Models of Learning and Instruction & Theories

1. Epistemology (the study of what and how we come to know) is discussed in multiple chapters in this section. Distinguish epistemology from instructional methods or theories. What are the differences between theories, methods, or models of learning and epistemologies or underlying beliefs about ways of knowing?

After reading this week’s chapters I was still unclear of the definition of Epistemology. As a result of more research I was able to gain a better understanding. According to the Stanford Encyclopedia of Philosophy, epistemology is “the nature of knowledge and justified beliefs” (Steup 2005). The Stanford Encyclopedia of Philosophy also suggest Epistemology attempts to answer three questions: “What are the necessary and sufficient conditions of knowledge, what are its sources,what are its structure and limits” (Steup 2005). I think that epistemology is a way for educators to evaluate learning theories and models.
B.F. Skinner’ behavioral theory, “believes that learning can be understood, explained, and predicted entirely on the basis of observable events, namely the behavior of the learner along with its environmental antecedents and consequence (Driscoll 2012). The behavioral learning theory is empirically based. “Like behavioral theory, information processing theory regards the environment as playing an important role in learning (Driscoll 2012). The main difference between the information processing theory and behaviorism, “is in its assumption of internal precedes within the learner that explains learning” (Driscoll 2012). Schema theory, “knowledge is presented in long-term memory as packets called schema” Driscoll 2012). “The evolution of cognitive load theory has focused increased attention in the instructional design field on learning of complex, cognitive skills (Driscoll 2012). The context of learning is important in information processing theory. In the stimulated learning theory relies on “social and cultural determinants of learning” (Driscoll 2012). Gagne’s theory of instruction “integrated and comprehensive theory of instruction that is based primarily on two foundations. The two foundations are cognitive information processing theory and Gagne’s own observations of teachers. The last theory is constructivism, this theory focuses on the inside of the learner, rather than the environment. Behavioral and cognitive information processing theory are results of research in the field of psychology. Both provide structure and guidance in the instructional design field. With time, more abstract schools of thought began to influence the instructional design field, constructivism, schema theory, and situated learning. These theories challenge educators and designers to create lessons outside of their comfort zone.


2. Chapters in this section discuss three contrasting epistemic stances: positivist, relativist, and contextualist (or hermeneutical). Positivists believe that the only truth or knowledge is objective truth. Relativists don’t believe that objective truth is possible and that all knowledge is subjective to perception or relative to a particular frame of reference. Contextualists believe that truth or knowledge is relative to context rather than individual, subjective understanding. While designers and educators with a positivist stance generally apply behaviorist principles to the design and development of instruction, those with either a contextualist or relativist epistemological framework employ constructivist theories and methods. Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict.

I am a relativist because there is not a cookie cutter way to be an educator. The beauty of education is many different people, with different experiences can create their strategies to educate their students. Teaching is a career field that is better with the collaboration of a team. If everyone on your team believed the same thing life would be boring. People have different strengths and weaknesses, an ideal working environment for me involves a team that has a variety of strengths and weaknesses to ensure success in a variety of areas. However, I do think it is important to have a common vocabulary and common instructional strategies to base your own ideas on. In my experience, I prefer instruction based on positivist beliefs because I am afraid of failure. Positivists believe in a more black and white environment that allows you to be more aware of failure. I think it is important to fail, because it is more realistic. In my four years of teaching I have learnEd that it is important to fail because growth  comes from failure. As an instructor I want to create an environment that allows my students to fail in a safe way.


3. Differing epistemic stances lead to differing approaches to learning and instruction, and ultimately to problem-solving. Explain differences in problem-solving when approached from behaviorist and constructivist perspectives. How do the approaches differ in both the nature of the problem to be solved and in facilitating the problem solving process? Finally, what effect might these differences have on learner motivation?

Problem solving approached from the behaviorist perspective includes adjustment to interventions that yield that same results. Early instructional feedback was based on behaviorism. “Unfortunately these designs were boring to learners” (Driscoll 2012). Problem solving based on constructivism operates more on planned problem solving activities rather than unpredicted problems. Instructional designers create the problems ahead of time to challenge and guide students. This process creates a higher demand for educators but allows them to be a “guide on  the side” for their students (Driscoll 2012). With the implementation of TTES, constructivism fits perfectly because it aids in the shift of control from the instructor to the learner. Learner motivation in constructivism is key to it's success rate. Creating authentic experiences in problem solving aids in students motivation. In McKinney ISD, we teach science and social studies using Project Based Learning. Creating a relevant and exciting hook is key to student motivation for the entire project. Most hooks we attempt to have someone from the community involved in the project, this increases the stakeholders from the children’s perspective. After creating an engaging hook, it is important to create research resources at a variety of levels to ensure motivation for all learners.

Steup, Matthias, "Epistemology", The Stanford Encyclopedia of Philosophy (Fall 2016 Edition), Edward N. Zalta (ed.), URL = <https://plato.stanford.edu/archives/fall2016/entries/epistemolo

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston: Pearson Education.