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Learning Theories and Instruction by Keithia Magby Learning Theory Matrix Definitive Questions for Learning Theories How does learning occur? Behaviorist Theory Cognitive Theory Constructivist Theory Social Learning Theory Connectivism Adult Learning Learning occurs through conditioning; or negative and positive reinforcement that shapes or changes behaviors. Learning occurs through schema or building blocks or 2“units”of knowledge from environmental factors that help create meaning of the world around us. Vygotsky’s ideas on cognition are the basis of learning, but together with influencing environmental factors and experiences, learners “construct” or create their own understanding of the information coming in and being processed. This is instead of the idea that learners receive direct instruction for needed information. Here, learners are actively participating in their own learning. Personal views and experiences that have already created some background knowledge influence new information, so that the learners are able to create or construct their own [subjective] understandings of that information. Vygotsky’s learning theory (the foundation of Constructivism) says learners develop, first, from social interactions with others and then develop cognitively from the social interactions. This social learning occurs in the learners’ communities and culture, and therefore, is referred to as cultural development which comes before any other development. When information is sent and accepted from one entity to another or one person to another through associations. The person recognizes, hears or sees the information shared with them and gains understanding, grows, and develops. Adult learners gain best from information relevant to their lives. Adults must be involved in their own learning or must experience their own learning in order to develop. Environmental factors, such as other people and experiences, mostly influence social learning, which are culturally based within the learners’ community. These environmental factors provide a model for the learner. Motivational factors also influence the learner to continue the positive behavior that led them to their desired results. People must interact and form associations with others in what is called a network in order to gain knowledge and learn. Essentially, the tool used to interact and form associations is a direct influence on learning within this philosophy. Because constructivism is mostly associated with constructing meaning from people, experiences, and prior schema; these 1“environmental or self-generated cues activate a portion of the long-term memory (LTM), which is more Like constructivism, environmental factors, like social interactions and observations cue information previously stored in the longterm memory to be compared to the new information held in the working memory. The Memory exists in the formation of networks and self-organizing principles. Memory is actually formed and stored over a database (information system). The more knowledge the learner has, the more people will connect with them. Another view is the more knowledge desired the more connections the learner What factors influence learning? 1“Stimulus-response;” or environmental and external factors, only, that come with reinforcement or consequences to shape the learner’s response. Aspects of the world or environmental factors create a basis to build learning upon; schema. What is the role of memory? Information moves from the immediate to the working memory. Outside factors push to influence response; however, through 1conditioning, those positive or negative reinforcements change the response and Long-term memory (LTM) can be most closely related to cognitivism, because LTM is represented through associations of new and previously obtained schema. Memory is also viewed as a computer What is Connectivism? ~UStream http://www.ustream.tv/recorded/688902 Adults draw from their previous experiences in order to process new experiences and solve problems; therefore, making experience a key factor in learning. An adult’s ability to decide what the problem is 1(encode), retrieve information, and monitor comprehension are factors that affect learning, as well. Like the Social Learning Theory, in the Adult Learning Theory, adults recall previously stored information in their longterm memories in order to move the information into their working memories. Learning Theories and Instruction by Keithia Magby How does transfer occur? information-most likely images-are stored in the long term memory for later retrieval and comparison. where information comes in, is processed and leads to an outcome. assessable to the working memory” and allows for greater retrieval and recall. more this information is recalled from the long-term memory, the more the new information is moved and stored. will make. The growth of the learner’s network and their interactions with associates within it represents their memory. Robert Sternberg’s (1969) research on memory stated 1control processes selects the most important information to move into long-term memory, which is the information that is rehearsed, or repeated; a main factor in behaviorism. The computer analogy is further explained by Jean Piaget’s process of 2adaptation. This is the cycle where information comes in and is assimilated, then continues through equilibration, and assisted through accommodation. Learners experience and recall thoughts and ideas previously experienced that relate to the new ideas. Afterwards, learners recall from these previous experiences, reflect upon them or make 3“hypotheses”, learn to test their own theories until they can draw conclusions and create an opinion from their findings. Vygotsky believed the Zone of Proximal Development provided the learner a model to observe and learn from. This model would help move the learner from their present uninformed state by giving them someone to learn from; a coach or teacher. The new knowledge, then, moves