Learning Theories
Published on Dec 16, 2015
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PRESENTATION OUTLINE
stimulus-response
- Passive learners respond to stimuli
- Positive or negative reinforcement shapes behavior
- Consciousness does not matter
- Advocates include John B. Watson & B.F. Skinner
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Behaviorism in the classroom
- Environment is most important when it comes to learniing
- Reinforcement: Repetition to influence desired behavior
- New technology
- Constant feedback/communication with students
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importance
- Anyone can succeed given the right learning environment
- Behaviorism is still used today
- It is easier to retrieve data from Behaviorist studies
- Used to adjust harmful behavior in children & adults
- Leaders include Watson, Skinner, Ivan Pavlov, Noam Chomsky etc.
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cognitivism
The Brain Is Like A Computer, Taking In Information & Processing It.
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computer-like processing
The cognitivism THEORY originated in the 1960s and replaced behaviorism
Cognitivism is essentially the workings of the brain. The processing of exposure to information. This mental state of learning includes the entire process: Thinking, memory, Problem Solving, Prior Knowledge and Learning. This theory addressed learning in a way that stated
" Individuals are free thinkers, rational and not just animals who have been programmed to act and think certain ways." The Cognitivism theory applies processes to enhance learning by allowing the learner to process, formulate and contribute to the learning. The best term to date is to compare this theory to a computer or processor. Information comes in through exposure and then all information is processed, stored and used later to address needs of the learner. Examples would include memory or ways to solve a problem.
" Individuals are free thinkers, rational and not just animals who have been programmed to act and think certain ways." The Cognitivism theory applies processes to enhance learning by allowing the learner to process, formulate and contribute to the learning. The best term to date is to compare this theory to a computer or processor. Information comes in through exposure and then all information is processed, stored and used later to address needs of the learner. Examples would include memory or ways to solve a problem.
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cognitive learning involves
Its important to note that this theory is based on the way information is catalogued or organized in the student's mind and how they adapt to exposure to the material. This adaptation can be summed up as "the brain is heavily involved in creative problem solving."
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Instructor Serves As mentor
- Monitoring Student's Progress
- Asking Questions
- Set up an environment which stimulates the students to ask why?
- Allow for mistakes, the process is the key here
- Determine necessary approaches to learning
In the process of Cognitive Learning the classroom is an open environment, allowing for failure and re-working of problems. The goal is to stimulate the student to freely explore, ask questions of "why" and to not think there is always a right and wrong answer; yet, free to look at several possible solutions. Its an open process which takes the student to a higher metacognitive state, lots of problem solving and use of critical thinking skills. remember, the brain is seen here as a computer or processor of mass amounts of information. (S. E. Berryman, 2012)
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How Did We Get To Cognitivism?
- Questions arose from the behavioral theory
- Why were individuals organizing information?
- Then, the actions taken from there
- The psychologist Jean Piaget was influential
Psychologist Jean Piaget ( 1896 - 1980) lead the charge in exploring and documenting these new processes. The two main key areas of change was the use of organizing information, then followed by adapting these processing into problem solving and environmental changes. (Vasa, R., Haith, M.M., Miller,S.A.,1995, p.,33).
Both Behaviorism and Cognitivism believe in objective learning; yet, Cognitivism focuses more on the changes made during the process of learning. How we as animals adapt to each situation of problem in the classroom.(Spencer, K., 1991,p.,175).
It can be said also, that the environment plays a large role in the atmosphere of learning in the theory.
Both Behaviorism and Cognitivism believe in objective learning; yet, Cognitivism focuses more on the changes made during the process of learning. How we as animals adapt to each situation of problem in the classroom.(Spencer, K., 1991,p.,175).
It can be said also, that the environment plays a large role in the atmosphere of learning in the theory.
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Dewey's Spiral
- Ask
- Investigate
- Create
- Discuss
- Reflect
While Dewey is not credited with the beginning of Constructivism, his theories of reflective learning led Piaget towards this notion of assimilation and accommodation. The basis of constructivism is that individuals learn from both ideas and experiences. So, in Dewey's Spiral, we ask questions, investigate experiences, create something new, discuss with those around us, and constantly reflect upon the information we gather from those activities. It is a spiral because everything new continues to add knowledge without breaking or circulating back.
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Background Matters
- Background and culture of the learner influence what is learned
- Learner must be actively involved in the process
- The responsibility of learning lays directly with the learner
- Teacher is a facilitator that helps plan experiences
- Motivation rests upon the success of the learner
Constructivism rests on these main theories. Teacher facilitate learning experiences by helping to investigate things with students and planning experiences, but learning and all that is involved with learning rests strictly upon the student's shoulders. Because of this, the teacher must keep in mind the social and cultural background of each student. Those experiences will be brought into the learning activity and help shape what the student takes from it. Also, teachers must think of the zone of proximal development. As Vygotsky pointed out, student's are more likely to stay motivated if learning takes place in their zone of proximal development. This means that content should be slightly above what they already know and can be reached without too much frustration. If there is too much frustration, then a student will give up. If there is not enough, then a student is not motivated to continue.
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Active Learning
- Learn by doing
- Social activity
- Problem solving
- Inquiry based
Constructivism is based on active learning. The learner is actively involved in the process without receiving the information from another person. Remember that learning requires both ideas and experience. The experience is necessary and is influenced by activity. There must be dynamic interaction between a task, instructor, and a learner. Through this interaction, exploration and reflection must take place for learning. In the classroom, reciprocal teaching/questioning, inquiry based lessons, Socratic seminars, and group work are great strategies to use with this learning theory.
