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LEARNING - Coggle Diagram

- - - - Classical conditioning (e.g. Pavlov)
      - Operant conditioning (e.g. Throndike)
    - - Uses simple types of reinforcements to create desired behaviours
      - Learn through conditioning
    - - Ignores cognitive processes and genetics
      - Punishments can create anxiety and avoidance
  - - - Cognitive Constructivism (e.g. Piaget)
        
        Negatives
        
        Can contribute to stereotypes
        
        Maladaptive schemas should be avoided
        
        Adaption 2 types
        
        Accomidation
        
        Assimilation
        
        Positives
        
        teaching based on things already known to build on schemas.
        
        Focus on metacognition
        
        understanding individuals differences in learning
        
        Learners construct knowledge from pre-existing cognitive structures.
        
        We absorb information differently based on our schemas
        
        In relation to schemas. Mental structures on past knowledge and skills that are used in ideas and new perceptions
    - - In relation to learning in the presence of others. Learning is social.
      - Scaffolding #
        
        Guided support systemically removed as learning takes place.
        
        6 steps: recruitment: reduction, direction maintenance, marking critical features, frustration control, demonstration
      - zone of proximal development (ZOPD) #
        
        Draws on past knowledge and schemas
        
        Optimal assistance levels for learners
      - Positives
        
        Finds an optimal level of guidance from the mentor for different stages of learning
        
        Teacher works to understand students then adapts to find optimal learning technique.
        
        Reduces cognitive load
      - Negatives
        
        Very structured
        
        Often doesn't transfer
    - - Students encouraged to build on existing cognitive structures
      - Teachers encouraged to understand learners
      - Learning through experience
    - - often too structured
      - Transfer of skills or knowledge may be difficult
      - Requires motivation from the learner which can stop them from building on own past knowledge
  - - - Ways of encoding memories that are more effective
      - Looks at how we store memories
      - Useful techniques in remembering
    - - Depth of memories cant be fully explained
    - - Semantic
      - Structural
      - Phonemic
      - Explicit
      - Implicit
      - Episodic
      - Procedural
      - Declaritive
      - Short term/ Working memory
        
        7+/- 2 items
        
        15-30 seconds
        
        Brief, workable memory
      - Long term Memory
        
        Permanent storage of memory
        
        Implicit (non-concious) memory
        
        Explicit (concious) memory
  - - - Uses modality
      - Redundancy Principle- too much information harms learning
      - Better way to present information
    - - Often hard to find "sweet spot" for amount of info
      - for certain topics it may be hard to use
  - - - Finding optimal level of information that can be absorbed "sweet spot"
      - Prevent working memory overload
      - encourage use of dual coding
    - - Often hard to find "sweet spot"
  - - - Individualized belief of how well someone will do on certain task
      - Outcome expectancy (outcome)
      - Efficacy expectancy (capability)
    - - Attainment valure
      - Instrumental value
      - Cost value
      - Intrinsic value
- - - - Knowing what to do
    - - Knowing how to use strategies
    - - Knowing when and why to use procedural and declarative knowledge
- - - - Determine acceptable evidence
      - 3.Plan learning experience/instruction
      - 1.Identify desired result
    - - 1.What
      - 2.How
      - Did it work
- - - - Cognitive
      - Effective
      - Psychomotor
    - - Create
      - Analyze
      - Evaluate
      - Application
      - Understand
      - Remember