Please enable JavaScript.
Coggle requires JavaScript to display documents.
Psychology of learning for instruction, Gagne’s theory of instruction, Key…
Psychology of learning for instruction
Objectivism
Behaviorist theory of association
Students learn behaviors through associating those behaviors with patterns of reinforcement and punishment.
Assumption:
Knowledge is objective; it is not dependent on thought.
Pragmatism
Schema theory
The mind organizes information into mental structures called
schema
Situated Cognition
All learning happens in a social context
Community of Practice
Learning is strongly driven by interactions with like-minded students
Cognitive Apprenticeship
Students engage with complex, contextually embedded problems with the guidance of the educator.
Seamless Learning
Technology allows learning to happen anywhere at anytime
Assumption:
Knowledge is defined by its usefulness
Constructivism/interpretivism
Assumption:
Knowledge is created through interactions with the world.
Cognitive information processing
Meaning is created through the manipulation and integration of information by the cognitive system.
Cognitive Theory of Multimedia Learning
assumes dual processing channels (audio and visual), limited capacity, and active processing
Cognitive Load Theory
The cognitive system can be overloaded by processing demands, due to limited processing resources.
Gagne’s theory of instruction
Key
Epistemological approaches are represented by pointy shapes
Learning theories are represented by round shapes
Instructional theories are represented by squared shapes
Note
Elements that match in color share an Epistemological and/or theoretical lineage.