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EDN:204 – Learning Process
Autumn Semester
B. Ed II (S) A - 2010
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Understanding Learning
•Definition, principles, and factors affecting
learning; meaningful and rote learning
•Domains and taxonomies of learning objectives,
Gagne’s outcomes of instruction,
and sequence of instructional events
•Approaches of learning: Behaviourists and
Cognitivists – a brief introduction
1. Understanding Learning
List down all the things that you have learned since
your birth till today.
What is ‘Learning’?
Is it a change in behaviour or knowledge?
Write down your own definition of learning
Definitions of learning
i. Learning is usually defined as a relatively
permanent change in behaviour or behaviour
potential that occurs through experience.
However, it does not refer to behavioural changes
that can be explained by temporary states of
maturation.
ii. Learning is the acquisition and development
of memories and behaviours, including skills,
knowledge, understanding, values, and wisdom. It
is the goal of education, and the product of
experience.
Therefore, learning is a process whereby
individual changes his/her knowledge or
behaviour as a result of experience.
Characteristics of learning
● change of behavior – relatively permanent
● may not be directly observable
● depends on experience and practice
What is not learning?
•
•
•
•
instinctive behavior
imprinting
maturation
Fatigue, illness, use of intoxicants etc.
Why are the above not learning….???
Principles of Learning
1. Learning is a stratified process
The human learning does not take place on a single
level, but is a stratified process. This characteristic
is worldwide accepted as a didactic principle.
The way in which the school system throughout the
whole world is organized is an acknowledgement of
this.
2. A "Pyramid of repetition” has to
be constructed
The importance of repetition in the learning
situation cannot be denied.
3. Opportunities for applicatin
While a person is learning to master the skills
that form the basis of reading and mathematics,
he should already be given opportunities to
apply these skills.
Some General Principles of Learning
1. Wanting (intent) to remember
2. Meaningfulness
Exercise
1
2
3
4
---------------------------------------------------KQZ
BLT
SIT
WAS
NLR
TWA
WIN
THE
XOJ
SOS
LIE
CAR
BTK
CBS
SAW
RUN
YSW
NFL
NOT
OFF
Some General Principles of Learning
1. Wanting (intent) to remember
2. Meaningfulness
Exercise
1
2
3
4
---------------------------------------------------KQZ
BLT
SIT
WAS
NLR
TWA
WIN
THE
XOJ
SOS
LIE
CAR
BTK
CBS
SAW
RUN
YSW
NFL
NOT
OFF
3. Categorization & Labelling
If you had to buy the following items from the
Sunday market and you could not write them
down, how are you going to remember them?
Beef, apples, milk, toothpaste, bananas, eggs,
soap, mutton, oranges, shampoo, butter, mangoes,
fish, cheese, grapes, pork…
It is always easier to group them under the
following categories….
Meat
Fruits
Diaries
Toiletries
4. Association
5. Spaced Study
6. Memories
Factors Affecting Student Learning:
•Academic Self-Confidence
•Value of course / task
•Level of Intellectual Development / Maturity
•Perceived effectiveness of & relationship with
instructor
•Thinking / Behavior Preference
•Internal / External Motivation
•Attributes of success and failure
•Learning Style
Meaningful learning Vs. Rote learning
What is meaningful learning?
Meaningful learning
- is achieving deep understanding of
complex ideas that are relevant to students’ lives.
 Well organized.
 Presented in vocabulary that makes sense to
the students.
 New terms are clarified.
 Use of old information.
Meaningful learning – characteristics
(Jonassen, et al. 1999)
● Active
● Constructive
● Intentional
● Authentic
● Cooperative
Rote learning
-is a learning technique which avoids
understanding of a subject and instead focuses
on memorization.
 Learn by heart/memorization.
 Information has little inherent meaning.
 It provides basic building blocks for other
learning
Possible Strategies
1. Rote Learning
a. Part Learning
b. Distributed Practice
2. Meaningful Learning: Verbal information,
ideas & relationships among ideas taken
together.
• Use of Expository Teaching Model (explanation
or the setting forth of facts and ideas).
Expository Teaching Model Characteristics
a. A great deal of interaction between teacher and
students.
b. Expository teaching makes great use of
examples.
c. Expository teaching is deductive.
d. It is sequential.
Laws of Learning
(Thorndike- Theory of Connectionism)
1.
2.
3.
Law of Readiness
Law of Exercise
Law of Effect
These LAWS govern the Learning Process.
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1. The Law of Readiness
i. When any conduction unit is not in readiness
to conduct, for it to do so is annoying.
ii. When any conduction unit is in readiness to
conduct, for it not to do so is annoying.
iii. When any conduction unit is ready to
conduct, for it to do so is satisfying.
2.The Law of Exercise
i. The Law of Use: When a modifiable
connection is made between a situation and
response, that connection’s strength is
increased.
ii.
The Law of Disuse
When a modifiable connection is not made
between a situation and response during a
length of time, that connection’s strength is
decreased.
3. The Law of Effect
When S – R connection is followed by satisfaction
(reward), the connection is strengthened and
when the connection is followed by annoyance
(punishment), it is weakened.
Bloom’s Taxanomy (Handouts)
Gagne's Nine Events of Instruction
Robert Gagne (1965) published book called “The
Conditions of Learning”
Identified the mental conditions for learning.
It is based on the information processing model of the
mental events that occur when adults are presented with
various stimuli.
He created a nine-step process called the events of
instruction, which correlate to and address the
conditions of learning. (Handouts)
• Approaches to learning
I. Behavioral approach
Learners learn by doing, experiencing, and engaging in
trial and error. Focus on observable performance or
behaviour. Thus behaviourism.
Primary belief:
• organism operates on the environment
• focus on response
• reinforcement and punishment
II. Cognitive approach
Focus on mental processing such as thinking,
problem-solving, language, concept formation and
information processing.
De-emphasized the concern on overt behavior and
replaced it with covert behaviour.
The learner is viewed as having a more
proactive role in his/her own learning.
Primary belief
 emphasize the human mind’s active attempts
to make sense of the world.
 Contexts/situations, beliefs, expectations, and
feelings influence what and how we learn.
 What an individual brings to the new learning
situations influence learning.
Discussion on Implications
I. Behavoural Approaches
Figures in the history of Behaviourism
1. Ivan Petrovich Pavlov (1849-1936)
Russian physiologist (Nobel prize for work on digestion, 1904).
Pioneer of the theory of “classical conditioning”.
The association of automatic responses with new stimuli is
known as classical conditioning.
2. Burrhus Frederic Skinner (1904-90)
Best known of all behaviourists, and explorer of operant conditioning:
the process whereby the probability of behaviour being repeated is
increased if it is reinforced.
These deliberate, goal-directed actions are called operant. The
learning process involved in changing operant behavior is called
operant conditioning
Behavior
reinforcer
strengthens the
expected behavior
3. Albert Bandura (1925 – present)
Social Cognitive learning theory –
Observational learning
Conditions
• hero
• observe the behavior of the model
• learn and value
Forms of observational learning
● Modeling
● Vicarious modeling
Process
• attention
• retention
• reproduction
• motivation
4. Edward Lee Thorndike (1874-1949)
US animal and later educational psychologist, developed the
theory of trial and error learning through experiments with animals
having to escape from puzzle boxes.
5. John Broadus Watson (1878-1958)
Apostle of Behaviourism, building on Pavlov's ideas to maintain that
the reflex was the basic unit of behaviour.
With the brief understanding of behavioural approaches to learning
what do you think are some implications that we may consider in our
teaching learning processes?