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Human Learning Theories (Behaviourism (Goal Of Instructions (Communicate…
Human Learning Theories
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Behaviourism
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Relevant Frameworks
Programmed Instruction
(Logical presentation of content, overt responses)
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Goal Of Instructions
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Learner need to know how to execute proper response as well as the condition under which the response is made
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Cognitivisim
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Key principles
*Learning is a change of knowledge state
*Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner.
*Learner is viewed as an active participant in the learning process
*Emphasis is on the building blocks of knowledge (e.g. identifing prerequisite relationships of content)
*Emphasis on structuring, organizign and sequencing information to facilitate optimal processing
Goal of instruction
*Communicate or transfer knowledge in the most efficient, effective manner (mind-independent, can be mapped onto learners)
*Focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies
*Learning results when information is stored in memory in an organized, meaningful way.
*Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated
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Constructivisim
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Key Principles
Learners build personal interpretation of the world based on experiences and interactions
Knowledge is embedded in the context in which it is used (authentic tasks in meaningful realistic settings)
Create novel and situation-specific understandings by "assembling" knowledge from diverse sources appropriate to the problem at hand (flexible use of knowledge)
Goal of instruction
*Build personal interpretations of the world based on individual experiences and interactions (constantly open to change, cannot achieve a predetermined, "correct" meaning, knowledge emerges in relevant contexts)
*Learning is an active process of constructing rather than acquiring knowledge
*Instruction is a process of supporting knowledge construction rather than communicating knowledge
*Do not structure learning for the task, but engage learner in the actual use of the tools in real world situations
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Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus Emphasis is on observable and measurable behaviors