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How do People Learn : Design Education at a Distance (artworks…
How do People Learn :
Design Education at a Distance
Learning Theories : myths & truths
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Behaviorism
Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement. (text from
https://www.learning-theories.com
)
Associated Learning Styles
Behaviour Modification
Reduction of frequent rewards, to build independance
Evaluation and Assessment of effectiveness of approach
Creating of Nurturing/Positive Learning Environment
:<3: Positive Learning Environment
https://youtu.be/RQJ2mW5JzYM
Ensuring a positive attitude towards learning.
Reinforce behavioral patterns
Aware of desired outcome/goal
Identify appropriate reinforcers
Associated Learning Theories
Social Learning Theories
Big Cheeses
John B. Watson
Ivan Pavlov
B.F. Skinner
E. L. Thorndike
Albert Banduraa
Constructivism
A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation. (text from
https://www.learning-theories.com
)
Associated Learning Styles
Authentic Learning
Conseptualisation
Collaborative Learning
Maker Spaces
Active Learning
Associated Learning Theories
Radical Constructivism
Constructionism
Problem Based Learning
Conectivism
Cognitive Constructivism
Cognitive Development Theory
Big Cheeses
Lev Semyonovich Vygotsky
Jean Piaget
John Dewey
Jerome Seymour Bruner
Cognitivism
The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata. (text from
https://www.learning-theories.com
)
Associated Learning Styles
Learning and Neuroscience
Associated Learning Theories
Situated Cognition
Cognitive Load Theory
Metacognition
Big Cheeses
Marriner David Merill
Charles Reigeluth
Robert Mills Gagné
Jerome Bruner
Roger Schank
The ins and outs of
learning at a distance
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Factors which influence learning
Motivation
Andragogy: According to Malcolm Knowles, andragogy is the art and science of adult learning.
Martin Knowles
https://www.youtube.com/watch?v=6f-4FaaUTn4
)
Adults are more emotionally mature than children and thus understand themselves more deeply, being able to self-motivate
Adults have past experience and are thus able to assimilate information more deeply and or have better understanding of how the world works
Adults are more ready to learn than children as they see the reason, and may experience the benefits of learning right away, as opposed to children where the application is delayed
Internally motivated by a need to succeed
Intrinsic motivation
The Psychology of self-motivation
https://youtu.be/7sxpKhIbr0E
Self Directed Learning
Self-Directed Learning
https://youtu.be/kgfFCnBdSas
Learning Barriers
Cultural and Social Issues
Emotional and health barriers
Financial issues
Barriers within the academic system
The principles
Students need to be intrinsically motivated to succeed
Assignments should be real, practical and serve as an application of learning content
Outcomes and assessment criteria should be clear from the onset and not change
Information should be relevant and contextual
Socio-constructivist
Learning is sensitive to context
Learning is shaped by context
Actively constructed through social negotiation
Flexible and promotes creativity from designer and student
Promotes expanded learning, outside the classroom
Life long learning
Continuous Learning by Charles Jennings
https://youtu.be/VnzIm88lxoo
Learning Design
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Constructivism
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Learning happens through assimilation and accommodation
Create meaning though active engagement with the subject matter
Metacognition facilitates learning, students need to reflect on their own learning
Learning is social and contextual
Problem based learning
Structure learning around one big idea
Encourage critical thinking
Assessments should be flexible enough to accommodate
Learning design is a combination of science and art, employed to construct a plan or create procedures to achieve desirable outcomes. Taking into consideration the prior knowledge of students, their abilities and skills, while making use of different assessment tools to conduct the continuous assessment, ensuring students scaffold knowledge or develop skills during the process. Moreover, providing support and continues feedback to ensure the development of the learner.
Bloom's Taxonomy
[Bloom's Taxonomy]
https://www.youtube.com/watch?v=fqgTBwElPzU
Characteristics:
• Culture
• Socioeconomic
• Linguistic
• Family backgrounds
• Level of prior knowledge
• Work ethics
• Motivation
• Interest
Steps:
• Create
• Evaluate
• Analyze
• Apply
• Understand
• Remember
Being aware of students' backgrounds is of the utmost importance:
• Background or prior knowledge
• Building positive relationships
• Providing support
• Being aware of the cognitive and psychological development
• Having high expectations for students
• Being culturally sensitive when teaching
• Appreciating multiculturalism
• Providing differentiate instructions
Instructional Design
Multi Modal Learning & Design
User Experience Design is important
Learner Management System is integrated
Who is the audience?
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Student enrolments do not show perceptible racial patterns
Higher Certificate enrolments, average age of 22
Short (unaccredited) courses, average age of 35
Living Standard Measure 7-10
Internet and computer access required to enrol
Creative, looking to formalise knowledge or learn a new skill
Older students typically need more affirmation, younger students need more guidance.
Older students can follow instructions, younger students without assistance typically can not
Younger students are typically financially sponsored, older students either pay for themselves or have companies paying for them
Men typically enrol for courses within the built environment faculty, and women for courses within the creativity and design faculty
Most students currently enrolled are South African citizens
21st Century Learning
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University of Illinois
7 Affordances of technology & education
Ubiquitous Learning
Active Knowledge Making
Multi Modal Learning
Recursive Feedback
Collaborative Intellegence
Metacognition
Differentiated Learning
https://www.youtube.com/watch?v=INC4s_kuC7g&t=1s
Teach Thought Website
Student Centered
Active Learning
Collaborative
Integrated in society
P21:
Partnership for 21st Century
Learning website
P21's Framework for 21st Century Learning identifies the 4c's of learning and innovation skills
Critical Thinking
Communication
Creativity
Collaboration
Student Support
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Open Praxis:
"Beyond the effort to increase students’ retention or to reduce drop-out in open, distance or online
education, support services should facilitate more meaningful learning experiences for all."
Gil-Jaurena (2014
)
Challenge :warning: courses are asynchronous
Support provided through;
email
phone
skype (individual)
zoom (multiple)
FaceBook
YouTube
Often students need affirmation more than advice or guidance
Students have self organised WhatsApp groups
