This post is a written response to an assignment for EDUC-6115 at Walden University. In this post, I discuss two resources related to learning, the brain and information processing theory. Thanks for reading and I’d love your feedback!
Resource #1: Çeliköz, N., Erişen, Y., & Şahin, M. (2019). Cognitive Learning Theories with Emphasis on Latent Learning, Gestalt and Information Processing Theories. Journal of Educational & Instructional Studies in the World, 9(3), 18-33.
As a new student in an Instructional Design (ID) program, it’s enlightening to review articles that provide context for the theoretical foundations for the field. My professional background is in counseling, and our theoretical evolution has had a longer trajectory, with theoretical foundations in psychoanalysis, behavioralism, cognitivism, human-centered, brief therapy, Gestalt, constructivism, and multiculturalism, just to name a few. Thus it is (frankly) a relief to learn that in ID, we focus on three primary, overlapping theoretical foundations: Behaviorist, cognitive, and constructivism.
In this article, the authors identify ways in which these three theoretical foundations overlap each other rather than operating in strictly distinct ways. The theories evolved from each other incorporating aspects of what came before. Similarly, the authors describe how learning evolves across contexts. For example, in business it’s not enough for employees to have problem solving skills. They must also develop soft skills that translate across relationships and when conflict or other challenging interpersonal situations might arise. As a new learner, I appreciate the author’s high-level overview, demonstrating how the various theories complement each other. This article provides an entry-level perspective for students who wish to better understand the fundamentals of learning processing theory.
Resource #2: Bangura, A. (2005). Ubuntugogy: An African educational paradigm that transcends pedagogy, andragogy, ergonagy and heutagogy. Journal of Third World Studies, 22(2), 13-53.
Thanks to The Instructional Design Lady for introducing me to this article, which builds on the fundamental theoretical knowledge presented in the first article. The Bangura article examines teaching (vs. learning) theories, and departs from the traditional Western view points described in the previous articles and in many traditional studies about learning and the brain. In particular, Bangura describes returning to a more holistic method of education that is more congruent with traditional African cultures, where teachers were “…engaged in a more complex task which involved imparting to … students such ideas as would lead to intellectual growth, constructive thinking, conceptualization and creativity,” (p. 23). Included in these learning tasks were creative expression through storytelling, identifying plants and animals, singing and dancing, and composing songs, riddles and proverbs. The author describes learning in context to enhance knowledge and well-being.
The author asserts that questioning traditional Western approaches to understanding teaching and learning is appropriate and necessary. First, Bangura notes how our understanding of teaching and learning theories evolved within realms of privilege (i.e., in developed countries on university campuses) and thus may not be applicable for all people. Second, the author notes how theories evolve from outside the West are often dismissed or devalued. Bangura aspires to create theory in context that honors both scientific methodology and cultural influence.
These two contrasting articles sparked my curiosity about both foundational theories and evolving theories that are culturally situated and perhaps tools for dismantling systemic racism within the institutions of knowledge.
The Instructional Design Collective 