why we learn

Technology, broadly defined, has always been a sort of applied science. Society, however, speaks almost exclusively of the personal computer and ancillary technologies when making this reference. I tend to think this way as well, but it’s important to remember than any applied knowledge is, by definition, technology. I would posit that these new technologies tend to serve us in much the same way as their precursors, by performing tasks that, for one reason or another, human beings would rather not do themselves.

In a book that I just started reading, Apprenticeship In Thinking, the author (Barbara Rogoff) states:

The structure of problems that humans attempt to solve, the knowledge base that provides resources, and the strategies for solution that are considered more or less effective or sophisticated are situated in a social matrix of purposes and values. The problems that are posed, the tools that are available to solve them, and the tactics that are favored build on the sociocultural definitions and available technologies with which an individual functions. Further, the solution to problems often occurs in social situation that define the problems and provide opportunities for learning from social transactions.

Read more

What was the research question(s) in the article?

This researcher’s work focuses on uncovering ways in which online instructors can successfully scaffold their students. The early part of the paper reviews learning theories, specifically Behaviorism, Cognitive Theory, Constructivism, and Social Constructivism. One senses from the placement and because of the words used to introduce each succeeding theory that the author views each theory as an evolution. Social Constructivism and it’s tenants that learners are active participants in their learning, that learning is socially constructed form the basis for the researcher’s study.

Is the literature review relevant to the research questions(s)?

The reviewed literature was used in three ways. Early in the paper, the author uses recent work to frame the existing ideas and concerns surrounding online (distance) education. The focus quickly shifts then to the previously described review of learning theories. Additionally, the author takes some time to review literature related to scaffolding, a large component of Vygotsky’s Zone of Proximal Development. Finally, Bryceson reviews knowledge-management literature as a way of further contextualizing the review, and of segueing into looking at the work of Nonaka and Konno (1998) related to ‘Ba’.

Read more