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EDDE202 > Learning Theory & Learning Design > Flashcards

Learning Theory & Learning Design Flashcards

1
Q

Notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli.

A

Behavioural learning theory

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2
Q

Behavioural learning theory is especially attractive for use in _______.

A

Training (learning outcomes are clearly measured and demonstrated behaviorally)

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3
Q

Arose partially in response to a growing need to account for motivation, attitudes, and mental barriers that may only be partially associated or demonstrated through observable behaviours.

A

Cognitive pedagogy

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4
Q

The locus of control in a CB model

A

teacher or instructional designer (one-to-many and one-to-one communication)

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5
Q

(hint: ISD, LO)

Cognitive Presence in Cognitive-Behaviourist Models

A

Use of an instructional systems design model where the learning objectives are clearly identified and stated (structured processes)

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6
Q

Means and context through which learners construct and confirm new knowledge

A

Cognitive presence

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7
Q

Social Presence in Cognitive-Behaviourist Models

A

almost total absence (individual process)

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8
Q

Teaching Presence in Cognitive-Behaviourist Models

A

reduced or at least radically reconstructed

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9
Q

Acknowledges the social nature of knowledge and of its creation in the minds of individual learners.

A

Social-Constructivist Pedagogy

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10
Q

(hint: Pl, C, Al, L, M, Lcle, Mp, Sdvarw)

8 Common themes in Social Constructivism Models

A
  1. New knowledge built up the foundation of *Previous learning
  2. *Context in shaping knowledge development
  3. ***Active **learning
  4. *Language and other social tools
  5. *Metacognition and evaluation to develop learner’s capacity
  6. ***Learner-centered **learning environment
  7. *Multiple perspectives
  8. *Social discussion, validation, application in real-world context
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11
Q

Locus of control in a social-constructivist system

A

shifts somewhat away from the teacher (many-to-many)

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12
Q

Social-constructivist theories are theories of

A

learning

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13
Q

Cognitive Presence in Social-Constructivist Pedagogy (hint: CAR)

A

located in an authentic Context
assumes learners are Actively engaged
Exploits Role-modeling, imitation, dialogic inquiry

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14
Q

Social Presence in Social-Constructivist Pedagogy

A

Social interaction is the defining feature

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15
Q

(hint: GGE)

Teaching Presence in Social-Constructivist Pedagogy

A
  1. the educator is a *Guide, helper, and partner
  2. focuses on *Guiding and evaluating authentic tasks performed in realistic contexts
  3. source of knowledge lies primarily in Experiences
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16
Q

learning is the process of building networks of information, contacts, and resources that are applied to real problems

A

Connectivist Pedagogy

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17
Q

Cognitive Presence in Connectivist Pedagogy (hint: E,Se)

A

involves Exposing students to networks and providing opportunities for them to gain a sense of Self-efficacy
enriched by peripheral and emergent interactions on networks

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18
Q

Social Presence in Connectivist Pedagogy (hint: S,S)

A
  1. the creation and *Sustenance of networks of current and past learners
  2. *Stigmergic (e.g. mechanism of indirect coordination)
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19
Q

Teaching Presence in Connectivist Pedagogy

A

created by the building of learning paths and by design and support of interactions

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20
Q

(hint: NI,C,T,L,A)

task of good pedagogical design

A

ensuring that there are absolutely *No Inconsistencies between the Curriculum** we teach, the **Teaching methods we use, the Learning environment we choose, and the Assessment procedures we adopt.

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21
Q

a set of quite compatible explanations for a large range of different phenomena.

A

theory

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22
Q

learning as the gradual building of patterns of associations and skill component

A

associationist perspective

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23
Q

Emphasized the assumptions of constructivism that understanding is gained through an active process of creating hypotheses and building new forms of understanding through activity

A

The cognitive perspective

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24
Q

focuses on the way knowledge is distributed socially

A

The situative perspective (in the practices of communities)

25
Q

two different accounts of situated learning (hint: PR)

A
  1. effort in making the learning activity authentic via embedding in *Practice fields
  2. emphasis on the individual’s *Relationship with a group of people (a community of practice)
26
Q

(hint: A,P,S)

Use of perspectives to analyze learning

A
  1. overt *Activities by associationist analysis
  2. detail structures/*Processes underlying a performance by cognitive analysis
  3. activity *Systems in communities by situative analysis
27
Q

incomplete as an account of learning

A

learning perspectives

28
Q

mapping broad pedagogies **onto types of technology **

A
  1. *Primary courseware: presenting information (subject matter)
  2. *Secondary courseware: supporting active learning tasks and feedback (lab work, writing, presentations)
  3. *Tertiary courseware: supporting dialogue about the application of the new learning (compilation of discussions)
29
Q

problems that are usually fairly easy to describe
the nature of the task can be defined, and
the conditions under which it must be performed can be specified

A

training problems

30
Q

problems that may require a more all-purpose prescription
it is not possible to define or anticipate all the task requirements or the conditions under which the tasks may need to be performed.

