Unit I - Traditional vs Cognitive Learning (Uden & Beumont) - Brief summary

This chapter from the book, Technology and Problem Based Learning (PBL) discusses the dynamics of learning, explains the different opinions on the learning process and lays out the foundation for Constructivist learning, a modern approach advocated by the authors. Popular theories on the learning process are introduced through references and relevant examples.

The earliest theories explained learning as a behavioral process where the end goal was a desired response to a standard stimulus. On simpler terms, this means that the learner is expected to assimilate specific details of the subject and provide standard answers when presented with relevant problem scenarios. This aligns closely with the traditional form of teaching where the teacher instructs a subject matter through a planned set of topics, which the students need to prepare and understand with the objective of taking a test. The test provides feedback on the student's progress and in turn comes up with the output of the entire process. The authors argue that this mode of learning undervalues the importance of independent thinking and problem solving which are actually instrumental to succeed in the real world.

Cognitive theory stresses on the technical aspects of learning by using an intuitive model for information processing by the human mind. It carefully analyzes the different ways in which instructions are assimilated in memory and this approach paves the way for the theorists to propose efficient means of imparting knowledge. In Cognitive framework, learning is meaningful when it relates to existing knowledge and therefore it’s important to structure the instructions such that the learners are able to translate them meaningfully. The study of the mental aspect helps to overcome most of the shortcomings of the behavioral learning.

Constructivist learning is a modern principle that challenges the basic premise of the earlier theories by questioning their core philosophy. Both behavioral and cognitive theories define knowledge as an accurate description of the objective world. In contrast, constructivism assumes that knowledge is constructed by the students by means of their experience and introspection as they are exposed to new events and constructs through the learning process. Interpretation of objective facts by the individuals and the perspectives created through the lens of their prior experiences and beliefs defines knowledge.

As a result, constructivism identifies knowledge to be the result of an individual experience imparted more effectively in a collaborative environment and stimulated through the means of problem solving, peer review and attempting real-world, authentic tasks. The consequence of this philosophy is to view learning as a more complex endeavor compared to the other systems where the goal was simply to initiate the uninitiated with objective concepts. The teacher is a facilitator, someone who guides the students through the learning process by working together and solving problems in a collaborative environment as a mentor or a coach. This approach demands a higher level of sophistication in teaching and opens up an entire new area of research on the effective design of the curriculum.