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Differences in the Learning Theories
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Behaviorism
- stimulus and response
- reinforced behavior
- sequenced learning
- predicted results
- teacher = leader
Behaviorism is based on stimulus and response where a specific learning outcome is desired. Learning behavior is reinforced (positive or negative) to render what is deemed a correct response. Knowledge is presented in a logically sequential order ("step by step"). The environment is designed to achieve a predicted result. The teacher assumes the role of leader.
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Cognitivism
- efficient learning
- learning is a process
- information processing priority
- questions encouraged
- teacher = mentor
Cognitivism is based on efficiency of learning and “how the brain works.” Learning is a process which allows for asking questions and making mistakes. Learners are encouraged to learn in a manner that allows them to best process information. The environment is designed to stimulate questions. The teacher assumes the role of mentor.
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Constructivism
- individual concept
- group interactions
- prior knowledge/experience
- problems vs. material
- teacher = facilitator/planner
Constructivism is based on constructing an individual’s concept of learned material. Learning takes place in a participatory social setting where active interactions are encouraged. Learners draw upon prior knowledge and experiences to gain a personal understanding of material. The environment is designed to solve problems instead of mastering material. The teacher assumes the role of facilitator and planner
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what are the implications
of each theory in considering design for online courses
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Implications of the cognitivism Theory
in an online environment
The implication of the Cognitivism Theory is that students, whether seated or online will have to be actively involved in the process. Yes, the instructor will serve as mentor; yet, the process will need to allow for exploration, the asking of questions and in the simplest terms, "make sure the student has buy-in to the process. This buy-in comes by way of structuring the course so that the material or approach to the material has relevance to the student. Then the next step is to present the information in a way that reveals the big picture, allowing for a breaking down of each part in order to explore the entire meaning. Concepts are important here. Allow for the students input, to ask questions without necessarily a right or wrong response. The goal is to explore and get the student to open their minds to alternative routes in solving the problem. There also needs to be evaluation in the process, not so much a grade but a way to track the student's process and allow for feedback ( if needed). Assessment is important, but only to help redirect learning, not as a final grade. This theory is based on the learning environment and how the student is exposed to the subject, their categorization of the material and in the end their adjustments or reactions to the material, Its a inner brain function and creative problem solving theory.
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Ways To Implement Cognitivism learning online
- Design platform includes prompts to ask questions
- Engage students regularly & evaluate
- Allow for student's points of view and input
- Challenge students to explore past their initial thoughts
- Use concepts - start with big picture, all relevant to the student
ONE Make subject matter important or relevant to the students. Example for a online music class would be to include the opportunity for students to think about and explore their own music interests and from there the concepts or goals of the class could be obtained.
TWO Structure learning around essential concepts.Start with the overall picture and work from there, evaluating each part to make sense of the problem or overall concept.
THREE Allow input for students to explain how the process is working for them at varied stages. Student's points of views are important.
FOUR Adapt the course work to address students' suppositions and development.
(2004 Educational Broadcasting Corporation. All rights reserved.)
TWO Structure learning around essential concepts.Start with the overall picture and work from there, evaluating each part to make sense of the problem or overall concept.
THREE Allow input for students to explain how the process is working for them at varied stages. Student's points of views are important.
FOUR Adapt the course work to address students' suppositions and development.
(2004 Educational Broadcasting Corporation. All rights reserved.)
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Implications of the Constructivism Theory
in an online environment
The most difficult part of using constructivism in an online environment is building dynamic experiences that are social and experimental. Colleges are currently being faced with this question. If the learning environment is open to include all learners, including those that may be from different schools or countries, then the social aspect of this theory can be accomplished. Next, including some sort of problem that students can experiment with finding solutions for adds the active ingredient needed to meet this theory.
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MIT example
- M.I.T. offers an open source coding program
- This open source program allows individuals to easily construct games
- After constructing these games, they can be published and played
- Players can then incorporate feedback or change part of the code
- The Feedback spiral continues as others copy or provide feedback
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conclusions
a reflection of all theories in an online environment
Neither placing information on the Web nor linking to other digital resources on the Web constitutes online instruction. Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997). Being well versed in all three of the learning theories discussed in this presentation will be a great benefit in designing for different types of learners . It is important to keep various types of learners motivated and engaged so they follow through with learning the content as designed.
-Ally, M. (2002, August). Designing and managing successful online distance education courses. Workshop presented at the 2002 World Computer Congress, Montreal, Canada.
-Ritchie, D. C., & Hoffman, B. (1997). Incorporating instructional design principles with the world wide Web. In B. H. Khan (Ed.), Web-based instruction (pp. 135-138). Englewood Cliffs, NJ: Educational Technology Publications.
-Ally, M. (2002, August). Designing and managing successful online distance education courses. Workshop presented at the 2002 World Computer Congress, Montreal, Canada.
-Ritchie, D. C., & Hoffman, B. (1997). Incorporating instructional design principles with the world wide Web. In B. H. Khan (Ed.), Web-based instruction (pp. 135-138). Englewood Cliffs, NJ: Educational Technology Publications.
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the sum of all 3 theories
in the end an online environment can be enhanced by the use of each theory
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learning theories group b
Dana mathews, kevin lowry, maurika smutherman, jennifer miller
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