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EDDL 5141 Week 3 Activity 1-4

EDDL 5141 Week 3 Activity 1-4

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In what ways, if any, have you used elements of Behaviourism in your current teaching and learning practice?

I mainly use elements of Behaviourism to reward desired behaviour such as correctly publishing their G-site and turning in the correct link. This will result in praise and higher marks as per the rubric. Undesired behaviour (incorrect links or lack of access due to ‘permissions’) will result in reduced marks and/or break time catch-up tutorials (either with me or through the video tutorial I made).

What are the potential pros and cons of online teaching and learning practices that are grounded in Behaviourism?


  • Provides step-by-step instructions
  • Allows grade and praise driven students to succeed
  • Works well when the knowledge is objective rather than subjective


  • Passive Learners
  • All about content and not thought processes
  • Too much power is placed on the instructor

What online teaching and learning situations do you think might benefit from a Behaviourist approach?

Adopting the Implications for Online Learning (Ally, 2008), this approach would work well if I was trying to reinforce technical skills (for example correctly hyperlinking work, embedding the correct video to their site etc) that have explicit, objective outcomes that students can then self assess against. I would be able to easily provide step-by-step instructions to present and the feedback (written, completed mark, verbal etc) would reinforce this desired behaviour.


In what ways, if any, have you used elements of Cognitivism in your current teaching and learning practice?

To ensure that students are committed to exploring their own career paths, I use elements of cognitivism so that students are “active agents in the learning process” (Fontana, 1981, p148). This includes using a hook during the ‘activate’ section of the lesson to engage them, acknowledging individual differences and personalizing the learning. I also use a diverse range of learning styles and build in opportunities for reflection.  The biggest change to how how this course is now taught is that all lessons and learning sequences are ‘chunked’ and sequenced to allow students to process the material efficiently (Ally, 2008).

What are the potential pros and cons of online teaching and learning practices that are grounded in Cognitivism?


  • Allows students to process material efficiently
  • students understand their thought processes so can apply this independently to different scenarios


  • Diversity of learning strategies (Cassidy, 2004 cited in Ally, 2008) and personalized learning make sit more challenging and time consuming
  • Learning is by ‘doing’ (Selwyn, 2011 cited in Ally, 2008)- does not suit all types of learners
  • requires learners to use higher level thinking skills (apply, analyse, synthesize and evaluate) which take time to develop, teach and embed. Students will be working at different stages of the hierarchy so differentiation is required

What online teaching and learning situations do you think might benefit from a Cognitivist approach?

As the duration in working memory is usually only 20 seconds (Kalat, 2007 cited in Ally 2008), when teaching a new topic, the layout and organisation of the materials are important to help students transfer this new knowledge from their short term memory to their long-term memory. Visuals organizers, hooks and ‘chunked’ lessons will support this. However, with new knowledge, it is important to pre-test students to ensure that prerequisite knowledge is established as this will allows learners to recall existing knowledge to help them learn this new material (Ally, 2008).


What ways, if any, have you used elements of Constructivism in your current teaching and learning practice?

 I place a strong emphasis on learners “developing personal meaning through reflection, analysis and online collaborative learning” (Bates, 2015, pg54). Students are required to independently research and explore their career paths and then evaluate and reflect upon this process to  make informed choices. During this process my role is of a mentor- advising and facilitating so that students can construct their own knowledge (Duffy & Cunningham, 1996 cited in Ally, 2008).

What are the potential pros and cons of online teaching and learning practices that are grounded in Cognitivism?


  • Personalized experience for learners
  • Builds upon learner’s previous learning
  • Allows for application of ‘real-world problems’
  • Students are able to construct their own meaning and apply this independently


  • Makes reflections difficult for learners if they aren’t able to make their own connections
  • Variety of ‘personalized’ learning and contexts can be difficult for the instructor to monitor

What online teaching and learning situations do you think might benefit from a Cognitivist approach?

Collaborative learning where students are active learners and are building upon previous knowledge to construct new meaning and apply this to real life situations would lend itself to this method. For example, a pre-test on basic budget costs, group research and then an individual personalized budget according to own context.


In what ways, if any, have you used elements of Connectivism in your current teaching and learning practice?

According to Siemens (2005) knowledge is constantly shifting and changing and is created beyond the level of individual human participants. When researching different career paths , including current wages, job availability and access to training, elements of connectivism are being used as students to need to find the most up-to-date relevant information. They use a range of resources to do so but are encouraged to ‘fact-check’ to ensure that they build a valid and accurate knowledge base (Ally, 2008).

What are the potential pros and cons of online teaching and learning practices that are grounded in Connectivism?


  • develops independent learning
  • wide range of readily available information
  • thinking can be shared across the globe


  • continuously changing information makes it difficult to keep up and ‘fact-check’
  • information can become obsolete
  • Learners need to ‘unlearn’ old information

What online teaching and learning situations do you think might benefit from a Connectivist approach?

Using a blog to debate an issue and have access to a diversity of opinions



Ally, M. (2008). Foundations of educational theory for online learning. In Anderson, T. (Ed.). The theory and practice of online learning (pp.15-44). Athabasca, AB: Athabasca University Press. Retrieved from “http://www.aupress.ca/books/120146/ebook/01_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf” \h

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver, BC: Tony Bates Associates. ISBN-13: 978-0-9952692-1-7

Fontana, D. (1981) Psychology for Teachers London: Macmillan/British Psychological Society

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning , 2 (1), 3-10.


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