through cognitive processes in the learners’ minds and continues through them using motivators to reinforce the behaviors that would – eventually- lead to independent learning and thought. Transfer, in this case, occurs through the organizing of a learner’s associations and information shared within his/her communities. The learner connects with others that have the desired information and maintains those contacts or connections. Adults, also form associations and networks in order to acquire new knowledge. Therefore, memory exists in computer database as well, like in Connectivism. Transfer occurs when adults interact and actively experience what they are learning, which draws on previous experience stored in memory and allows them to connect to other people, programs and websites to organize the information gained and communicate it with others. Learning Theories and Instruction by Keithia Magby What types of learning are best explained by this theory? ~According to Bloom’s Taxonomy, there are 4three different types of learning or learning domains; cognitive (knowledge), affective (emotions or attitude), and psychomotor (learned or practiced skills). This means that after a lesson, learners should have gained new knowledge, skills and a different attitude or view of the content. Each learning theory discussed in this matrix could be applied to either type of learning, and are more-so goals of learning. Therefore, the types of learning addressed will be speak more specifically to the type of learning process it takes gain information within each theory. Terminal behaviors or the goal of a desired behavior are taught through the repetition and reinforcement of the desired behavior. This can be done through 1declarative, How is technology used for learning in your industry? Testing devices that give immediate feedback. Computer programs or instructional sites that give motivators as immediate rewards for correct answers to questions. 1Conditional knowledge or learning and metacognition, or a person’s awareness and perception of their own learning. procedural or conditional (knowledge) learning. Computers, iPads, audio books and other computerbased devices all assist in cognition and build schema. Semanticallyaware websites or programs are further advancements in cognitive technology. 2Metacognitive knowledge or learning causes the learner to reflect upon their knowledge or monitor their own comprehension of the new information being learned in order to construct their own meaning. Like constructivism, metacognition causes a learner under the Social Learning Theory to reflect upon the observations of the model in order to move information into his or her long-term memory and/or to become an independent problem-solver. Because connectivism allows any information to be asked, shared, and stored within an online community or network, any behavior, skill, or understanding can be acquired within this philosophy. This includes 1declarative, procedural, conditional or metacognitive knowledge. Adult learning is problemcentered rather than content-centered, since adult learners learn more due to the relevance of the topic. Adult learners are metacognitive thinkers. Active learners and reflection are key in this theory; therefore, interactive websites and programs that engage the learner and involve them in the discussion, problem-solving, or experiment help the learner experience and construct their own meanings. For example, Promethean boards in the classroom, interactive video sites like www.showme.com or https://bubbl.us/ also help. Social websites and video chat sites, like instant messaging programs, emailing, SharePoint, Edmodo, Facebook, ShowMe, Haiku Learning, and other sites and programs that put the learner in contact with a model to observe and learn from, all encompass technology within this theory. This includes online education database systems within online colleges or schools. Learning can exist in non-human systems according to this philosophy. Therefore, any computer based device is the basis of technology, including semantically-aware programs or websites. Programs and websites that allow learners to connect with others and maintain those connections through constant conversations that are stored within the site allow for the formation of networks. Social sites like, Facebook and Edmodo are examples of this. However, any emailing system like Outlook, sharing system like SharePoint, or video chat program like Skype or Google Hangouts also allow for the formation of networks and communication. Adults make connections with other people and resources that are relevant to the problem they want to solve. Like Connectivism, adults interact with others over social websites, video chatting programs, messaging programs, computers, and hand-held computer devices. Learning Theories and Instruction by Keithia Magby References 1 Ormrod,E., Schunk, D., & Gredler, M. (2009). Learning theories and instruction. Upper Saddle River, NJ: Pearson Custom Publishing. 2 McLeud, S. (2012). Developmental psychology: Jean Piaget. Retrieved from Simply Psychology website: http://www.simplypsychology.org/piaget.html. 3 Educational Broadcasting Corporation. (2004).Constructivism as a paradigm for teaching and learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html 4 Clark, D. (2010, July 5). Bloom’s taxonomy of learning domains: The three types of learning. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html Learning-Theories.com. (2013). Index of learning theories. Retrieved from http://www.learning-theories.com/ The downes show [Video podcast]. (2008, September 5). [With Downes]. Retrieved from http://www.ustream.tv/recorded/688902 Noe. (2013). Theories and program design: Adult learning theory. Retrieved from McGraw Hill Education, Inc. website: http://answers.mheducation.com/management/employee-training-and-development/learning-theories-and-programdesign#adult-learning-theory- Learning Theories and Instruction by Keithia Magby Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm