(From EDD 8008 Discussion #4)
One frequent lesson in training and implementation is demonstrating the use of a live meeting sessions such as Collaborate, Adobe Connect, Elluminate, etc. I believe firmly that as instructors, this is a tool that requires mastery to be an effective and engaged instructor.
A Behaviorist Approach
A behaviorist model would require organization of stimuli, responses, and reinforcers in programmed instruction (Molenda and Rezabek, 2008). Whilst following a programmed instruction, I could lead the faculty through practice exercises all while giving social reinforcers such as a nod when correct, and a hint when incorrect. Likewise, as the course is typically comprised of small groups of new faculty, I can provide direct instruction, consisting of continuous learner responses to my prompts that will be followed by remediation or reinforcement (Molenda and Rezabek, 2008). It is through a behaviorist approach that I can focus my learners on a thorough analysis of the tasks, specification of the objectives, subdivision of the content into smaller steps, eliciting active responses, and providing feedback to responses (Molenda and Rezabek, 2008).
A Cognitivist Approach:
Should I opt to approach my lesson in a cognitivist approach, I might opt to process information in a serial, discontinuous manner moving from one stage to the next to ensure that information is moved from sensory memory, to short-term memory, and finally to long-term memory (Molenda and Rezabek, 2008). One cognitivist theory that I am very aware of is cognitive load. If I were to be conscious of the cognitive load of my faculty learning how to teach in a virtual meeting room, I would need to control the schema acquisition while processing is taking place in working memory. In this case, chunking to not overload the working memory is important as working memory has a finite capacity (Molenda and Rezabek, 2008). Content should be organized so that it makes sense and is easy to remember.
A Cognitive Constructivist Approach
Aligned with the work of Piaget, cognitive constructivism tends that faculty should be able to view the lesson objectively, and they will learn based on their own experiences. Within the virtual session, faculty are neither right nor wrong in their approach to learning (Schuh & Barab, 2008). Constructivism is perhaps one approach that I feel I most closely align to. In this approach, I might opt to embed learning in a relevant environment (in this case the virtual session itself). I would encourage social negotiation for the faculty, support multiple perspectives while encouraging ownership of the learning process, and nurture self-awareness of learning among the faculty (Molenda and Rezabek, 2008). Immersing learners with a more simplified version of the virtual session might assist them in developing their expertise.
Robinson, R., Molenda, M., & Rezabek, L. (2008). Facilitating learning. In Januszewski, A., & Molenda, M. (Eds). Educational technology: A definition with commentary (15-47). New York, NY: Routledge.
Schuh, K.L. & Barab, S.A. (2008) Philosophical perspectives. In Spector, J. M., Merrill, M. D., van Merrienboer, J., & Driscoll, M. P. (Eds.). Handbook of research on educational communications and technology (3rd ed.). New York, NY: Taylor and Francis.