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Understanding the learning process (Topic 1 What is learning? (There are a…
Understanding the learning process
Topic 1 What is learning?
Learning requires neurons to connect in scientific level
The stronger the networks, the greater the capacity for embedding and storing what we learn
Learner should have:
an intention to learn
effort
action
There are a lot of factors determining the strength of neural netowrks
Attention
Limited distractions to our attention will help our learning
Multi-tasking compete for our available cognitive capacity
Teachers need to be aware of the cognitive load of the task
Memory
Memory process
Encoding
If our attention is poor, the encoding may be faulty or limited
Learning is dependent upon how well we encode, store and retrieve information from our memories
Storing
Retrieving
Motivation
Intrinsic
Curious, keen to find out something
Extrinsic
Seeking a good grade, promised a reward, get a better job
Collaboration
exchange, debate and test their ideas as well as validate their thinking
Think more critically
Take responsibility for their learning
Stress
Failure
Physical conditions :
Topic 2 Approaches to learning
View of learning impacts on our intention to learn and our actions
Surface approach
: Learning for knowledge reproduction
focus on reproducing a body of knowledge
sees knowledge as independent of them and handed down by an authority
Acquiring and memorising factual information, both declarative knowledge (facts) and procedural knowledge (rules, procedures) - memorising facts and carrying out procedures
Focusing narrowly on the minimum syllabus demands
Studying without reflecting on either purpose or strategy
Deep approach
: Learning for seeking meaning / understandingLook
Acquires it, process it, make connections between information, catalogues and use it
Looking for patterns and underlying principles
Relate ideas to previous knowledge and experienc
Examining logic and argument cautiously and critically
Memorising whatever is essential to understand
Learners / Students
Students know which approach they are taking
Students choose approach based on their experience
Environment influences their choice
Course design
Activities
Assessment
An approach to learning is not fixed
teacher can influence the approach that students' take by the use of particular teaching practices.
assessment also has an impact on student's approach to learning
Learners taking surface approach may not be able to imagine learning demands more of memorising, acquiring of facts / increasing of information
Need to apprehend the ways the HE is different from what they think
Deep approach is taken when they see the necessity; It relates to many factors - task, interest, motivation
If work requires too much effort, we take surface approach
Teachers
Good teaching leads students to deep learning!
Giving helpful feedback
Try to understand the difficulties students may be having
Good explanation
Making subjects interesting
how?
Getting the best out of students
how do we know?
Motivating students
Interest in what they students have to say
Improving learning environment improves the quality of learning
higher quality of learning
Good program
Conceptual change / Student-focus approach to teaching is good teaching
Topic 3 Learning theories
Constructivism
Knowledge is constructed by the learner
New learning is built on current understanding, therefore, use of prior knowledge is important
Learning occurs through two processes
Assimilation
New knowledge is assimilated into existing knowledge structures
Accomodation
New knowledge is built through the modification of existing knowledge
Students need to actively engage in the learning process
Learning is a social activity
The Zone of Proximal Development (ZDP)
Gap between what learners can do on their own and what they can do with the help of others.
It informs the teacher of the amount of help required in bridging the gap.
Behaviourism
All our behaviours were developed through conditioning
Classical conditioning
Stimulus-respond
e.g., Pavlog's dog
"trial and error" makes connections (process of learning)
Operant conditioning
Positive reinforcement
e.g., Well done!
Good job!
Postive punishment
e.g., Extra homework on bad behaviour
Repeat tasks until learning occurs
Focus on individual learning
Learning is broken down into steps
Does not lead to the development of complex thinking and higher order mental processes
It does not give help with making students an independent learner
Cognitivism
Focusing on how information is
received
organised
stored
retrieved
by the mind
Instructions should be:
organised
sequenced
presented
in understandable and meaningful way to the learners
Aiming understanding, retaining and recalling
Class preparation is to know what skills students need to know and the goal of the lesson
Making a link between the action and its consequence.
Neural pathway strengthen in response to the success of a random trial
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