To be an effective instructional designer it is crucial to understand learning theory and ground my practice in the tested and proven methods to create robust, rich and meaningful learning experiences. Dr. Saba illustrated the importance of using concepts and principles of well-built theories, which are the foundation, and are grounded in the existing knowledge of the field, in order to design the most effective learning outcomes. The alternative is like shaking an apple tree; having limited accuracy, due to guesswork and speculation in lieu of researched results. (Laureate Education, Inc., 2010) Have you ever had one of those apples fall on your head? Being able to determine the best approach and theory to apply to a learning strategy is fundamental to the success of the instructional designs I initiate.
The theory I have chosen to discuss in this post is Borje Holmberg’s “Theory of Interaction and Communication” (Simonson, Smaldino, Albright & Zvacek, 2012, p.48) This work falls into the category of communication theory and makes the connection in the effectiveness of teaching, and how it relates to the “feelings of cooperation as well as the actual exchange of questions, answers, arguments in mediated communication” for optimum learner outcome. (Simonson, et al., 2012, p. 48).
To me this is significant due to my experience as a student at Walden University, who use this approach to connect distance learners. The information is organized and presented in a way that students are encouraged to reflect, construct, deconstruct and defend their own positions. Does this sound like a very practical way to learn concepts, problem solve and promote deep learning?
Holmberg referred to his theory as “guided didactic conversation” (Simonson, et al., 2012, p. 48), which stems from one of the earliest teaching methods known as the Socratic Method. This approach focuses on the experience of the learner in manipulating and using the information acquired within discussion. And in particular, distance learning uses various interfaces to present information to the learner from differing perspectives and modalities.
Criticism of Holmberg’s theory was derived from Holmberg himself, when admitting it was a “leaky theory” (Simonson, et al., 2012, p. 49). Thus Holmberg expanded his theory further, to describe effective distance education intricacies. He also had second thoughts about using the term ‘guided didactic conversation’, due to the potential misunderstanding of the word in which he states,
“Further, I used a somewhat unfortunate terminology. I referred to the conversational character of distance education as ‘didactic,’ an adjective in many cases taken to indicate an authoritarian approach (the opposite of what was meant). Instead of guided didactic conversation, I now prefer the term teaching-learning conversion” (Holmberg, 2003, p.79).
It is in my opinion that Holmberg’s theory is aptly used in the course of instruction provided in my Walden experience. I have greatly benefitted by the interaction between my instructors and peers, including the emotional involvement of sharing ideas and belief systems. This approach to learning has grounded my knowledge, anchoring it within my long-term memory for future retrieval. This experience has gone a long way to increase my general motivation as a learner.
Society benefits greatly by learners using knowledge they acquire and construct in a free form fashion that allows them to make adjustments and choices in their learning preferences; ultimately applying that knowledge to the world they live in. This approach to education reminds me of the stirrup analogy in using technology and advanced approaches to instructional design as the warrior knight, who “understood the stirrup enabled the rider not only to keep his seat, but also to deliver a blow with a lance having the combined weight of the rider and charging horse” (Finn, 1964, p. 24). As instructional designers of the future Walden is preparing us to deliver a blow that will change our world forever, for the better.
References
Finn, J. (1964). The Franks had the right idea. NEA Journal, 53(4). p. 24.
Holmberg, B., (2003). Distance Education in Essence. An overview of theory and practice in the early twenty-first century. 2nd edition. Bibliotheks- und Informationssystem der Universität Oldenburg. P. 79. Retrieved from http://www.c3l.uni-oldenburg.de/cde/holmberg01.pdf
Laureate Education, Inc. (Producer). (2010). Theory and Distance Learning. [Video Podcast with Dr. Farhad Saba]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26url%3D
Shutterstock. (2013) Clip art. Retrieved from http://www.google.com/search?q=free+clip+art+of+socrates&client=safari&rls=en&tbm=isch&tbo=u&source=univ&sa=X&ei=96swUpuyBefO2gWh7oHQCA&ved=0CCsQsAQ&biw=1005&bih=544&dpr=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Data Import/Export 