Week.8

What I've found very interesting, as a critical decision, between the learning theories is constructivism.

Learners create their own learning and knowledge, which does not entail from the outside of a person, but rather forms *inside* of them. And, a person's constructions are true to that person, but not necessarily to anyone else; this is because people create knowledge based on their beliefs and experiences in situations (Cobb & Bowers, 1999), which differ from person to person. Therefore, all knowledge is subjective and personal and is an example of our cognition.

Another amazing *constructivist* assumption, that I've drawn a true decision upon, is that teachers should not teach in the traditional sense of delivering instruction to a group of students, but rather structure the situation such that learners become actively involved with content through manipulation of material and social interaction. Constructivism's three perspectives are exogenous, endogenous and dialectical. Thus, *constructivist* perspectives have important implications for instruction and curriculum design (Phillips, 1995). Moreover, a core premise of constructivism is that cognitive processes (including thinking and learning) are situated in physical and social contexts (Anderson, Reder, & Simon, 1996; Cobb & Bowers, 1999; Greeno et al., 1998).

Situated cognition also is relevant to motivation. Thus, motivation is not an entirely internal state, rather motivation depends on cognitive activity in interaction with sociocultural and instructional factors, (Sivan, 1986). Vygotsky's, theory, is also constructivism. His most controversial contention is that all higher mental functions originate in the social environments (Vygotsky, 1962). And, learners' cultures are critical and need to be considered in explaining learning and development (Vygotsky 1978).

Next, Instructional supports are used to guide learners through various stages of skill acquisition. They are in scaffolding, reciprocal teaching, peer collaboration and apprenticeships. Problem solving = motivational feedback that enhances strategy usage and academic performance for performing well (Schunk & Rice, 1993). Thus, cognitive strategy instruction, with motivation factors, enhances students' problem solving techniques. Note: By cuing students at appropriate times, teachers may help them use relevant knowledge in new ways.

Next, I found learning strategy instructions a cognitive plan oriented toward achieving successful task performances (Pressley et al., 1990; Weinstein & Mayer, 1986). I found the steps in constructing and implementing a learning strategy essential for the use of a facilitator, which are to analyze, plan, implement, monitor, modify to include meta-cognitive know-how. Identifying with relevant personal characteristics, learning goals, important task aspects, and potentially useful other learning techniques (elaboration) in an analysis are awesome in problem solving learning strategies. Having a plan based on a given task to be done, according to certain criterions and personal characteristics to determine the appropriate techniques is also awesome.

Implementing techniques to enhance learning and memory (rehearsing and organizing) and monitoring (re-reading, checking consistencies, paraphrasing; thus, comprehending) by assessing goals (affective techniques) progress to determine how well the techniques are working is so important. Being ready to change a strategy, if an assessment is not positive while guiding the operation in steps is quite a learning position. Lastly, in learning parts of the brain components, I've found it very helpful in understanding what does go on, as it relates to information processing. By far, I do not know why I've found the temporal lobe to be the most interesting. But, identifying with behind *my* ears, where I interpret and remember complex auditory information, as well as in long term memory for concepts and general world knowledge, it has made me a better listener!

This course has helped me move forward into instructional design because I've learned much of the key and current data based on learning theories, styles, strategies and technologies that I can use within my future development. My personal learning process is now one that can be defined by several learning theory capabilities with a personal emotion for new knowledge via a community and potential social networking activities. This class has given me the power to succeed. I've also learned that it's a great place to be at when you have selected the right theory with the right learners' style, as well as the right technology that will support the needs and wants of the learner.