|
Theory |
Characteristics |
HLM Learning Event |
Notes |
Literature |
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Behaviourism |
Stimulus-Response Pairs |
Transmission / Reception |
Pedagogical focus is on control and adaptive |
Skinner Tennant |
|
Trial and Error learning |
Explores Meta-learns |
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Learning through association and reinforcement |
Imitates |
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Cognitive |
Transformation of internal cognitive structures |
Meta-learns |
Useful for sequences of material building on existing information |
Anderson Wenger Hutchins Piaget |
|
Processing & transmission of information through communication, explanation, contrast, inference and problem solving |
Practices Experiments Debates Meta-learns |
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|
Constructivist |
Process by which learners build mental structures |
Meta-learns |
Structured learning environment |
Papert Duffy & Jonassen |
|
Task oriented |
Experiments |
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Hands-on, self directed |
Creates Explores |
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Activity -based |
Framework of activity with mediating artefacts within socio-cultural and historically constructed context |
Depends on context |
Importance of environment & tools |
Vygotsky 34 Wertsch 85 Engestrom 87 |
|
Zone of proximal development |
Explores Imitates Practices |
|
Socially-situated learning |
Learning as social participation |
Debates Explores |
Vicarious learning is important process
|
Mercer Vygotsky
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Personal relationships |
Imitates
|
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Language as communicative tool |
Debates |
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Language as psychological tool |
Meta-learns |
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Tutor-student interactions |
Depends on context |
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Active engagement |
Explores Practices Creates Experiments |
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|
Experiential |
Experience is foundation of learning |
Explores Practices Creates Experiments |
Asynchronous communication allows greater reflection |
Dewey Kolb Jarvis |
|
Transform experience into knowledge, skill, attitudes, values by reflection |
Meta-learns |
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Problem-based learning |
Explores Experiments |
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|
Systems theory |
Organisational learning |
Explores Practices Creates Experiments |
Shared knowledge banks |
Senge Laurillard |
|
Development of learners in response to feedback |
Meta-learns |
I am not sure whether I have actually done what was required here. I have taken a list of the theories from the Conole (2004) paper and I have looked at the characteristics of each one. I really hate the 3D diagrams we looked at in the last exercise so I decided to examine the relationship with the Hybrid Learning Model which we studied in H800 and I really liked. This looks at learning activities and divides them into 8 categories depending on the students' responses: receives, explores, experiments, practices, creates, debates, imitates and meta-learns. It is really easy for a practitioner to use and it centres the activities on the learner. The full table used for analysing a specific activity also includes context and tools but I just used the HLM events in order to detect any linking characteristics.
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Meta-learns |
Receives |
Imitates |
Practices |
Creates |
Explores |
Experiments |
Debates |
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Behavioural |
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Cognitive |
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Constructivist |
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Activity-based |
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Socially situated |
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Experiential |
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I am really not sure if this has worked out to be useful or not.
I used the characteristics from the Conole et al. (2004) paper to decide the main HLM events involved and I am not sure I agree with all of the characteristics they list.
I think that the good point of using this method is that it concentrates on the learners' activities and so the comparison indicates similarities and differences between learner experiences.
It will be great to see what other people have devised J
Hybrid Learning Model (2007) 'Hybrid Learning Model' CETL(NI): Institutional E-Learning Services. University of Ulster. Available from: http://cetl.ulster.ac.uk/elearning/hlm.php [Accessed 23 March 2011]