Psychology of Learning
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Objectivism
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EPISTEMOLOGICAL
objectivism - learning =transferring what exists in reality to what is known to he learner
knowledge is absolute
interpretivism - truth depends on learner's frame of reference; if you believe it to be something then you respond to it as if it is
pragmatism - emphasizes theory of meaning (think "what works") may not reflect reality - accepted as truth until proven otherwise
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INSTRUCTIONAL THEORY
Gagne's theory
- learning outcomes
- conditions needed to attain outcome
- methods or procedures to facilitate process (learning)
LEARNING THEORY
constructivism - learners construct knowledge;experiences are used to build personal representations - then incorporated into prior knowledge
ASSOCIATION - ideas associated with experience
Thorndike -learning in terms of associations related to actions
Pavlov - brought together association and reflexology - classical conditioning
Ebbinghaus - IF ideas are connected by association THEN learning could be predicted by frequency of repeated association
Gestalt Theory
Max Wertheimer > knowledge comes from more than experience - knower actively imposes organization on sensory data
Kohler > INSIGHT - learners need all parts of a problem exposed
4 characteristics
- trial and error > solution
- solution is errorless
- retains solution
- apply insight to other similar problems
COGNITIVE INFORMATION PROCESSING
SENSORY MEMORY
WORKING MEMORY
LONG TERM MEMORY
SHORT TERM MEMORY-
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holds limited information for a limited time
decision made to respond or send to long term memory
SCHEMA THEORY (Driscoll ch. 3)
schemata - packets of knowledge
(Driscoll ch.4 p129)
can be like plays; characters and settings
can be theories; interpret events, make predictions
can be procedures - evaluate incoming information to put into already established categories
can be mental models-expertise not only in context but procedures
cognitive load (Driscoll ch 3)
sensory input
sensory memory visual
auditory
intrinsic load - cannot be altered by instructional design - can be controlled through the presentation of content
working memory - rehearsal, chunking
extraneous - redundant
long term memory
germane - facilitates the construction of automatic schemas
attention
pattern recognition
rehearsal
chunking
encoding
retrieval
SEAMLESS LEARNING
bridges gap between private and public learning spaces,
learning happens as both individual and collective efforts across different contexts
(Looi et al 2010)
METHOD
what process allows for individual learning in private spaces
collaborative learning in public space
creation of artifacts within available technology
ASSESSMENT
PFL - preparation for future learning;
deep understanding
knowledge transfer in multiple contexts
TECHNOLOGY
what functions should mobile devices have
COGNITIVE APPRENTICESHIP (Collins et.al 1991) model of instruction that works to make thinking visible
4 dimensions that make up cognitive apprenticeship learning environment
CONTENT
different types of knowledge needed to become an expert
domain knowledge - just the facts
heuristic strategies - "tricks of the trade"
control strategies - control the process for carrying out the task
learning strategies - how to learn to do all of the above
METHOD
MODELING - expert demonstrating the task COACHING - observing and offering advice SCAFFOLDING - teacher supports
ARTICULATION - get students to verbalize knowledge and reasoning
REFLECTION - compare student solution to expert slolution
EXPLORATION - student driven, teacher provides general goal and student interprets how to achieve it
SEQUENCE - structured learning that still provides meaning
global before local - big picture or whole concept before details
increase complexity
increase diversity - wider variety of skills needed to complete task
SOCIOLOGY
situated learning - learning in an environment that allows students to transfer knowledge to multiple mediums
community of practice - environment of learners practicing to become experts
intrinsic motivation - wanting to learn for the sake of learning
exploiting cooperation - situation that fosters cooperative problem solving
SITUATED COGNITION
increasing participation in a community of practice authentic activity
knowledge is co-constructive
(Brown et. al )
Learning practices
assessment in the situation
anchored instruction
cognitive apprenticeship
learning community;
individual
community
organization
COMMUNITIES OF PRACTICE (Looi et. all 2010)
7 Design Principles
Design for evolution
Dialogue between inside and outside perspectives
invite different levels of participation
develop public and private spaces
focus on value
combine familiarity and excitement
create a rhythm for the community
COGNITIVE THEORY of MULTIMEDIA LEARNING learning from words and pictures (Mayer et. al 2003)
multimedia presentation
words
pictures
sounds
WORKING MEMORY
images
verbal mode
pictorial mode
PRIOR KNOWLEDGE
LONG TERM MEMORY
organize
select
Project Based Learning
- anchor learning task to a bigger task
- support learner in developing a ownership of task
- design an authentic task
- design task/environment to reflect authentic task/environment
- learner owns process to solution
- environment supports and challenges thinking
- learner has opportunity to test ideas and solutions
- reflect on process and solution
cognitive flexibility theory
- avoid oversimplifying instructions about content
- activities should use multiple representations
- use cased based instruction
- advanced knowledge should be acquired in a real world context
- emphasis on knowledge construction
- knowledge sources need to be highly interconnected
- focus on advanced knowledge acquisition
GOAL BASED REASONING: learn by doing instructional model (Schank)
CASED BASED REASONING