Week 1-3

Question 1

What is learning?

Answer 1

“Persisting change in performance or performance potential.”

Question 2

Constructivist Conception

Answer 2

Learners actively try to make sense of the material (meaningful learning)

Question 3

Constructivist Instruction

Answer 3

Seeks to activate cognitive processing that leads to understanding. (mayer2003)

Question 4

Constructivist Assessments

Answer 4

Must assess students’ ability to use what they’ve learned in new situations (TRANSFER)
and
ability to remember what they’ve learned (RETENTION)

Question 5

Wertheimer (1959) “Transfer”

Answer 5

Using existing knowledge of area of rectangles to find the area of a new shape.

(Learning by Understanding!)

Question 6

Retention

Answer 6

Remembering material that was taught

Question 7

Bloom’s 2 main goals of instruction

Answer 7

1. remembering(recall of ideas)
   
   • estimated that 90%of instruction spent at this level
2. Understanding
   Made a spectrum of understanding ranging from
   -Abil to summarize a passage to
   -Abil to evaluate the effectiveness of a proposed solution

Question 8

Thorndike’s Law of Effect

Answer 8

When comfort follows a response, the learner is more likely to make the same response to that situation in the future.

Question 9

Tech w/ Stim-response associations

Answer 9

Use of drill and practice with FEEDBACK for each response

BUT, students may not understand What they’re learning!

Question 10

Information Processing

Answer 10

Learning is when learner processes information presented

1. take in info & build mental representation
2. Apply transformative cog processes which transforms representation
3. Store in long-term memory

Question 11

Pro/con Information Processing

Answer 11

Pros: shifted theory toward knowledge, cog processes, HUMAN research

Cons: Emphasized info not Knowledge, emphasized automatic processing not CONSTRUCTING. Focused on LAB tasks not realistic academic ones, ignores motivation culture and biology

Question 12

Cognitive Constructivism

Answer 12

Knowledge construction occurs in learner’s mind so learning is a psychological event.
Can be:
1. individually mediated
2.Socially mediated

Question 13

Social Constructivism

Answer 13

Knowledge is stored within social/cultural groups

**Concerned w/ how social groups create PUBLIC KNOWLEDGE

Question 14

Radical Constructivism

Answer 14

Knowledge is completely invented by the learner!

not viable

Question 15

Contiguity Effect (Media)

Answer 15

Learners who get animation and narration simultaneously do better at TRANSFER

Question 16

Coherence Effect (Media)

Answer 16

Irrelevant background noise decreases performance cuz they may be missing out on processing some of the important info.

Question 17

Modality Effect (Media)

Answer 17

Pictures AND Text leads to visual overload and thus poorer performance on transfer tests.

Question 18

Redundancy Effect (Media)

Answer 18

Adding more media elements to process makes learner’s different processing channels compete to the detriment of all channels.