- some intelligent educators have sat down together to figure out what would be best for 'us'. For this reason I try to do all the activities rather than question them - often I am surprised.
In H817, the timeline of technologies we did to which learning theories were to be added is one of these (there's more in the wiki and I'll keep adding to this, and eventually have my own version in Google Docs). I could have cut to the chase three years ago - all I wanted to know was how to match learning theories to e-learning practice. I thought there were a set of off-the-shelf 'solutions'. The reality is of course far more complex.
Every kind of learning surely existed before someone came along and packaged as a theory?
The ability to keep learning, and to learn from eachother, and to solve problems is what makes us human and has enabled us to survive and thrive over the last 70,000 odd years.
Turning back to learning theories - there are only a few, at least they can be grouped under (with overlap): cognitivism, behaviourism and constructivism. While 'connectivism' is supposedly what the Internet delivers I would suggest that actually 'connectivism' came first, and is learning as an infant and child from a mother, parents, siblings and extended family. All the the Internet does is to amplify or permit such relationships on a global scale - keeping families close who might now live thousands of miles apart.
Surely we need to turn to Socrates and 'Socractic discussion' to understand the origins of discussion as a form of guided learning?
The simple relationship between someone who doesn't know something and someone who does. In H807 three years ago I interviewed a retired Oxford philosophy tutor on 'the Oxbridge Tutorial Method' (search Dr Zgigniew Pelczynski H807) and this is how he explained it - for the most part, someone who knows something pouring content into an empty vessel (John Locke).
My brother learnt to fix cars from his grandfather, I learnt to cook and draw from my mother, I taught my children to swim and my wife to drive ... this for me is what is missing in most online learning as developed out of distance learning by The OU.
In three years I have never had discussions with Grainne Conole, Martin Weller or Diana Laurillard.
The couple of MOOCs I have done, OLDS MOOC and #H817open have had these names participating, getting away from their research as I see it and showing their true colours as 'educators' (or not). My chosen pattern of learning would be to gravitate towards the expert, something I have to try and get right if I am to move into doctoral research.