Forest Gump on Learning Theory

Education is like a box of chocolates . . . oh wait, wrong channel . . . but maybe not.

Bill Kerr’s post regarding the isms of the educational world is indeed a lively and informative discussion. As Brad Boute stated, it is interesting to note that the debate over the isms is not new and may continue indefinitely, or perhaps, I’ll throw in, until some theorists discovers the be-all, end-all, all-inclusive learning theory. Though, one has to wonder if that will ever occur. It is not so much that an all-inclusive theory may not exist, but rather, no two minds may be alike and therefore it may be impossible for all minds to agree on one definitive answer.

At the end of Bill Kerr and Karl Kapp’s posts, they both chime in that each theory has its merits and that there is not a one size fits all. I agree with them. I think both behaviorism and cognitivism are both applicable to learning. In our classroom discussion for EDUC 8845, Module 2, Dr. Moller questioned how both parties can play together nicely in the sandbox when they have such opposite views. But I wonder if they really are opposite views. Who made them appear to be such opposite views? Was it the strong proponents on each side? Aren’t the right side and left side (creativity versus logic) of the brain sometimes considered opposites and yet they play together in the sandbox. Could those two cerebral hemispheres have some parallelism with cognitivism and behaviorism?

Or, better yet, I enjoyed reading Karl Kapp's response (to Tony Forster’s post) about education versus training. Kapp equated training to behaviorism, where there are objectives with measurable outcomes. He then states that education should not have specific nor necessarily measurable outcomes. Kapp takes on the perspective that education is an opportunity for learners to explore. It shouldn’t and can’t be pre-planned, but rather, going back to the Forest Gump reference that started this entry, “It happens.”

P.S. Forest Gump's simplistic, black and white view of life carried him very far in life. Granted it was a fictional piece, but was his resulting learning outcomes do to behaviorism or cognitivism?



Boute, B. (2009). Matters of perspective. Retrieved from http://r-elearning.blogspot.com/2009/06/matters-of-perspective.html#comments

Kapp, K. (2007). Out and About: Discussion on Educational Schools of Thought.
Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-
educational.html

Kapp, K. (2006). Definitions: abcd objectives. Retrieved from http://karlkapp.blogspot.com/2006/12/definitions-abcd-objectives.html

Kerr, B. (2007). _isms as filters, not blinkers. Retrieved from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

EDUC 8845 - Module 1

Metaphors of the Educator in the Digital Age

Siemens (2008) stated that the digital age has opened completely new doors to learning opportunities with participative tools and greater and easier access to information by learners. A new environment calls for a new role for the educator in the digital age. Describing possible roles, Siemens provided four metaphors of educators, all which include and lean more toward the constructivism perspective (versus instructivism).

The four metaphors as listed seem to fall on a spectrum of high to low in the amount of constructivism. The first metaphor, the Master Artist (atelier model) places the emphasis on the learner creating in an open space. The description put the image in my mind of a blank sheet that is created from the learners mind without direction or interference of the Master. Yet the fourth metaphor of the curator is a balance of using the curator’s expertise and fostering learner discovery. This metaphor “understands the frustration of exploring unknown territory without a map” (p. 17). In other words, it does not start with a blank page.

For me, the key to Siemens (2008) metaphors is in his introduction when he stated, “each approach may have value in different contexts” (p. 15). If I had to choose a metaphor, I would use Siemens suggestion of considering the context. I think younger, elementary learners may benefit more from a curator while university level learners may glean more from the Master Artist. As well, learning basic factual information may be more efficient and effective in a curator led environment.

If I were to come up with a metaphor, I would use a banker metaphor that would perhaps cover the spectrum of Master Artist through Curator. A banker allows simple deposits and withdrawals, which is equivalent to questions and answers, back and forth interaction, and direct instruction as needed. The deposits and withdrawals are the baseline level of learning (and banking). But building on that are CDs, Money Markets, and other ways for a learner to implement creative use of their money (what they have learned) and to learn the results of their choices. Then the next level is investment in the stock market. Much like the concierge metaphor, the banker provides the learner with possibilities, and the learner explores, invests, orchestrates, and creates his portfolio of learning. From here, much like the Master Artist, once a portfolio of learning is established (good investments, growth, earnings), the possibilities are endless. Lastly in this metaphor, the stock market depends on the global economy and learning in the digital age is a global activity.

Here is an interesting metaphor of the teacher as the skipper of a yacht, where the students visit new places, learn new skills, and learn new processes. The journey is the curriculum and the skipper sets the course. http://www.youtube.com/watch?v=qaTjeJEiO74&NR=1


Siemens, G. (2008). Learning and knowing in networds: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemaens.pdf