Learning Theories

Question 1

Wink & Putney

Answer 1

Wink, J. & Putney, L. (2002). A vision of Vygotksy. Boston: Allyn & Bacon.

Question 2

Wadsworth, B.

Answer 2

Wadsworth, B. (1971). Piaget’s theory of cognitive development. New York: David McKay Company.

Question 3

Vygotsky

Answer 3

Vygotksy, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Question 4

Gisnburg & Opper

Answer 4

Ginsburg, H. & Opper, S. (1979). Piaget’s theory of intellectual development. Englewood Cliffs: Prentice Hall, Inc.

Question 5

Borthick, Jones & Wakai

Answer 5

Borthick, F.A., Jones, D.R., & Wakai, S. (2003). Designing learning experiences within learners’ zone of proximal development (ZPDs): Enabling collaborative learning on-site and online. Journal of Information Systems. (17)1, 107-134.

Question 6

Miller

Answer 6

Miller, P. (2011). Theories of developmental psychology. New York: Worth Publishers.

Question 7

Peer & McClendon

Answer 7

Peer, K. S. & McClendon, R. C. (2002). Sociocultural learning theory in practices: Implications for athletic training educators. Journal of Athletic Training. (37)4 (supplement), S-136-S140.

Question 8

Ching & Hsu

Answer 8

Ching, Y. & Hsu, Y. (2011). Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education. Australasian Journal of Education Technology. (27)5 (special issue), 781-797.

Question 9

Piaget

Answer 9

Piaget, J. The origins of intelligence in children. New York: International Universities Press. (Original work published 1936)

Question 10

Pan, Starrett & Powell

Answer 10

Pan, G., Starrett, D. A., Rodgers, M. L., & Powell, D. V. (2012). Instructor-made videos as a learner scaffolding tool. Journal of Online Teaching and Learning, 8(4), 298–311.

Question 11

Examples of clinical scaffolding-Peer & McClendon

Answer 11

case studies, simulations and demonstrations

Question 12

Examples of scaffolding from a didactic perspective-Peer & McClendon

Answer 12

rewriting papers, reciprocal questioning, cooperative learning

Question 13

summary of Sociocultural learning theory in practice: Implications for athletic training educators.

Answer 13

Sociocultural learning is accomplished through clinical experiences and internships where students are able to see how athletic training professionals work as a team. It also exposes them to the culture of the environment that they will be working in as professionals. They also use competency based assessment such as role-playing, case studies and narratives to assess student learning. These competency based assessments promote learner responsibility, group communication skills, and individual problem solving skills-all of which are critical to the athletic trainer.

Question 14

Summary of Designing learning experiences within learners’ zones of proximal development (ZPDs): Enabling collaborative learning on-site and online

Answer 14

The authors developed a course design approach using Vygotsky’s Zone of Proximal Development as their foundational approach to the development of courses in Accounting Information Systems. It allowed for the course to be reviewed on a continuous improvement cycle that assessed pedagogy, and the development of learning experiences. The ZPD model placed the responsibility of learning in the hands of the students and encouraged them to develop their own mental models.

Question 15

Summary: Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education.

Answer 15

Web 2.0 tools mediate social interactions as they can function as the tools of communication they also move the tools from physical objects to digital objects that can move beyond time and physical location limitations. Ex. The learners worked as collaborative groups using web based tool to develop a concept map in an instructional design course as part of a graduate program. They also used the online classroom platform to communicate. The learners used directions from the instructor as scaffolds for developing this assignment.

Question 16

Vygotsky themes

Answer 16

1. Learning is rooted in social interactions and tools
2. tools are the product of socioculture
3. learning is developmental or genetic (ZPD).

Question 17

Scaffolding concepts

Answer 17

• In scaffolding students make connections between what is old and what is new
• peers and instructors can provide scaffolds-relating concepts to real situations

Question 18

“Vygotsky and Piaget viewed peer interaction as crucial to learning”

Answer 18

Borthick, F.A., Jones, D.R., & Wakai, S. (2003). Designing learning experiences within learners’ zone of proximal development (ZPDs): Enabling collaborative learning on-site and online. Journal of Information Systems. (17)1, 107-134.

Question 19

Vygotsky (1978) explained that the actual developmental level characterizes mental development retrospectively and the zone of proximal development characterizes mental development prospectively.

