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Human Learning
Brian Newberry
Learning Theory
• Learning theory attempts to describe how
humans learn.
• These theories can be tested in a variety of
ways.
• The process of testing results in refinements to
the theories, branches in the theories, and for
some, rejection of the theory.
• Learning theory is the realm of the cognitive
psychologist.
Three Main Schools
• Behaviorism
• Cognitivism
• Constructivism
Three Main Schools
Behaviorism
• Holds that learning can be understood
through observation.
• Watson, Skinner etc.
• Classical Conditioning
• Operant Conditioning
• Social Learning Theory
Three Main Schools
Cognitivism
• Cognitivism was a reaction to or rejection
of Behaviorism.
• Cognitivism holds that to understand
human learning you must understand the
systems, procedures, models and
schemas of human intellect and thinking.
• Gagne’, Bruner, etc.
• Ideas such as long term and short term
memory,
Three Main Schools
Constructivism
• Constructivism puts emphasis on the role
of prior knowledge, experience and the
self creation of knowledge.
• Knowledge is constructed rather than
acquired.
• Bruner, Vygotskey, etc.
Theory to Practice
• Behaviorism – Stimulus/Response, Reward
Approximations to Desired Behavior, Small
Goals/Rewards/Recognition,
• Cognitivism – Design Task in Light of Memory
Transfer, Chunking, Sequencing, Simple to
Complex
• Constructivism – Stimulate Prior Recall,
Experiential, Complex Integrating Simple,
Process Oriented, Understanding Cognitive
Development
Learning Styles
• A learning style is a description of a mode or
process or mechanism for individual learning.
• Learning styles attempt to come to terms with
the fact that not everyone seems to learn the
same way.
• Sensory (visual, auditory, tactile, kinesthetic),
Multiple Intelligences (Verbal-Linguistic, LogicalMathematical, Visual-Spatial, Bodily-Kinesthetic,
Musical, Interpersonal, Intrapersonal, Natural).
• Kolb, Gardner, etc.
Learning Styles
• Learning styles are attractive and popular.
• Learning styles are not well supported by
research.
• Learning style seems to change with task,
age, etc.
• Despite this learning styles can be useful
as a framework for differentiating
instruction and for varying approaches.
Motivation
• Motivation is that which compels or
encourages one to initiate or continue an
action or process.
• Internal vs. External motivation.
• There are many models for motivation,
instinct, incentives, drive, needs, etc.
• Three components of motivation,
Activation, Persistence, Intensity.
Motivation
• Motivation is that which compels or
encourages one to initiate or continue an
action or process.
• Internal vs. External motivation.
• There are many models for motivation,
instinct, incentives, drive, needs, etc.
• Three components of motivation,
Activation, Persistence, Intensity.
Motivation Keller ARCS Model
• Attention – Perceptual or Inquiry
• Relevance – Experience, Present Worth,
Future Usefulness, Needs Matching,
Modeling, Choice.
• Confidence – Objectives and
Prerequisites, Meaningful Success,
Feedback, Learner Control.
• Satisfaction – Use in Real Settings,
Feedback and Reinforcement.
Bloom’s Taxonomy (Revised)
• Remember – List, Recognize, Recall, Identify
• Understand – Summarize, Classify, Clarify,
Predict
• Apply – Respond, Provide, Carry Out, Use
• Analyze - Select, Differentiate, Integrate,
Deconstruct
• Evaluate – Check, Determine, Judge, Reflect
• Create – Generate, Assemble, Design, Create
Human Learning and
Instructional Design
• Instructional Design is a Systematic Process for the
Development, Testing, Improvement, Use and Evaluation
of Learning Materials, Resources and Environments.
• Instructional Design is informed by learning theory.
• Instructional Designers Draw from methods developed
from learning theory.
• Instructional Designers need to understand and use
motivation.
• Instructional Designers need to be able to develop
learning across the full range of performance
dimensions.