The categorization of -isms provide the educators with structure. The ability to organize chunks of teaching ideas or concepts into learning sequences that can be scaffolded to meet the needs of the learner. The use or picking of the best qualities of each -ism provides flexibility or momentum of a course begin taught. However, simply picking the fruit without identifying the needs or goals may bring unripened bussels.
Kapp's discussion commented on possible learning components that apply to behaviorism and cognitvism. A ladder approach with behaviorism identified with "lower level learning." The use of behaviorism might aid if forming the core knowledge that is needed to grow branches of learning from the fruits of all the -isms.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Deborah,
ReplyDeleteBehaviorism, cognitivism, and constructivism do give structure to learning theory. However, connectivism gives it flexibility. Can you see using connectivism to combine elements of the other three major theories to answer an, as yet, unforeseen situation with digital learning?