Ryan2.0’s blog recently hosted a discussion on different pedagogies based on Instructionist, Constructionist and Connectivist theories of learning. I tend to see these differences on an epistemological / psychological / psychometrics level. (I’m an educational psychologist, not a philosopher.) I think this line of thinking is helpful for exploring some of my recent thoughts.
First a note; I resist labels on learning theories. A consensus may be developing, but there are so many sub-positions that if you look at 100 constructivist positions, you’ll find 100 different takes (as evidenced by many of the comments on Ryan’s post). I just find labels unsatisfying as points of reference for communication in learning theories at this time; they convey too little meaning to me. Tell me what you don’t like about a learning theory; I probably don’t like it either.
What’s the Point
Ryan’s main point is that all of these pedagogical position are evident in current education practices and we should think in terms of “and” not “or”. This fits with my own view that paradigm shifts should proceed by subsuming or at least accounting for the successful parts of the previous paradigm, while enabling teachers and scientists to move beyond problematic aspects of older theories. To really understand these different theories, it will be good to see how pedagogy changes as we move from one to the next. My post here looks at each one of these different theories in terms of epistemology / psychology / psychometrics, and than discuss a place where implied pedagogies are relevant to practice today.
I’m not familiar with instructivism per say, but it seems similar to direct instruction, a pedagogy that is associated with positivism / behaviorism. Direct instruction often uses empirically based task analyses that are easy to measure and easy to employ. Applied Behavioral Analysis is a specialized operant behavioral pedagogy that is a prime supporter of direct instruction. Many, if not most classroom use direct instruction in some form today. It seems like common sense and many teachers may not be aware of the underlying epistemology.
One prominent area where advanced uses of direct instruction is growing is in computer based adaptive learning like the Knewton platform. Students follow scripted instruction sequences. A student’s specific path within the script is determined by assessments that follow Item Response Theory (IRT) protocols. The assessment estimates a student’s command of a latent trait and provides the next instruction that is appropriate for the assessed level of that trait. The best feature of Adaptive learning systems is the efficiency in moving students through a large body of curriculum or in making leaps in skill levels like the improvement of reading levels. Because it is also easy to measure, it’s possible to use advanced psychometric computer analyses.
Critiques of direct instruction can be similar to critiques of behaviorism in general. Even though test developers are becoming more sophisticated in measuring complex constructs (eg. Common Core), the learning that results from direct instruction can still be seen as lacking in conceptual depth and in the ability to transfer to other knowledge domains. It also doesn’t directly address many important higher level cognitive skills.
Enter constructivism. I think of constructionism as beginning with Piaget’s learning through schema development. Piaget’s individual constructive approach is expanded by social theorists and ends up with embodied theorists or in ideas similar to Wittgenstein’s; that knowledge and meaning are closely linked with how they are used. Wittgenstein’s early work was similar to the work of logical positivists. He eventually found that meaning in everyday activities is inherently circular and the only way to break out is not through precision, but to look for meaning in what people are doing and how they are using knowledge. In some ways it’s like a return to behaviorism, but with a position that is more inline with hermeneutics than empiricism.
MakerState kids learn by doing, by creating, designing, experimenting, building…making. Our makers respond when challenged to think outside the box, to think creatively and critically, to collaborate with their peers, to problem solve, to innovate and even invent solutions to challenges they see around them.
This program can be founded on the same curriculum as that used in direct instruction when developing maker challenge activities and it can use this curriculum to scaffold maker activities with STEAM principles. But the outcomes are open ended and outcome complexities are well beyond what is capable through direct instruction. Learning by doing is more than just an aside. Making knowledge concrete is actualizing it; taking it from the abstract to make it meaningful, valuable and productive. But, is this the end of educational objectives; does success in life not require even more.
