I ntroto theory

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Introduction to learning theory

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  • What assumptions we make about learning and instruction.
    What methodologies do you use to gather data?
  • Michael is here for his second semester. Background Psychology
    You will need to pick one or two theories/views and understand your justifications for those theories.
    Travis, short hair , big guy
    Thomas, caucasian, male, glasses
    Amber from Chico, Cal, nose ring, cute with chin length sandy hair
    Tess
    Young Dung
    William, Korean, born in china, glasses
    Marshall guy with long red hair
    Lisa Austan, Cal. Mechanical Engineer, Black Female
    Wendy China with Glasses
  • I ntroto theory

    1. 1. Module 1: Theory of Learning for ISOM Ph.D. Students Dr. Aprille Black Spring 2012
    2. 2. Spring 2012 2 Overview • Introduction – Background, assumptions, expectations • Review of syllabus • Intro to learning theories • Learning theories and Course Design • Exercise • Q&A
    3. 3. Spring 2012 3 Introduction • Background – What brings you to this course? • Assumptions – What are your thoughts about learning, theory, and instruction • Expectations – What do you want out of this course?
    4. 4. Spring 2012 4 Review of syllabus • Questions and Comments • Readings • Activities
    5. 5. Spring 2012 5 Beliefs & Assumptions • Scientific approaches to the study of learning and cognition • No single learning theory is adequate to account for all aspects of learning • A theory does not necessarily prescribe the best instructional methodology • What people learn through formal instruction is only a small subset of what they know
    6. 6. 6 Course Deliverables • Summary of Theory and Associated Theorist(s) • Learning activities • Personal theory of learning
    7. 7. 7 Personal Learning Theory • Focus on inputs, means, results • Take a stand on the merits and limitations of one or more particular theories • Determine applicability to the ISOM teaching area.
    8. 8. 8 Driscoll (2005), p.1
    9. 9. 9 Definitions • Learning: A persisting change in performance (or performance potential) that results from experience and interaction • Cognition: Processes by which sensory input is transformed, reduced, elaborated, stored, recovered, & used
    10. 10. 10 • Theory: Set of interrelated constructs, definitions, and propositions that present a systematic view of phenomena for the purpose of explaining, predicting, and controlling • Learning theory: A set of constructs linking observed changes in performance with what is thought to bring about those changes
    11. 11. 11 • Theories originate with questions or counter evidence • Motivation leads to conducting systematic observations, on the basis of which plausible answers can be constructed • Theories don't give us "the truth of the matter," only a conceptual framework for making sense of the data collected so far • A particular theory stems from a particular perspective; therefore, theories carry "worldviews"
    12. 12. 12 • Different paradigms approach phenomena with different assumptions and beliefs – Behaviorism: quasi-experimental, a priori – Cognitivism: quasi-experimental, emergent – Constructivism: emergent, naturalistic • Two apparently competing theories may not even be directed at the same phenomena
    13. 13. 13 Epistemology & Theory Driscoll (2005), p.15
    14. 14. 14 Theory Building • Questions Addressed in the theory-building process: – What kinds of assumptions and beliefs will you bring to the question? – What specific questions would you start with? – What sort of observations or data collection would you use? – How would the results of your data collection help you in the next step of building your "theory"?
    15. 15. 15 Theory Building Driscoll (2005), p.5
    16. 16. 16 Learning Theory and Teaching • Assumption: Effective instruction is informed by theories of learning • Goal is to identify conditions for learning and then design instruction • But: – Theory is descriptive – Instruction is prescriptive • Consequently, it is difficult to convert descriptive understandings to prescriptive intentions for change…

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