Why These Theories Among So Many
Before I began my studies in education I had little understanding of the vast array of theories that could support my learning and provide greater awareness in issues of communication. The theories on this page were chosen in part for their parallels in principles, but also for their assistance in negotiating a new field of study, and in exploring past practice with a different perspective. These principles that were applicable throughout each graduate course are the learning theories I studied in Online Technology in Education, the communication theories discovered in Education, Technology and Communication, and an assessment model introduced in Online Technology in Education.
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http://www.wordle.net/ ConstructivismConstructivism is naturally included in this esteemed group of theories because it was a favored learning environment amongst my courses in this graduate program, and was a methodology I found particularly advantageous in my own learning.
Though constructivism was a term I had no prior knowledge of, its principles were familiar from my own informal training and studies in the fine arts. Additionally, like the other theories in this group, knowledge is constructed "by testing ideas and approaches based on prior knowledge and experience" (Kanselaar, 2002), which of course is an essential practice as both an artist and a graduate student. Moreover, years of traveling and working abroad have also supported development of my problem-solving and critical thinking skills, which In turn prepared me to work in the unfamiliar territory of education. When acronyms, policies, or vocabulary became confusing, my learning was fostered through communities of practice, peer discussion threads and the world wide web. Assessment Model
While assessment was covered in several of my courses, the use of ADDIE, an instructional design model was my first introduction to the world of corporate training as an educator rather than a trainee. With online technology becoming increasingly popular, it is not just educational institutions that are putting their training online, many corporations are following as well, making instructional design a highly desirable skill to obtain. What's more, using this design model in a consulting project provided an authentic task that taught me the necessity of studying a training program from the design phase to its evaluation, which led me to conduct further research in online training and the preliminary development of my second photography course.
All information on this page was retrieved from the educ5102 class wiki in the Education, Technology and Communication course at
http://educ5102.wikispaces.com/ |
AndragogyStudying Knowles' (1980) principles of learning in the Introduction to Adult Education course was immensely important in both understanding my own learning processes and in negotiating my way around a vast domain of knowledge that could at times be overwhelming. It was because these principles allowed my personal history to serve as a resource where new learning could be applied that I was able to further develop autonomous methods and problem-solving abilities, skills that I have carried with me from decades of travel and training in the arts.
Since these principles played a pivotal role in my learning across this graduate program and in my teaching practice as well, Andragogy was an obvious choice to showcase in my learning portfolio. Situated Learning Theory
Since social interaction and collaboration are essential components in this theory (Lave & Wenger,1990) as well as in the graduate program, it was extremely helpful to understand how communities of practice such as discussion threads or tweeting could help foster learning. A recurring element in each of my courses, collaboration with peers helped to resolve problems, inspire new interests, and gain different perspectives on topics of study. Additionally, the principles of this theory could be applied across the curriculum, as each of my courses offered opportunities for project-based learning and authentic assessments in activities such as the preparation of research proposals, designing assessment frameworks, or analyzing educational policies.
As well, situated learning theory suggests that as a new member we enter as beginners or novices and then slowly move towards the center of the community, thus eventually obtaining the role of expert (Lave & Wenger,1990). This idea dates back to the ancient practice of artistic instruction in the apprentice/master relationship, which can still be seen today in the form of trade unions. Situated learning is a general theory of knowledge acquisition that has been applied in areas of technology and problem-based learning, which is also highly relevant to the learning environment of this graduate program. Transformational Learning Theory Although definitions of transformative learning theory vary slightly, most agree that the theory is used primarily in adult education. However, a point of contention from those writing on the subject seems to be the definition of an adult learner. Some believe that age alone defines it, while others contend that an adult learner is one who is more mature and therefore wiser than those who have just reached adulthood. For Mezirow (1997), it is only by living through life’s challenges that we gain the experience to facilitate transformative learning. As well, the ability to provide a perspective of one’s own thoughts and to think critically about them is imperative in adult learning, and can only come with age and education (Mezirow, 1997). Like Knowles' principles of adult learning, this theory relies on past experience as an inducer for transformative learning to occur.
Through studying this theory and the communication theories in Educational Technology and Communication, I was able to revisit past experiences with a different perspective on the problems that occurred. In looking back, I can see how I had to transform my frame of reference to incorporate a new perspective before communication in a collective culture could be effective. Communication Theories
Expectancy Violations Theory
This theory looks at how individuals react to the communication of others and the "preconceived notions (or expectancies) of how others should act. When others violate the expectations of another, either positively or negatively, individuals will respond in specific ways" (Burgoon, 1990). My research of this theory for a class Wiki gave me an insightful look at the communication issues I encountered while living in the Middle East, which led me to see that my methods of communication were not the 'expected' approach in that cultural setting, so would not have been highly successful. Face Negotiation Theory While the Expectancy Violations Theory could explain the cultural reaction that occurred, Face Negotiation Theory guided me through the behavioural reasoning, which "assumes that people in all cultures work to maintain face in all situations; The different types of individual and cultural identities are described as faces"(Ting-Toomey, 1999). This concept is extremely important in many cultures and if not understood can cause serious repercussions, as I learnt while striving for educational reform in a collective society. Having this "competence in intercultural communication is a culmination of knowledge and mindfulness"(Ting-Toomey, 2005), something I concur with having led a global existence, learning what I thought I needed to know. Fortunately, these theories helped to fill the gaps of my intercultural knowledge. Muted Group Theory This theory has been chosen as part of the group because like the others it helped to explain cultural issues as well as those closer to home. Muted Group Theory discusses why certain groups in society are 'muted' or considered lower in status and therefore are not really heard (Kramarae, 2005). When I read of this theory it immediately brought to mind the problems I encountered when trying to improve a curriculum that was continuously failing and in my opinion boring, culturally extraneous, and quite simply not working. Unfortunately, after months of research no one was interested in educational reform and the 'powers-that-be', none of whom were women, had already determined there was no need for change. While it took a great deal of time and effort the problems were eventually resolved, but not before the spiral of silence was broken and the students found their voice. Spiral of Silence Theory Like each of the others, the Spiral of Silence Theory provided further insight into a problem that was culturally based, but could be relevant in a variety of settings. This is a theory of public opinion that suggests people feel pressured to conceal their views when they think they are in the minority, and so probably would not share their opinions publicly (Noelle-Nemann, 1974). Though applicable in a great many areas, this theory aided me in understanding what prevented people from speaking out or taking action when injustices occurred. While these theories may not exert radical change, they have certainly helped me to better understand human behaviour and the communication problems that can arise from misunderstandings or cultural ignorance. Nb. A short synopsis of each theory and the corresponding website can be found on the Learning/Communication Theory tabs. |