Educational Foundations for Educational Technologists

This document summarises some of the main educational theories which I and my research colleagues have found useful in the context of:

• computer science education research
• at higher education level and
• involving adults.

None of these theories is “right” or “wrong”, each presents a different lens on student learning.

A useful meta-resource for educational theories (and related topics) is simplypsychology.org

Bloom’s Taxonomy

The Taxonomy is arguably the most common theory presented to HE educators. It consists of six levels which represent a student’s increasing “depth” of learning. Each level can be identified by means of verbs relating to learning outcomes at that level, and are often used when authoring assessments and exams.

1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create

Lorin W. Anderson & David R. Krathwohl (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.

Perry’s Scheme

Perry considered that students “journey” through 9 “positions” in 4 categories as their intellect develops.

1. Dualism (concrete/received knowledge)

1. Basic duality (all problems are solvable)
2. Full dualism (some authorities disagree)

2. Multiplicity (subjective knowledge)

1. Early multiplicity (problems divide into those we know the solutions to, and those we don’t yet know the solutions to)
2. Late multiplicity (most problems we don’t yet know the solutions to)

3. Contextual Relativism (procedural knowledge)

1. Contextual relativism (all proposed solutions are supported by reasons)

2. Pre-commitment (it is necessary to commit to a solution)

4. Commitment in Relativism (constructed knowledge)

7. Commitment

8. Challenges to commitment (implications and responsibility)

9. Post-commitment (commitment is ongoing and evolutionary)

William G. Perry, Jr. (1970). Forms of Ethical Intellectual Development in the College Years: A Scheme. New York: Holt, Rinehart and Winston.

Pask’s Conversation Theory

Pask explains learning as occurring through conversations, conducted at a number of levels.

1. Natural language (general discussion)

2. Object languages (specific discussion about particular topics)
3. Metalanguages (discussion about language and/or learning)

This is complemented by structures which show what subject matter is to be learned, and two types of learning strategy.

1. Serialists, who go through a given structure logically and sequentially
2. Holists, who look for “higher-order” relations.

Gordon Pask (1975). Conversation, Cognition, and Learning. New York: Elsevier.

Kolb’s Experiential Learning Cycle

This is a 4-stage cycle

1. Concrete experience
2. Reflective observation
3. Abstract conceptualisation
4. Active experimentation / testing

(then return to 1)

David A. Kolb (1984). Experiential Learning: Experience as the Source of Learning and Development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Vygotsky’s Zone of Proximal Development (ZPD)

Defined by Vygotsky as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86).

A learner develops (learns) best when the complexity of their learning is in between what they can do themselves, and what they require guidance to do by a more experienced / capable other.

Lev Vygotsky (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.