Learning Theories
Considering learning theories during course design can help in
developing learning activities that appropriately align with learning goals and
the types of learning desired. For
library instruction, the most relevant learning theories include behaviorism,
cognitivism, and constructivism, although in practice these are typically
blended together (http://library.queensu.ca/wiki/elearning/doku.php?id=learning_theory_for_librarians).
For design of an EndNote Desktop Workshop, described in
previous blog entries, the teaching approach is primarily based upon behaviorism
theory. The course content is heavily
focused on teaching skills in using a computer software application. While an understanding of why and when the
software can be useful is important, an intent of the workshop is to provide an
opportunity for participants to learn specific procedures. A computer lab structure where procedures can
be demonstrated and immediately practiced is appropriate for the learning
goals. Tasks to be learned can readily
be broken down into small units. Feedback
can be delivered and questions answered as participants work through hands-on
exercises.
Cognitivism theory also plays a part in design of the
EndNote Desktop Workshop by organizing content in a sequential manner, whereby
succeeding tasks build on what was learned previously. A modular course structure can be designed
with short segments followed by review at the end of each segment. Participants can be informed at the beginning
of the workshop about what will be covered and in what order, establishing a
mental frame of reference. Using a
concrete example of a literature search or research topic and its sub-parts also
provides context for application of the software program. Relating the content of the succeeding segments/tasks
to proceeding segments/tasks can help participants see how the pieces fit together. Learning to use a software program primarily
uses lower-order thinking skills, especially the “Apply” level of Bloom’s
hierarchy of knowledge. However, learning
activities that allow participants to “Create” and organize their own library
of references and then incorporate references
into a sample document with in-text citations would entail use of higher-order
thinking skills.
Constructivism theory plays the smallest role for this
workshop design. The learning involved
is predominately individual mastery of tasks.
However, in order for the EndNote Desktop tasks to have meaning,
participants need to have prior experience and understanding of the literature
search process, the research process (including collaboration),
scientific/technical writing, and citation styles. Making connections to those processes as each
EndNote Desktop function is learned contributes to the formation of mental
models as to how use of the software can facilitate those processes. Some social interaction may occur during the workshop
as questions and experiences of individuals are shared among the entire class. Opportunities for social interaction in continued
learning can be encouraged through introduction of the Connections forum for
crowd-sourcing questions and solutions related to use of EndNote Desktop.
Exercise based on
Behaviorism Theory
For Goal 1 of the workshop, participants would create a usable
library of references based on either the research questions given at the
beginning of the session or research questions of the participant’s choosing. This would require successfully completing tasks
to export citations from a library database to EndNote Desktop, organizing them
into one or more Groups, creating at least one Smart Group using a search query/filter
operation, importing at least one PDF file, annotating a PDF file, and then
sharing their EndNote library with another user (such as with the instructor).
Motivation
Participants in this workshop are expected to be
intrinsically motivated to complete it, as attendance is voluntary and based
upon pre-existing interest in the topic.
Being able to accomplish tasks or exercises is motivation itself as
participants work through their uncertainties with moderately challenging
content, and achieve satisfaction of accomplishment. Expectancy-Value Theory as described by Small (1998) is especially applicable, as effort depends upon valuing the task and anticipating
success. Motivation can wain in this
type of instruction if the material is covered too slowly or is not challenging
enough. Therefore, it is important to
present material in an engaging manner and to continually monitor participant progress
in order to pace the material appropriately. Applying Wlodkowski’s Time-Continuum Model
(described in Small 1998) for this workshop could include “Relevance:
familiarity” and “Relevance: goal orientation” at the beginning of the session,
followed by “Confidence: success opportunities” through practice in middle of
the workshop, and perhaps ending with “Relevance: extrinsic rewards.” An extrinsic reward could be receiving an
item, such a USB thumb drive, for turning in a worksheet or evaluation at the
end of the workshop indicating level of success in completing tasks and
commenting on any difficulties encountered.
