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How Learning Occurs (Self (Motivation # # (Doesn't always translate to…
How Learning Occurs
Self
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"Heightened self-efficacy sustains motivation and improves skills development" (Schunk, 1991, p. 213).
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Self regulated learning: "actions and processes directed at acquiring information or skill that involve agency, purpose, and instrumentality perceptions bylearners." (Zimmerman, 1989, p. 329) #
The better the connections we make with new knowledge, the more likely we are to use it. #
The better the connection the easier to recall (McNamara & O'Reilly, 2002). The more we stress or try to remember or the more detail, the harder it can be to recall
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Cognition
There are many different ways to learn, but there are also many things that can influence learning and how we process information. They can have positive or negative impacts on or learning, motivation, and abilities. #
Can be high or low awareness depending on sensitivity or reflection to cues (Hacker and Bol, 2004)
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Need to consider multiple sources and ways of doing things; there is not one way to do things or learn. Sometimes will need to use more than one to cause or enhance learning #
Can be difficult to predict or encourage learning, but the designer or educator needs to pull from a variety of sources to reach the most people and promote learning #
Keep in mind the appearance and function and know what your you signifiers and affordances are (Norman, 2013).While there are many ways people learn, there is a limit to what you can do or influence. But if people can't use your product, look at the design. There are no bad products or people, just bad designs! #
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.
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Norman, D. (2013). The design of everyday things: Revised and expanded edition. New York, NY: Basic Books.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329.
Hacker, D. J., & Bol, L. (2004). Considering the social-cognitive influences. Big Theories Revisited, 275-297.
McNamara, D. S., & O'Reilly, T. (2002). Learning: Knowledge representation, organization, and acquisition. The encyclopedia of education. New York, NY: Macmillan Reference.