Answer 19

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press

Question 20

Vygotsky (1978) expressed that “children grow into the intellectual life of those around them” (p. 88).

Answer 20

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Question 21

“For Vygotsky, learning is more than just passively receiving information and responding to it; learning includes the ideas generated in the process of dialectical discovery” (Wink & Putney, 2002, p. 10).

Answer 21

Wink, J. & Putney, L. (2002). A vision of Vygotksy. Boston: Allyn & Bacon.

Question 22

assumptions

Answer 22

axioms, postulates that are accepted without being tested. Piaget assumed that thinking is organized.

Question 23

scheme

Answer 23

organized patter of behavior; reflects a particular way of interacting with the environment

schema, schemata

Question 24

Piaget’s “stage”

Answer 24

a period of time durin which the childs thinking and behavior in a variety of situations tend to reflect a particular type of underlying mental structure

Question 25

epistemology

Answer 25

the study of knowledge

Question 26

According to Miller (2011), Piaget viewed epistemology as “the problem of the relation between the act or thinking subject and the objects of his experience” (p. 32).

Answer 26

Miller, P. (2011). Theories of developmental psychology. New York: Worth Publishers.

Question 27

Cognitive organization

Answer 27

Piaget-the tendency for thought to consist of systems whose parts are integrated to form a whole.

Question 28

cognitive adaptation

Answer 28

interaction between the organism and the environment. According to Piaget-all organisms have an innate tendency to adapt to the environment.

Question 29

equilibration

Answer 29

the grand process that puts together all the elements of development

when assimilation and accommodation are in balanced coordination so neither is dominant equilibrium is achieved through development of organized structures that provide ways of interacting with the world.

Question 30

assimilation

Answer 30

PIAGET-the process of fitting reality into ones current cognitive organization
ex. food that becomes part of the rabbit when he eats it.

Question 31

accommodation

Answer 31

adjustments in cognitive organization that results from the demands of reality.
ex. the baby who steps on a newspaper and realizes it makes noise.

Question 32

intermental

Answer 32

between two people-primary activity-intermental processes are transformed during the internalization process.

Question 33

intramental

Answer 33

secondary process-happens internally. Intramental process and structures do not copy intermental processes perfectly.

Question 34

Four aspects of cultural influence according to Vygotsky (Miller, 2011, p. 173).

Answer 34

1. what children learn about and aquire skills in-ex. academics, sports, weaving.
2. how they aquire skills -from other children, adults, verbally, nonverbally.
3. when children are allowed to partake in activities-babysitting, adult work.
4. who is allowed to particpate in activities-certain genders, or social classes.

Question 35

Culture

Answer 35

consists of shared believes, values, knowledge, skills, structured relationships, customs, social practices, and symbols and systems (spoken and written).
also includes social settings
Culture is expressed through familial and societal routines.

Question 36

intersubjectivity

Answer 36

shared understanding based on a common focus of attention and a common goal between a child and more competent person

Question 37

Contextualist v. Mechanistic

Answer 37

contextualists believe that learning is different for everyone based on culture, historical time, etc., while mechanistic believe that learning is based on universal laws of behavior and development. Vygotsky is a contextualist and Piaget is mechanistic.

Question 38

2 contributions of a theory

Answer 38

1. organizes and gives meaning to facts

2. guides further research

Question 39

interpersonal plane

Answer 39

learning first takes place here-through interaction with others

Question 40

intrapersonal plane

Answer 40

learning moves here as concepts are internalized by the individual

Question 41

organismic view

Answer 41

children ‘construct’ their knowledge

Question 42

mechanistic view

Answer 42

children passively acquire “soak up” a copy of reality

Question 43

Vygotsky (1978) explained “the transformation of an interpersonal process into an intrapersonal one is the result of a long series of developmental events” (p. 57).

Answer 43

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Question 44

Zone of Proximal Development

Answer 44

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.

Question 45

Ginsberg & Opper (1979) explain Piaget’s process of self-regulated development as the continuous contribution by the child to their own developmental process.

Answer 45

Ginsburg, H. & Opper, S. (1979) Piaget’s theory of intellectual development. Englewood Cliffs: Prentice-Hall Inc.