A

education problems

31
Q

Theories to address training problems

A

social cognitive theories (e.g., Bandura, 1986), such as vicarious reinforcement and modeling

32
Q

(hint: C,SC)

Theories to address education problems

A
  1. *Constructivist approaches, both cognitive and social (develop expertise and problem-solving skills)
  2. *Social Cognitive theory (becoming self-regulated learners - able to define problems, identify solutions, implement solutions, predict consequences)
33
Q

Assessment of training problems (hint: P, M)

A
  1. *Performance assessment or
  2. *Mastery-testing strategies
34
Q

Assessment of Education Problems (hint: A)

A

*Alternative forms of assessment (realistic, complex settings)

35
Q

knowledge which is connected and organized around important concepts; **conditionalized **to specify context applicable

A

Experts’ knowledge

36
Q

people’s abilities to predict their performances on various tasks and to monitor their current levels of mastery and understanding

A

Metacognition

37
Q

Shows what the results of successful learning look like

A

Study of expertise

38
Q

Explained in terms of how they “chunk” knowledge in relation to a function or strategy

A

superior recall ability of experts

39
Q

how experts’ knowledge is organized

A

around core concepts or “big ideas”

40
Q

poor way to help students develop the competencies (hint: S)

A

***Superficial **coverage of many topics

41
Q

Knowledge that is not conditionalized is often _______

A

“inert” (not activated)

42
Q

two very different types of expertise (hint: R, F)

A
  1. *Routinized, merely skilled, artisans
  2. *Flexible/adaptable, highly competent, virtuosos
43
Q

the ability to extend what has been learned in one context to new contexts

A

transfer of learning

44
Q

transfer from one school task and a highly similar task

A

near transfer

45
Q

transfer from school subjects to nonschool settings

A

far transfer

46
Q

Experience with one set of events could hurt performance on related tasks

A

Negative transfer

47
Q

Elements that promote initial transfer

A
  1. degree of *Mastery of the original subject
  2. learn with *Understanding
  3. amount of *Time it takes to learn
  4. engaging in deliberate *Practice
  5. ***Feedback **that signals the state of the student’s understanding
  6. the use of *Contrasting cases
  7. ***Competence **motivation
  8. *Learning oriented
  9. *Social opportunities
48
Q

Appropriately arranged contrasts can help people notice new features that previously escaped their attention and learn which features are relevant or irrelevant to a particular concept

A

contrasting cases

49
Q

attempts to seek and use feedback about one’s progress

A

Monitoring

50
Q

active monitoring of one’s learning experiences

A

deliberate practice

51
Q

Humans are** motivated** to develop competence and to solve problems

A

competence motivation

52
Q

Students who like new challenges

A

Learning oriented

53
Q

Students who are more worried about making errors than about learning

A

Performance oriented

54
Q

(hint: C, A, C, P, M)

Factors that influence transfer of learning

A
  1. *Context of original learning
  2. representing problems at higher levels of *Abstraction
  3. sharing of *Cognitive elements between tasks
  4. *Prompting
  5. *Metacognition (assessing readiness)
55
Q

a set of strategies for explicating, elaborating, and monitoring the understanding necessary for independent learning (hint: rT)

A

Reciprocal teaching

56
Q

(hint: -A, Mu, cC)

considerations in educational practice regarding learning as transfer

A
  1. knowledge that is not *Activated
  2. *Misinterpretation in understanding due to previous knowledge
  3. teaching practices that conflict with *Community practices
57
Q

the kind of knowledge that learners acquire because of their social roles, such as those connected with race, class, gender, and their culture and ethnic affiliation

A

Prior knowledge

58
Q

Major contrasts between** school environments and everyday settings** which affect learning transfer (hint: CTC)

A
  1. Emphasis on individual work vs *Collaboration
  2. Emphasis on mental work vs heavy use of *Tools
  3. Emphasis on abstract reasoning vs *Contextualized reasoning

EDDE202 (4 decks)

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