The big idea is that learning and knowledge are networked, not sequential and hierarchical. . . . In the short term, hierarchical and structured models may still succeed. In the long term, and I’m thinking in terms of a decade or so, learning systems must be modelled on the attributes of networked information, reflect end user control, take advantage of connective/collective social activity, treat technical systems as co-sensemaking agents to human cognition, make use of data in automated and guided decision making, and serve the creative and innovation needs of a society (actually, human race) facing big problems.
I believe this take on Connectivism is modeled on computer and social media networks. My own take is to include a more biological approach as another major node in connectivism: M.M. Bakhtin, a Russian literary critic known as a dialogic philosopher. I want to draw this connection because dialogism is a reasonable way to make sense of everyday collective co-sensemaking activity by an organism interacting with its environment. I see this as understanding the underlying way networks function when biological organisms (i.e., humans) are involved.
One of Bakhtin’s main ideas is heterglossia:
(A)ll languages (and knowledges) represent a distinct point of view on the world, characterized by its own meaning and values. In this view, language is “shot through with intentions and accents,” and thus there are no neutral words. Even the most unremarkable statement possesses a taste, whether of a profession, a party, a generation, a place or a time. . . . Bakhtin goes on to discuss the interconnectedness of conversation. Even a simple dialogue, in his view, is full of quotations and references, often to a general “everyone says” or “I heard that..” Opinion and information are transmitted by way of reference to an indefinite, general source. By way of these references, humans selectively assimilate the discourse of others and make it their own.
Just as water is the medium that allows fish to swim, language is the medium that facilitates networks. Rather than focus on words as the base unit, Bakhtin focusses on the utterance as his main unit of analysis. This is from the main wikipedia Bakhtin article:
Utterances are not indifferent to one another, and are not self-sufficient; they are aware of and mutually reflect one another… Every utterance must be regarded as primarily a response to preceding utterances of the given sphere (we understand the word ‘response’ here in the broadest sense). Each utterance refutes affirms, supplements, and relies upon the others, presupposes them to be known, and somehow takes them into account…
I see this as a detailed account of the Wittgenstein use argument that I used earlier. I take from a psych perspective: The inner psychological world reflects and models the interaction we have with the world. Because learning is facilitated by social interaction with other people in dialogue, our mind is structured in a dialogical fashion. This is to see knowledge as existing not only through network nodes, but nodes that reflect dialogue and inter-connected utterances. (This is similar to structuralism, but goes well beyond it in its implications.) Even when we are learning through self study we structure that study in a dialogical fashion. When we engage in soliloquy, we posit a general other to which we address our words. Transferring knowledge is not just cutting and pasting it to another node in the network. We must also adjust to new intentions, new references, and often to the tastes of a new profession or discipline. I don’t know what the neurological correlates are to dialogic activity, but cognition at a conscious level (and some aspects of unconscious levels), I see the mind as structured by its interaction with this complex social / speech world.
I don’t yet have a good example of pedagogy that reflects this dialogic connective theory. It would certainly be activity based and structured more like an open-ended apprenticeship and some sort of performance. I’m thinking that some relevant learning objectives would include: higher order cognition in unstructured situations (e.g. knowledge transfer, problem identification and solving, creative thinking, situated strategic thinking), intrapersonal dispositions (e.g. motivation, persistence, resilience, and metacognition like self-directed learning) and interpersonal skills sets (e.g. collaboration, effective situated communication, relationship development).
I think a key to achieving a higher level of connective pedagogy is valid assessment in an area where assessment has proven difficult. Assessment in this context must also be ontologically responsible to the student. The purpose of ontologically responsible assessment is not to rank, rate, or judge either students or teachers. That is a task for other assessments. Instead, ontologically responsible assessment is a way of making ourselves visible, both to ourselves and to others, in a joint student teacher activity that conveys the students history and future horizons. (Horizon = A future that I can see only vaguely, but contains a reasonable route to achieve, given both the student’s and teacher’s join commitment to each other and to the path. Education as a doable, visible, committed and ontologically responsible joint activity by student and teacher.
TI’m neven satisfied with an ending, but this seems like a good jumping off point for another post and another time. I feel the need for input before going further in this direction.