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Learning Theories (Connectivism (Situated Cognition (Learning realized…
Learning Theories
Behaviorism
Pavlov
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Pavlov's dogs - put a neutral signal in front of a naturally occurring reflex (sound matched to salivating to food)
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Skinner
Operant conditioning
- Behavior strengthened if followed by reinforcement
- Behavior diminished if followed by punishment
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Factors
- Positive/Negative reinforcers
- Positive/Negative punishment
- Reinforcement schedules (fixed, variable interval, partial, continuous)
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Implications for ID
- Measurable performance objectives (Mager)
- Feedback to reinforce desired behavior & weaken undesired behavior
- Systems approach to ID (Dick & Carey)
- Performance analysis & improvement
- Computer-assisted instruction to guide learners to master a set of skills (& past use of teaching machines)
- Gamification reinforcement (points, grades, leaderboards)
Cognitivism
Bandura
Observational Learning
Watching others
Shaping, modeling, imitation & vicarious reinforcement
(Cherry 2018)
Punching Bobo doll experiment (model people who are warm & friendly, match age/gender/sex, authoritarian or rewards, lack confidence, situation confusing) (Cherry 2018)
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Ebbinghaus
Memory = learning persisted over time
- Recall - retrieve info learned earlier
- Recognition - identified memory
- Relearning - refresh memory (CrashCourse 2014)
Working memory: Conscious, active processing
Spacing effect - spread out the study for better learning (distributed practice vs. massed practice)
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Implications for ID
- Organize & chunk instruction
- Activate prior knowledge
- Extensive & variable practice
- Enhance self-control of info processing
- Manage & reduce cognitive load
- Help build mental models, advanced organizers
- Reflection
(Spencer 2018, Driscoll 2005, Hogue 2020)
Constructivism
Learners create knowledge in attempt to understand experiences
Select & pursue own learning
Understanding by meaning-making tasks
(Siemens)
Bruner
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Modes of representation
(ways in which info or knowledge stored & encoded in memory)
- Enactive representation (action-based)
- Ionic representation (image-based)
- Symbolic representation (language-based)
When faced with new material: enactive > iconic > symbolic
(McLeod 2018)
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Spiral curriculum
- subjects taught at levels of gradually increasing difficulty
- Complex ideas taught simplistically at first
Discovery learning
- Students construct own knowledge
- Teacher = facilitator
Vygotsky
Social interaction needed for child to learn
Moves from seeing > jointly doing > independently doing
(Sochacki)
Zone of Proximal Development
- Difference between what the learner does without help & what can do with help
- Structure activities so in the zone
- Adult supports child when struggling, step back when doing well
(Sochacki)
Believed opposite of Piaget (egocentric speech replaced by social speech vs Vygotsky's social speech moves to inner egocentric)
Thought Piaget focused too much on internal
Scaffolding
(both Bruner & Vygotsky)
- Help learner
- Simplify task, give models
- Motivate & encourage
Implications for ID
- Scaffold instruction in zone of proximal development. Design tasks that students can only do with assistance. Provide just enough assistance.
- Give learners problems to solve with social components (teams, groupwork).
- Hands-on project-based methods
- Provide exemplars & models
- Discussion groups
- Encourage reflection about possibilities, go beyond info given (Bruner)
Social constructivism
Culture & context in learning
- Reality, knowledge, learning all socially constructed
- Language is essential
Connectivism
Downes
We learn by forming connections - with each other, between concepts in our minds (Faraja 2018)
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Siemens
"In a networked world, learning is network-forming process & knowledge is a networked product" (Faraja 2018)
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Learning & knowledge can reside outside of us (in database, organization)
Connections are key to learning
Learning Is focused on connecting specialized info sets
Connections are more impt than actual knowing
(Siemens)
Core skill - ability to see connections between fields, ideas, concepts
Knowledge Mgmt in corporations: "Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning." (Siemens)
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MOOCs
cMOOC = Connectivist MOOC
open, participatory, distributed
xMOOC
presenting info, not connecting
Situated Cognition
Cannot separate learning from the context in which it takes place
Learning is embedded in social interactions (Schweir 2017)
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Implications for ID
- Blogging as a way to make connections (ideas, people) (Siemens)
- Help discern what is important vs. unimportant
- Apprenticeships (Driscoll 2005)
- Cross-cultural comparison
- Learning Communities. Ask who has a voice? Who is silent? How is some knowledge valued over other knowledge? (Schweir 2017)
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