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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.