Our task for Module 2 was to create an activity that employs behaviorism as its central learning theory. To further complicate the task, we needed to include a technological element in the activity, relying on Harasim\u2019s (2017) discussion.<\/p>\n\n\n\n
The activity should be an assignment that we would use in either a classroom or a training environment. It was to include the following:<\/p>\n\n\n\n
The second section of the assignment is a written analysis of why the scenario\/activity that we provided is behaviorist, connecting that discussion to the readings in Unit 3 and Unit 4. In that analysis, we needed to discuss the following:<\/p>\n\n\n\n
Two to three double-spaced pages, excluding title page and references.<\/p>\n\n\n\n
Frank C. Jamison<\/p>\n\n\n\n
The Chicago School of Professional Psychology<\/p>\n\n\n\n
EP 600: The Psychology of Learning<\/p>\n\n\n\n
Dr. Jessica Evans<\/p>\n\n\n\n
January 22, 2023<\/p>\n\n\n\n
Watch the video Hello World: Welcome to Sprite Lab<\/a>; pay attention as the instructor shows you how to complete your task using the Sprite Lab<\/a> application, then use the say block to make a sprite say \u201cHello World!\u201d. Raise your hand when finished, or if you require further assistance, and your instructor will give you feedback on your work or hints on completing the task.<\/p>\n\n\n\n Watch the video Hello World: Programming with Events<\/a>; pay attention as the instructor shows you how to complete your task using the Sprite Lab<\/a> application, then use the click event to make the sprite say something, change the background, change the appearance and size of a sprite, and to play sounds. Raise your hand when finished, or if you require further assistance, and your instructor will give you feedback on your work or hints on completing the task.<\/p>\n\n\n\n Watch the video Hello World – Do What You Want<\/a>; pay attention as the instructor shows you how to complete your task using the Sprite Lab<\/a> application, then create an interactive poster about yourself using at least three sprites with costumes and say blocks, a background, and at least one behavior. At the end of the class, students will vote on the best poster.<\/p>\n\n\n\n For each implementation of a coding task, you will receive one token. In addition, the student receiving the highest number of votes for best poster will receive ten tickets.<\/p>\n\n\n\n Tokens can be spent to purchase prizes from the instructor. The more tickets you spend, the better the rewards you may choose from.<\/p>\n\n\n\n This activity uses several behavioral learning theory methods. The first method used is modeling, also known as observational learning. Zhou and Brown (2017) posit that children acquire many of their favorable and unfavorable behaviors by observing those around them. In addition, Bandura (1986, p. 45) states, \u201cOf the many cues that influence behavior, at any point in time, none is more common than the action of others.\u201d This activity encourages students to observe the instructor as they perform the tasks that will later be assigned to them to emulate.<\/p>\n\n\n\n The second method used in this activity is shaping. Zhou and Brown (2017) describe shaping as the process of gradually changing the quality of response. By breaking this activity down into smaller discrete tasks followed by positive reinforcement, the students learn the skills they need to complete their ultimate mission of creating an interactive poster about themselves.<\/p>\n\n\n\n Cueing is another method used in this activity. For example, if the student struggles to complete the smaller discrete introductory tasks, the instructor will give them hints or cues on what they need to do to get through the example. Zhou and Brown (2017) describe cueing as providing a verbal or non-verbal cue regarding the appropriateness of their behavior.<\/p>\n\n\n\n The technique of positive reinforcement (reward) is described by Harasim (2017) as \u201cthe presentation of a stimulus that increases the likelihood of a response.\u201d Positive reinforcement is applied to this activity through the earning of tokens that can be spent to buy prizes. When a student completes a task successfully, they earn a ticket. This encourages them to pay attention to the instructor as they demonstrate how to complete a task and provides an immediate consequence to their actions. By offering ten tickets to the student who receives the most votes for the best poster, students are motivated to exceed the minimum requirements of the activity and produce more intricate and engaging works.<\/p>\n\n\n\n One of the limitations of the behaviorist approach used in this activity is that it places too much focus on individual learning. There is no interaction between students during the learning process. Weegar and Pacis (2012) note that in this approach, the instructor\u2019s role is to lead the exchange, and the student\u2019s role is to absorb the instructional presentations and materials. In addition, they point out, \u201cAssessment and evaluation are based upon individual tests and performances to demonstrate mastery of entities, activities, and processes\u201d (p. 6).<\/p>\n\n\n\n By limiting the instruction to behaviorist methods, the participants miss out on the benefits of a more collaborative learning environment. Chandra (2015, p. 4-5) lists some of the benefits of collaborative learning:<\/p>\n\n\n\n I have been a part of many online and in-person learning environments, and I have found that collaborating with other students, in or out of the classroom, is much more satisfying.<\/p>\n\n\n\n The outcome for students in this activity is that they learn how to use the Sprite Lab application to learn about event-driven programming. This skill translates to many computer languages, such as JavaScript and Python. While elementary in this activity, these concepts lay the groundwork for computational thinking that can benefit the students in any programming language they may learn later in life. As Moore et al. (2002, p. 118) point out, the outcomes for instructors are the development of \u201cgoals and objectives for teaching that include knowledge, skills, and attitudes that the student should master by the end of the teaching session.\u201d By breaking down the lesson into bite-sized chunks, the instructor can ease the students through more progressively complex activities to achieve the desired outcome predictably.<\/p>\n\n\n\n Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory.<\/em> Englewood Cliffs, NJ: Prentice Hall.<\/p>\n\n\n\n Chandra, R. (2015). Collaborative learning for educational achievement. IOSR Journal of Research & Method in Education (IOSR-JRME)<\/em>, 5<\/em>(3), 2320-7388.<\/p>\n\n\n\n Code.org. (2022). Course E (2022). Retrieved January 20, 2023, from https:\/\/studio.code.org\/s\/coursee-2022<\/a><\/p>\n\n\n\n Harasim, L. (2017). Learning theory and online technologies<\/em> (2nd ed.). Routledge.<\/p>\n\n\n\n Moore, D. A., Leamon, M. H., Cox, P. D., & Servis, M. E. (2002). Teaching implications of different educational theories and approaches. Journal of Veterinary Medical Education<\/em>, 29<\/em>(2), 117\u2013123. https:\/\/doi.org\/10.3138\/jvme.29.2.117<\/a><\/p>\n\n\n\n Weegar, M.A., & Pacis, D. (2012). A Comparison of Two Theories of Learning — Behaviorism and Constructivism as applied to Face-to-Face and Online Learning.<\/p>\n\n\n\nActivity: Programming with Events in Sprite Lab (Code.org, 2022)<\/strong><\/h3>\n\n\n\n
Activity: Use Sprite Lab to Tell a Story About Yourself (Code.org, 2022)<\/strong><\/h3>\n\n\n\n
Earning Tickets<\/strong><\/h3>\n\n\n\n
Spending Tokens<\/strong><\/h3>\n\n\n\n
Strengths of the Behaviorist Approach as Illustrated in This Activity<\/strong><\/h3>\n\n\n\n
Limitations of the Behaviorist Approach as Illustrated in This Activity<\/strong><\/h3>\n\n\n\n
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Outcomes for Students and Instructors<\/strong><\/h3>\n\n\n\n
References<\/strong><\/h3>\n\n\n\n