Learning Theories

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Learning Theories
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Epistemologies

• Positivism
• One Separate Reality
• Teacher as Knowledge Transmitter
• Student as Passive Recipient
• Teacher is Responsible
• Standard Outcomes

• Constructivism
• Teacher as Learning Facilitator
• Student as Active Participant
• Student is Responsible
• Standard Process

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Two Theories of Learning

• Behavioral
• Cognitive information processing

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Behaviorism

• Classical
• Ivan Pavlovs dog

• Operant
• B.F. Skinner

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Behaviorism
Theories of learning that emphasize changes in
observable behavior. Behavior is largely
controlled by outside stimuli. Example A baby
cries and you pick it up. The baby learns that
if it cries, you will come. You have provided the
necessary reinforcement. Behaviorist
methodology is more focused on what I do as a
teacher that makes you learn than what is going
on in your head.
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How has this influenced ID?

• Systematic design of instruction
• Programmed instruction
• Drill and practice
• Measurable outcomes
• Behavioral objectives
• Feedback

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Cognitive information processing

• Theories of learning that emphasize the
  unobservable mental processes.

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Information Processing

• Memory systems

Short term
Long term
Sensory
Stimuli
Attention
Understanding
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Information Processing

• Types of Long term memory
• Declarative factual knowledge ex. Names,
  dates, etc.
• Procedural stored methods we use to do things
  (not a description but an action). Typing
  throwing a curve ball
• Imagery sights, sounds, smells, visual
  representations. Cookies baking
• Episodic something you have experienced. Taking
  a quiz and your try to recall the lecture or page
  of a book when you were studying

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Information Processing

• Memory processes

• Attention
• Encoding
• Retrieval

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How has this influenced ID?

• Gagnes 9 events
• Learner centered design

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Scaffolding
Teachers can provide good instruction by finding
out where each learner is in his/her development
and build upon that learners experiences.
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Semantic Network Theory
Semantic Networks are made of nodes (concepts or
ideas) and links (statements of relationships)
connecting them. Our long-term memory is made
up of nodes and links. We try to take in the new
information and connect it with something we
already know.
It is helpful for students to analyze new content
by creating a web or semantic network depicting
the structure of ideas. They organize the ideas
as they understand them and see the relationships.
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Cognitive Apprenticeship Situated Cognition

• What students learn should not be separated from
  how they learn it. Brown et.al.
• Students often acquire inert knowledge
  .Students learn routines, algorithms, and
  decontextualized definitions, then arent able to
  transfer the knowledge to something new or apply
  the knowledge.
• Cognitive apprenticeships call for authentic
  problem-solving that is both familiar and useful
  to the student.

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Constructivism

• Constructing knowledge rather than just receiving
  it.
• Authentic activities
• Collaboration
• Set ones own goals
• Regulate own learning
• Reflection

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Two Instructional Models

• Directed Instruction traditional, more
  positivistic
• Guided Instruction (Constructivist Approach)
• Problem oriented activities
• Rich Learning Environments
• Cooperative/Collaborative Learning
• Exploratory Learning/Discovery Learning

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When Is Direct Instruction Useful?
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When is a Constructivist Approach Useful?