the
  DIT intranet within 8 weeks
• Produce a group report justifying the e
  learning course from an educational point of view

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Theories of Learning Timeline
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Starting point

• Pick a traditional course module (Computer
  studies for 1st year Engineering students)
• Brainstorm the new Rationale and Course
  Philosophy
• Finalise the Module Descriptor

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Proposed Course Outline

• Existing module consists of two semesters of a
  classroom based computer course
• The first semester is to remain untouched but the
  second semester will now be provided by e
  learning
• The rationale is to develop the students
  computer skills while pursuing Professional
  Development skills

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Keeping the focus

• The student

The course rationale
The course philosophy
The student
The module descriptor
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Behaviourism

• The module has to have learning outcomes for the
  student, the lecturer and the overall course
  structure.
• These include demonstrating teamwork skills,
  collaboration using on-line communications and
  developing independent learning skills
• These are listed on the course Introduction/Module
  Description web page

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Humanism

• One of the weekly tasks required of the student
  on-line is to research and champion an engineer
  from their locality
• This would develope self learning skills, provide
  self motivation and could lead to belongingness
  and peer esteem (Maslows Hierarchy of Needs)

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Cognitivism

• Dingbats are juxtaposition text images
• Students are required on-line and in small groups
  to interpret these and develop new dingbats
• This will stimulate mental imagery while aiding
  problem solving and decision making
• It allows reorganisation of the cognitive
  structures which humans use to process and store
  information (Good Brophy, 1990)

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Sample Dingbats
Man ---------- Board

• Ground
• --------
• Feet
• Feet
• Feet
• Feet
• Feet
• Feet

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Social Learning

• The earlier task of championing a local engineer
  is followed by group discussions about the role
  of the engineer in society. The emphases is in
  the students perception of the role and their
  reason for choosing this career path.
• This group interaction links the students and
  society and involves interaction and mutual
  influence (Jarvis, 2003)

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Constructivism

• Learning is a process of making meaning
• What is learnt will depend on the students
  interests and whether the process....is primary
  individual or social (Merriam Cafarella 1999)
• The students are encouraged to direct the weekly
  tasks and reflect on their effectiveness

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Home Page
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Introduction Page
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Communications
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Resources Page
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Learning not Technology