Psychology of Learning for Instruction
Epistemological Traditions
Content of Knowledge
Knowledge Traditions
Source of Knowledge
Nativism
Rationalism
Empiricism
Realism
Idealism
Skepticism
Pragmatism - Reality is interpreted
Objectivism - Reality is singular
Interpretivism - Reality is constructed
Pragmatism - Reality is interpreted
Behaviorist - theories of association
Cognitive Information Processing (CIP)
Gagne's Theory of Instruction
Thorndike - learning in terms of association related to action
Pavlov - learning through innate reflexes and classical conditioning
Ebbinghaus - ideas become associated through experience
Gestalt Theory - knowledge from the learner imposing organization on sensory data
Working Memory
Long-Term Memory
Sensory Memory
Automaticity
Pattern Recognition
Selective Attention
Perception
Rehearsal
Encoding
Representation and Storage of Information
Retrieval of Learned Information
Forgetting
Learning Outcomes
Cognitive Strategies
Attitudes
Intellectual Skills
Motor Skills
Verbal Information
Nine Events of Instruction
Stimulating recall of prior learning
Presenting the content
Informing learners of the objective
Providing "learning guidance"
Eliciting performance
Providing feedback
Assessing performance
Gaining attention
Enhancing retention and transfer
Learning Theory
Instructional Theory
Epistemological Philosophy
Schema Theory
Schema Acquisition/Modification
Schema Automation
Schema Processing
Accretion
Tuning
Restructuring
Situated Cognition
Cognitive Apprenticeship
Seamless Learning
Community of Practice
Cognitive Load Theory
Focus on value
Combine familiarity with excitement
Develop both private and public community spaces
Create rhythm for the community
Invite different levels of participation
Open a dialogue w/ insiders/outsiders
Design for Evolution
Modeling
Coaching
Scaffolding
Articulation
Reflection
Exploration
Modify, build, and share freely with mobile devices across space and time
Artifacts facilitate knowledge construction and social interaction
Engaged with both individual and collaborative learning
Switch between contexts: formal vs informal
Real life tasks present higher cognitive loads
Connections between motivation and development
Ties to Biological Evolution
Assess expertise on basis of performance
Constructivism
Problem Based Learning
Goal Based Scenarios
Case Based Reasoning
Cognitive Flexibility Theory
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Analogy in the context of solving real world problems
Reasoning based on previous experience
Problem generation
Problem presentation
Learning goals
Facilitator role
The mission
The cover story
The learning goals
The role
The scenario operations
Resources
Feedback
Context-dependency and conceptual variability
Interconnectedness
Multiple knowledge representations
Cases and mini-cases