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Overlap and divergence of learning theories (Objectivist based learning…
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Learning Theories
Behaviorism
STUDENT EXPERIENCE
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Can potentially alter perceptions and behaviors based on secondary or associated responses regardless of consequences
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NEGATIVES
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unsure of direct relationships between factors and student success as internal or associated factors may not be considered
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INSTRUCTION
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Goals, Procedures, Plans and Evaluations dependent on behavior
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Keller method - emphasizes stepped progression based on learners' pace/interest requiring additional gatekeeping to shepherd student progress through demonstrations
Cognitivist
STUDENT EXP
Critical analysis of steps, actions, and observations of the learning process
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NEGATIVES
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Requires extensive student engagement through self, peer, and instructor evaluations of process and application
Constructivism
STUDENT EXP
Pure discovery, continuous process of creating knowledge in
situations
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Emphasis on creating “Practice Fields” and exploration. An emphasis on the sensible and authentic // ie not a typical classroom experience
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BASICS
Heavy emphasis on experience as an essential part of the learning process
Two branches //Assimilation //Accommodation
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NEGATIVES
Often require specific teams or opportunities to create the intended goals. Exploration is harder to ‘railroad’ to an intended goal
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Sociocultural Learning
BASICS
learning as a process of internalization; tools help development of student but are internalized with practice and are relative to one's culture
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focus is on social activity, context and human development
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STUDENT EXPERIENCE
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learning in the context of others, including adults / teachers or society
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NEGATIVES
most instruction environments do have shared power/ authority; students are at lower levels of hierarchy
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focuses on semiotics and tools but cultural outcomes are often more complex does not not explain or predict social outcomes of communities : :
INSTRUCTiON
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instruction has to deal with social activities, context and goals
emphasizes shared power and shared authority where difference between teacher and student is one of understanding or expertise levels
Situated Learning
Basics
direct apprenticeship, or indirect absorption/ experience
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Student Exp.
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continuing education programs to continue integrating within various demographics within a profession
Instruction
Cognitive plus, interpretive, and situated social practice approaches
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direct transfer of knowledge dependent on the skill of instructor to include rationale, context, or abstract meaning beyond base transference
Negatives
Difficult to predict outcomes, since there isn't any testing or progress reports,
Can be exploitative (free/cheap labor), no guaranteed outcome
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