Please enable JavaScript.

Coggle requires JavaScript to display documents.

Conceptual frameworks and learning theories in action HR-Management…

- - - - based on the fundamental idea that behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end
        
        Reinforcement
        
        Punishment
      - B.F Skinner
    - - a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
      - Ivan Pavlov
      - John B Watson
    - - people learn from one another, via
        
        Imitation
        
        Modelling
        
        Observation
      - been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation #
      - Albert Bandura
      - Four necessary conditions for effective modelling
        
        Retention
        
        Reproduction
        
        Attention
        
        Motivation
- - - - A theory that focuses the load on working memory during instruction
      - Three types of cognitive load
        
        intrinsic cognitive load
        
        generated by the manner in which information is presented to learners
        
        germane cognitive load
        
        the load dedicated to the processing, construction and automation of schemas
        
        extraneous cognitive load
        
        all instruction has an inherent difficulty associated with it
      - John Sweller
    - - John H. Flavell
      - classified into three components
        
        Metacognitive regulation
        
        the regulation of cognition and learning experiences through a set of activities that help people control their learning.
        
        Metacognitive experiences
        
        those experiences that have something to do with the current, on-going cognitive endeavor.
        
        Metacognitive knowledge
        
        what individuals know about themselves and others as cognitive processors.
    - - Jean Piaget
      - a description of cognitive development as four distinct stages in children:
        
        2. Preoperational stage (2-4 years)
        
        child is not yet able to conceptualize abstractly and needs concrete physical situations
        
        3. Concrete operations (7-11 years)
        
        child begins to think abstractly and conceptualise, creating logical structures that explain his or her physical experiences
        
        4. Formal operations (11-15 years)
        
        Cognition reaches its final form
        
        1. Sensorimotor stage (birth-2 years)
        
        The infant builds an understanding of himself or herself and reality (and how things work) through interactions with the environment
    - - the human mind is like a computer or information processor — rather than behaviorist notions that people merely responding to stimuli. 3 Components:
        
        Working memory (short-term memory)
        
        Long term memory
        
        Sensory memory (info gathered via senses through transduction)
      - focuses on aspects of memory encoding and retrieval, through which learning occurs
- - - - social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior
        
        The zone of proximal development
        
        The more knowledgeable other
        
        Social interaction
      - Lev Vygotsky
    - - takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned
      - Jerome Bruner
    - - “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly
      - Jean Lave
      - Etienne Wenger
    - - involves the use of an “anchor” material or media, often a video, to create a shared experience among learners and a beginning point for further learning on a topic
      - John D. Bransford
- - - - (Jon Keller)
      - there are four steps for promoting and sustaining motivation in the learning process: Attention, relevance, confidence, and satisfaction
    - - Charles Reigeluth
      - instructional design theory that argues that content to be learned should be organised from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated
    - - a systematic instructional design model consisting of five phases:
        
        Development
        
        Implementation
        
        Design
        
        Evaluation
        
        Analysis
- - - - a motivational theory in psychology that argues that while people aim to meet basic needs, they seek to meet successively higher needs in the form of a pyramid
      - Divided into 5 levels (4 low-level needs and and a growth need)
      - Abraham Maslow
    - - there are four steps for promoting and sustaining motivation in the learning process:
        
        Relevance
        
        Confidence
        
        Attention
        
        Satisfaction
      - (Jon Keller)
    - - Malcolm Knowles
      - a theory of adult learning that details some of the ways in which adults learn differently than children. Has 5 assumptions of adult learning:
        
        Past Learning Experience
        
        Readiness to Learn
        
        Self-Concept
        
        Practical Reasons to Learn
        
        Driven by Internal Motivation
    - - learning is the process whereby knowledge is created through the transformation of experience
        
        2. Reflective Observation of the new experience
        
        Abstract Conceptualisation - reflection gives rise to a new idea, or modification of existing
        
        1. Concrete Experience - new experience encountered, or reinterpretation of experience
        
        Active Experimentation (the learner applies them to the world around them to see what results)
      - David Kolb
  - - - focus on the felt concerns and interests of the students intertwining with the intellect. It is believed that the overall mood and feeling of the students can either hinder or foster the process of learning
    - - both feelings and knowledge are important to the learning process
    - - emphasis on students' choice and control over the course of their education. Students are encouraged to make choices that range from day-to-day activities to periodically setting future life goals
    - - grades are irrelevant and that only self-evaluation is meaningful. Grading encourages students to work for a grade and not for intrinsic satisfaction
    - - The tutor or lecturer tends to be more supportive than critical, more understanding than judgmental, more genuine than playing a role