Reflecting on the delivery of the learning design delivered (mobile phone task).

The previous post was the result of a task that required learners’ to use Edward DeBono’s 6 thinking hats to analyse and evaluate the use of mobile phones as an educational tool in the classroom. This analysis was made through a scaffolded online wiki discussion with peers which ensured a variety of perspectives were considered before making an evaluation. My previous post summarises the effectiveness of using DeBono’s hats, therefore I will not draw any further into that point of the discussion.


Vygotsky states that this style of social learning supports cognitive development. Memory is enhanced through engaging discussion points with peers which benefits own knowledge and becomes internalised. In this case, learners had some prior knowledge about mobile phones and learning which is working within learners zone of proximal development (Vygotsky). As a result, learners became engaged in researching, discussing, contributing and considering variable points of view. Overall, this task was not about identifying learners’ opinions of mobile phone use in the classroom, it was strategically delivered to help learners understand ways of incorporating technology into the learning design.


Another effective strategy in this learning design was using DeBono’s hats, to assist in thinking outside the square. Students could contribute and consider all perspectives on the wiki discussion page before making a decision. This strategy links with Bloom’s taxanomy where students analyse, evaluate and create a response. This style of learning incorporates the three learning domains; 1.cognitive, or mental thinking about the topic, 2.affective, where students evaluate their own feelings about the topic, and 3.psychomotor, where students apply their response to the task. Overall, students are using higher order thinking skills in this style of learning.


Is the theory behind this learning behaviourism?


No, the behaviourist approach involves learning through a series of practiced steps. Learners build their knowledge through rote learning, revision, or repetitive practice with the behaviourist approach. This delivery style was not identified in this technological learning design.


Is the theory behind this learning constructivism?


Yes, the constructivist approach requires learners to take an active approach to acquiring information and processing that information which leads to a deeper understanding of the subject. In this case, the learning design required learners to search and evaluate information on mobile phone use in the classroom as an educational tool. No further information or instruction was provided for this task except for the use of DeBono’s hats and a wiki discussion page. Modritscher (cited in ELearning Pedagogy), states that constructivist learners are required to seek out the knowledge on their own. Applying this learning style through an elearning social context that applies to real world simulations is common.

Is the theory behind this learning cognitivism?

Yes, because cognitivism requires the learners to build new knowledge through the scaffolding of prior knowledge which as a result, alters the learners’ schema. As mentioned earlier, all learners have some background with mobile phones and some background with teaching. Therefore, students will have the ability to link new information with what they know which ensures the new knowledge is stored into their cognitive memory. Furthermore, Vygotsky states that social interaction, like the design of this learning, plays a fundamental role in cognitive development.

Is the theory behind this learning connectivism?


Yes, this learning design required learners to network with other sources and focus on specialised information regarding the use of mobile phones in the classroom as an educational tool. In addition, learners relied on other learners research of information to be able to make an informed decision about this subject. Making connections helps learners understand that information is rapidly evolving and changing beyond their current state of knowing and as a result, information should be sourced from specialised areas in that specific subject. This skill also draws on the ability to identify important and unimportant information. Learners had to make these decisions when reading responses from the discussion wiki page. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.
How would this learning design contribute to the learning of your students?
I used DeBono’s six thinking hats to simplify the steps in complex thinking;