Module 2 Reflection
Melissa St. Laurent
504 – Spring 2013
I found this module of particular interest. It is very enlightening to learn about the theories that underlie many of the activities in which we participate throughout or own education, both formal and informal, as well as the activities that we assign as instructors. As Horton pointed out in his article, Lev goes to college: Reflections on implementing Vygotsky’s ideas in higher education, many of these learning theories are already in use despite the fact that many have no idea of the source (2008).
The journal article, Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective (Ertmer & Newby, 1993), was an absolute gem. This article brought to the forefront several critical questions that I will now incorporate in all future trainings. It is critical to understand the limitations of the technology, the diversity of the learners, and the acceptability of the material in relation to the goal of the instruction.
Every response given to the question why the study of learning theories is relevant to the instructional designer resonated with me (Ertmer & Newby, 1993, p. 51).
- Learning theories are a source of VERIFIED instructional strategies, tactics & techniques.
- Learning theories provide the foundation for INTELLIGENT and REASONED strategy selection.
- Integration of the selected strategy within the instructional CONTEXT is critical.
- Learning theories allow for reliable PREDICTION when time and resources are limited.
Perhaps the greatest advice given within the article was that although it is crucial for designers to understand the history of the learning theories, it is acceptable to cherry pick aspects from multiple theories, based on evaluation of the learners and the end goal. This concept is referred to as systematic eclecticism. (Ertmer & Newby, 1993, p. 70). There is not always one theory that meets all the needs presents. This is not a permission to dismiss the historical value of the theories, quite the contrary. According to Ertmer and Newby (1993, p. 69), “…to be an eclectic, one must know a lot, not a little, about the theories being combined.”
This is my first journey into learning theory. In my work, I have implemented many aspects of the articles I have read for this assignment, with varying degrees of success. Throughout the reading for this topic, I was able to draw many parallels to my current practice. I have created forms of practice fields and communities of practice outlined in situative learning during the implementation of software. I continually use the aspects of the social development theory everyday as I assist employees through hands on training activities. My implementation tactics were eclectic, but only by chance.
The problem with that is, I am a control freak. I do not like leaving things to chance. I understand that not all things are in my control but, being armed with the knowledge will afford me the opportunity to make educated decisions regarding strategy.
Introductory view of Vygotsky’s social development theory
Melissa St. Laurent
Boise State University
Overview:
The social development theory is the belief that learning cannot neglect social relationships which are pivotal in the advancement of cognitive development. The theory postulates that education is not the private pursuit of an individual but a social activity dependent on relationships (Louis, 2009). Without social interaction, it would be impossible to learn even the most basic language skills, which serve as the foundation for all knowledge (Horton, 2008).
The social development theory finds its origin in the more subjective constructivist school of thought. The learners combine new information with their individual experience to create meaning. This includes elements of empiricism as the assessment of the students’ current capability is a critical component. Also included are concepts of rationalism such as reasoning, a necessity to recall what is known, and to encode new information accordingly.
Contributors:
Russian developmental psychologist, Lev Vygotsky is credited with the initial proclamation that social relationships are required to promote learning. Vygotsky’s documentation of learners’ ability to function beyond their own limitations when paired with others functioning at a higher skill level is the foundation upon which the social development theory is founded.
Wood, Bruner, and Ross later introduced the term scaffold (Fisher & Frey, 2010) and determined five critical elements within collaboration resulting in the zones of proximal developments (Talero, 2008).
Major Principles:
The key tenets of the social development theory include psychological tools, Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO), and Scaffolding, all requiring social interaction.
The foundation of the theory of social development is dependent on psychological tools used to examine and interpret one’s surroundings. Vygotsky believed methods such as formulae, written or spoken language, maps and symbols would not exist without social interaction (Louis, 2009). As a result, social interaction leads to innovation and a better understanding of one’s complex environment.
The zone of proximal development, or ZPD, refers to the level just beyond a learner’s ability to achieve without the assistance of someone operating at a higher skill level (Louis, 2009; Talero, 2008; Vygotsky, 2011). This more knowledgeable other, or MKO, collaborates with the learner inside the learner’s current ZPD. Beginning with a simple demonstration, the MKO is transformed from instructor to observer, providing feedback to the learner in a structured environment. This feedback in conjunction with the learner’s active participation in the authentic performance serves as scaffolding to guide the learner to mastery level of that zone of development. As the learner progresses toward mastery, the level of assistance from the MKO decreases.
It should be noted that every learner’s ZPD is different and varies as cognitive development occurs. For this reason, assessment is imperative to ensure engagement (Horton, 2008). If the given activity is either beneath or beyond the learner’s ZPD, no cognitive development will occur (Louis, 2009).
Application:
“Everyone experiences this phenomenon firsthand at some point, if we generalize the concept to include any task structured interaction with a more advanced collaborator,” (Talero, 2008, p. 461).
A common example of the social development theory can be seen in traditional math classes. The teacher, serving as the MKO, demonstrates how to solve a problem. Homework serves as the assessment to determine the ZPD of each student. Once the ZPD is established, the MKO can provide scaffolding in the form of further instruction. Once students achieve mastery level a new task is added, thus moving the ZPD.
References:
Fisher, D., & Frey, N. (2010). Guided instruction: How to develop confident and successful learners. Retrieved from http://boisestate.eblib.com.libproxy.boisestate.edu/patron/FullRecord.aspx?p=624059
Horton, S. L. (2008). Lev goes to college: Reflections on implementing Vygotsky’s ideas in higher education. International Journal of Learning, 15(4), 13–17.
Louis, G. W. (2009). Using Glasser’s choice theory to understand Vygotsky. International Journal of Reality Therapy, 28(2), 20–23.
Talero, M. L. (2008). The experiential workspace and the limits of empirical investigation. International Journal of Philosophical Studies, 16(3), 453–472.
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