Learning Theory & Learning Design Flashcards
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.
Behavioural learning theory
Behavioural learning theory is especially attractive for use in _______.
Training (learning outcomes are clearly measured and demonstrated behaviorally)
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.
Cognitive pedagogy
The locus of control in a CB model
teacher or instructional designer (one-to-many and one-to-one communication)
(hint: ISD, LO)
Cognitive Presence in Cognitive-Behaviourist Models
Use of an instructional systems design model where the learning objectives are clearly identified and stated (structured processes)
Means and context through which learners construct and confirm new knowledge
Cognitive presence
Social Presence in Cognitive-Behaviourist Models
almost total absence (individual process)
Teaching Presence in Cognitive-Behaviourist Models
reduced or at least radically reconstructed
Acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
Social-Constructivist Pedagogy
(hint: Pl, C, Al, L, M, Lcle, Mp, Sdvarw)
8 Common themes in Social Constructivism Models
- New knowledge built up the foundation of *Previous learning
- *Context in shaping knowledge development
- ***Active **learning
- *Language and other social tools
- *Metacognition and evaluation to develop learner’s capacity
- ***Learner-centered **learning environment
- *Multiple perspectives
- *Social discussion, validation, application in real-world context
Locus of control in a social-constructivist system
shifts somewhat away from the teacher (many-to-many)
Social-constructivist theories are theories of
learning
Cognitive Presence in Social-Constructivist Pedagogy (hint: CAR)
located in an authentic Context
assumes learners are Actively engaged
Exploits Role-modeling, imitation, dialogic inquiry
Social Presence in Social-Constructivist Pedagogy
Social interaction is the defining feature
(hint: GGE)
Teaching Presence in Social-Constructivist Pedagogy
- the educator is a *Guide, helper, and partner
- focuses on *Guiding and evaluating authentic tasks performed in realistic contexts
- source of knowledge lies primarily in Experiences
learning is the process of building networks of information, contacts, and resources that are applied to real problems
Connectivist Pedagogy
Cognitive Presence in Connectivist Pedagogy (hint: E,Se)
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
Social Presence in Connectivist Pedagogy (hint: S,S)
- the creation and *Sustenance of networks of current and past learners
- *Stigmergic (e.g. mechanism of indirect coordination)
Teaching Presence in Connectivist Pedagogy
created by the building of learning paths and by design and support of interactions
(hint: NI,C,T,L,A)
task of good pedagogical design
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.
a set of quite compatible explanations for a large range of different phenomena.
theory
learning as the gradual building of patterns of associations and skill component
associationist perspective
Emphasized the assumptions of constructivism that understanding is gained through an active process of creating hypotheses and building new forms of understanding through activity
The cognitive perspective
focuses on the way knowledge is distributed socially
The situative perspective (in the practices of communities)
two different accounts of situated learning (hint: PR)
- effort in making the learning activity authentic via embedding in *Practice fields
- emphasis on the individual’s *Relationship with a group of people (a community of practice)
(hint: A,P,S)
Use of perspectives to analyze learning
- overt *Activities by associationist analysis
- detail structures/*Processes underlying a performance by cognitive analysis
- activity *Systems in communities by situative analysis
incomplete as an account of learning
learning perspectives
mapping broad pedagogies **onto types of technology **
- *Primary courseware: presenting information (subject matter)
- *Secondary courseware: supporting active learning tasks and feedback (lab work, writing, presentations)
- *Tertiary courseware: supporting dialogue about the application of the new learning (compilation of discussions)
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
training problems
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.
education problems
Theories to address training problems
social cognitive theories (e.g., Bandura, 1986), such as vicarious reinforcement and modeling
(hint: C,SC)
Theories to address education problems
- *Constructivist approaches, both cognitive and social (develop expertise and problem-solving skills)
- *Social Cognitive theory (becoming self-regulated learners - able to define problems, identify solutions, implement solutions, predict consequences)
Assessment of training problems (hint: P, M)
- *Performance assessment or
- *Mastery-testing strategies
Assessment of Education Problems (hint: A)
*Alternative forms of assessment (realistic, complex settings)
knowledge which is connected and organized around important concepts; **conditionalized **to specify context applicable
Experts’ knowledge
people’s abilities to predict their performances on various tasks and to monitor their current levels of mastery and understanding
Metacognition
Shows what the results of successful learning look like
Study of expertise
Explained in terms of how they “chunk” knowledge in relation to a function or strategy
superior recall ability of experts
how experts’ knowledge is organized
around core concepts or “big ideas”
poor way to help students develop the competencies (hint: S)
***Superficial **coverage of many topics
Knowledge that is not conditionalized is often _______
“inert” (not activated)
two very different types of expertise (hint: R, F)
- *Routinized, merely skilled, artisans
- *Flexible/adaptable, highly competent, virtuosos
the ability to extend what has been learned in one context to new contexts
transfer of learning
transfer from one school task and a highly similar task
near transfer
transfer from school subjects to nonschool settings
far transfer
Experience with one set of events could hurt performance on related tasks
Negative transfer
Elements that promote initial transfer
- degree of *Mastery of the original subject
- learn with *Understanding
- amount of *Time it takes to learn
- engaging in deliberate *Practice
- ***Feedback **that signals the state of the student’s understanding
- the use of *Contrasting cases
- ***Competence **motivation
- *Learning oriented
- *Social opportunities
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
contrasting cases
attempts to seek and use feedback about one’s progress
Monitoring
active monitoring of one’s learning experiences
deliberate practice
Humans are** motivated** to develop competence and to solve problems
competence motivation
Students who like new challenges
Learning oriented
Students who are more worried about making errors than about learning
Performance oriented
(hint: C, A, C, P, M)
Factors that influence transfer of learning
- *Context of original learning
- representing problems at higher levels of *Abstraction
- sharing of *Cognitive elements between tasks
- *Prompting
- *Metacognition (assessing readiness)
a set of strategies for explicating, elaborating, and monitoring the understanding necessary for independent learning (hint: rT)
Reciprocal teaching
(hint: -A, Mu, cC)
considerations in educational practice regarding learning as transfer
- knowledge that is not *Activated
- *Misinterpretation in understanding due to previous knowledge
- teaching practices that conflict with *Community practices
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
Prior knowledge
Major contrasts between** school environments and everyday settings** which affect learning transfer (hint: CTC)
- Emphasis on individual work vs *Collaboration
- Emphasis on mental work vs heavy use of *Tools
- Emphasis on abstract reasoning vs *Contextualized reasoning
