PERSONAL LEARNING EXPERIENCES
As I consider the different learning theories in this section, I will be reflecting on how the theories relate to a selection of my own learning experiences, from different stages of my life. Roll over the pictures below to read about some of my personal learning experiences.
BEHAVIOURISM
At a behavioural level, I was motivated by my need to get a good passing grade in my course. This meant that I responded to the feedback of my tutor, each time I submitted an essay, by attempting to write my subsequent essay in the way expected, in order to receive good marks in the final examination. This was an iterative process of learning to write in the style expected by my tutors by means of their positive and negative feedback on my work.
COSTRUCTIVISM
Essays were not generally marked and graded, but rather served as a starting point for a group discussion, in which learners at a similar level challenged one another’s thinking and made further connections at a higher level. This discussion was facilitated and scaffolded by our Tutor, a classic example a social constructivist learning.
BEHAVIOURISM
BEHAVIOURISM
CONSTRUCTIVISM
LEARNING ABOUT VISION AND HEARING AT UNIVERSITY
At University we had daily lectures from expert Professors in each area of our studies. Each course had one lecture a week for between 8 and 16 weeks. Once a week I met with my Supervisor of studies, either alone or with one or two other students, to discuss what we had learnt in one course or another. During my lecture, I took notes on the information presented by my lecturer on screen and verbally. The lecturer also gave a reading list after each lecture. After the lecture, my Supervisor would set an essay and discussion question, which we should prepare to answer at our meeting. I remember that I had separate lecturers for the topics of vision and hearing and my supervision question asked us to bring together what we had learnt in the two lecture series and to compare the two systems to derive some generalisations about how the brain selects important sensory information. Most of my learning occurred through note taking during my lectures and reading but being required to make connections and links between the two systems improved my understanding and encouraged me to think more broadly about the ways in which different types of sensory input are handled by the brain. The recall of information on the visual and auditory systems was important as a basis for further courses in my degree and for my final examinations. I think my Supervisor also aimed to develop the skills I needed to prepare, develop and discuss my ideas, as these transferrable skills are what I would value after graduation.
LEARNING ABOUT VISION AND HEARING AT UNIVERSITY
At University we had daily lectures from expert Professors in each area of our studies. Each course had one lecture a week for between 8 and 16 weeks. Once a week I met with my Supervisor of studies, either alone or with one or two other students, to discuss what we had learnt in one course or another. During my lecture, I took notes on the information presented by my lecturer on screen and verbally. The lecturer also gave a reading list after each lecture. After the lecture, my Supervisor would set an essay and discussion question, which we should prepare to answer at our meeting. I remember that I had separate lecturers for the topics of vision and hearing and my supervision question asked us to bring together what we had learnt in the two lecture series and to compare the two systems to derive some generalisations about how the brain selects important sensory information. Most of my learning occurred through note taking during my lectures and reading but being required to make connections and links between the two systems improved my understanding and encouraged me to think more broadly about the ways in which different types of sensory input are handled by the brain. The recall of information on the visual and auditory systems was important as a basis for further courses in my degree and for my final examinations. I think my Supervisor also aimed to develop the skills I needed to prepare, develop and discuss my ideas, as these transferrable skills are what I would value after graduation.
COGNITIVISM
The lecturer presented material using visual media which complemented the lecture, thus allowing visual and auditory processing channels to be used together. The lecture series advanced in the structure of a “Spiral Curriculum” becoming deeper and more complex as the course progressed. We were strongly encouraged to actively build links between our existing knowledge and the new ideas presented each week.
CONNECTIVISM
Although this learning occurred at a time when most reading and research occurred “offline,” we were encouraged to read extensively beyond the set texts and to share our findings and discuss conflicting findings and studies together, in person and via email. We were part of a network of students and researchers, sharing ideas within our department and the wider university.
