Section 2: Theories and Models of Learning and Instruction

The branch of philosophy concerned with the nature of knowledge and understanding their foundations, assumptions and validity defines Epistemology in chapter 6. This field of study focuses on what is know and learned and the origin were knowledge is acquired. If I understand it right epistemology consist of two perspectives, the knowledge that exits independently of the individual (positivism) and that knowledge is not absolute but yet constructed by the learner (relativism). Methods are the various ways of using a process to accomplish a given result in respects of learning what is trying to be taught. Theories are somewhat the same with various ways but there is no process that is involved in learning just the use of an idea to build upon and gain knowledge through self construction not from a designed instruction.

Knowledge that offers an explanation to how we come to “know” is very context sensitive, meaning that different things in different context dependents on that individual’s perspective and this approach in knowing describe a contextualist epistemology. Different situations create different values semantically resulting in one different view from another. Contextualist epistemology is similar to relativist but differs from positivist because it is base upon theories which follows the search for the truth with the construction of knowledge. The behaviorist principles to instruct the absolute truth and whether it’s understood or not, it will always be true and the social constructivism is derived from a collaboration of learners working together in an environment that enable and support individual construction of learning.

The different approaches that both behaviorist and constructivist have in problem-solving are those of instructional and constructional based. The behaviorist problem-solving approach relies on the a proven instructional method that gives steps in producing only one correct answer which takes away from self-thinking when solving the problem. To focus more on learner centered problem-solving the constructivist approach would provide such an environment were the learners are more in control and self-thinking is promoted among the support from other learner to solve the problem collectively. Once again different learners need different approaches as though different problems need different ways for them to be solved. I as a student can saying one approach works better for me then the other and it can be the total opposite for another student but facilitating the problem solving process that it can benefit all learners is the best way to improve the success of learners in sync. For most learners they would all like the power of having a say so in what and how the learn things but for the most part guidelines are in place and there to adhere by for a reason. I believe the effects on the learners’ motivation will be none different from anything else; you have those that will jump on board and be motivated in an approach and those who will not like an approach and totally shut themselves out from using or liking it. As it has been said, “Different Strokes for Different Folks” and that is just the world we live in.

Section 1: Defining the Field

1. The definitions in the first chapter seem to compare with pieces of what I believed my own definition was. Educational Technology is something I believe that has educational value with the use of technology devices such as computer, laptops, PC tablets and any other device that can connect to the internet. After reading the definitions throughout the first chapter I can see how the field changes and therefore the definition changing with it. Even though I seldom think about the systematic process, technology if delivered correctly has a n educational value that helps prepare our future generation to keep up and compete in this global technology economics of today and the future to come. The experiences that I'm having with my graduate courses have helped shape a better definition of what educational technology is and that a device alone does not constitute as a benefit in an educational setting if it does not blend well with the material being learned. I really can't say that my definition has changed because I understand that as people we are learning something every day but it has been extended with a better understanding of its foundation and origination.

 2. Throughout my years of college I have experienced some good and bad instructional designed courses and that is just an opinion on my behalf but for the most part they all have been a learning process that will help me develop a universal curriculum that reaches all type of learning styles and not just one. I really can't pin point any one lesson or unit that I have received that would or wouldn't adhere to all six characteristics of instructional design but I can assume that those lessons and units go through on going changes to keep up with the variety of learners that change throughout the years.

 3. Reiser has understood that the history of Instructional Media has always changed and developed into something new and more innovative to enrich the interest in learning. As the years had passed instructional media has changed from museums to visual & films, to audiovisual & radio, to television and computers. Instructional media has always found a way to grow and change and this is what distinguishes its self apart from instructional design. It is a delivery method to present learners with instruction other than the teacher, chalkboard and textbooks. Instructional design blends both instructional medium and media together with each six characteristics being a guide to develop consistent and reliable education programs.