Intro to Descriptive Statistics
For our Interactive Learning Resource, we have chosen a cognitive-constructivist approach to learning theory. Cognitivism states that "learning is equated with discrete changes between states of knowledge"; this approach is also considered more suitable for complex learning such as those involving problem-solving and reasoning (Ertmer & Newby, 2013). Descriptive statistics fits this situation, so elements of cognitive learning theories are used in our Interactive Learning Resource
Constructivist learning theories state that learning comes from "creating meaning from experience" (Ertmer & Newby, 2013), and should occur in representative settings with relevant examples. We want to encourage students to think critically and recognize the implications of descriptive statistics in their everyday lives, and so we have created opportunities for them to practice using statistics using real-world examples, giving them experience solving problems while fostering a realistic, relevant learning environment.
This Interactive Learning Resource has been designed to facilitate and encourage experiential learning. Experiential learning “involves reflecting on one’s experience to generate and continually update an action theory that guides the effectiveness of one’s actions” (Johnson & Johnson, 2017). Experiential learning is an iterative process that first involves a learner experiencing a situation in which they take some form of action based on their current schema, then they reflect on their actions, think to form conclusions, which then leads to a revised action the next time a similar situation is presented. (Institute for Experiential Learning, n.d., “What is experiential learning?”)
This learning design was selected as it is more interactive and engaging, and experiential learning can reach beyond traditional classroom learning and improve learners’ retention of knowledge and skills (Holdings, 2014).
Experiential learning can occur in group settings, such as through role-playing (Johnson & Johnson, 2017), and demands learner participation and engagement. Although experiential learning does not have to occur in group settings, our Interactive Learning Resource has also been designed to include elements of cooperative learning, which fits under the wider umbrella of experiential learning.
In our Interactive Learning Resource, for example, learners can be given a statistics problem to solve in small groups. The instructor can ask students to explain their problem-solving methods, guide and correct misconceptions, and then have students apply this new knowledge to more problems. This process would re-iterate until students understand the concepts taught.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Holdings, K. (2014). 8 Reasons Why Experiential Learning Is The Future Of Learning. Retrieved from https://elearningindustry.com/8-reasons-experiential-learning-future-learning
Institute for Experiential Learning. (n.d.). What is experiential learning? Retrieved from https://experientiallearninginstitute.org/resources/what-is-experiential-learning/
Johnson, D. H., & Johnson, F. P. (2017). Joining together: Group theory and group skills. 12th ed. Boston: Pearson.