Design and Facilitation of E-Learning Courses - Course

1. E- LEARNING
GOKUL K S
DEPARTMENT OF COMPUTER SCIENCE
CENTRAL UNIVERSITY OF TAMILNADU

2. HISTORY OF BEHAVIOURISM
 Pavlov (1927), a Russian psychologist discovered classical conditioning in dogs ( dog food problem).
 Watson(1924), an American psychologist he claimed, he can turn any infants to any type of specialist (a
doctor, a lawyer …).
Classical Conditioning:
• Explains some learning of involuntary emotional and physiological responses
- Dog drooling when it smells food and later when it hears a bell.
 It's important for us as teachers to understand since school is often the cause of unintentional learning
through classical conditioning, especially anxiety.
- Test anxiety conditions us to have general school anxiety.

3. IVAN PAVLOV'S CLASSICAL CONDITIONING
Unconditioned Stimulus Unconditioned Response
Neutral Stimulus No Response
Before Conditioning

4. IVAN PAVLOV'S CLASSICAL CONDITIONING
Unconditioned Stimulus Unconditioned Response
Neutral Stimulus
During Conditioning

5. IVAN PAVLOV'S CLASSICAL CONDITIONING
conditioned Stimulus conditioned Response
After Conditioning

6. EXAMPLE OF CLASSICAL CONDITIONING
 Hearing a teacher, roommate, boyfriend/girlfriend say to you, " We need to talk".
Upon hearing this phrase your stomach "flutters".
 We learn to associate a stimulus with a response, and eventually our body does
this automatically in the presence of the stimulus. Our response is involuntary.

7. CLASSICAL CONDITIONING.....
 Classical conditioning can face "extinction", where the learning is undone.
-This can happen naturally (the dog stops getting meat when music is played).
-Or can happen through some type of therapy in the case severe anxiety reactions
-Ex: people who are afraid to fly....
 Classical conditioning is more than forming an association – it is an involuntary,
physiological response.

8. CLASSICAL CONDITIONING IN THE CLASSROOM
 Playing soothing music, dimming the lights to calm and relax students
 Unintentional classical conditioning:
-Test anxiety
-Math anxiety
-Public speaking anxiety
-General school anxiety

9. OPERANT CONDITIONING (B.F. SKINNER)
 Skinner was interested in education
- He believed that behaviour is sustained by reinforcements or rewards, not by free will.
-Often worked with pigeons and rats applied what he learned with these animals to human
learning.
 This involves conditioning voluntary, controllable behaviours, not the automatic physiological
responses in Classical Conditioning.
 With Operant Conditioning the response comes before the Stimulus (the opposite of CC)

10. OPERANT CONDITIONING …....
 Teachers can deliberately use operant conditioning with students(training)
 How someone reacts to our behaviours determines whether or not we continue the
behaviour.
- if we rewarded for something we will likely do it again

11. OPERANT CONDITIONING …....
Presence of Pleasant
Stimulus
Absence of unpleasant
Stimulus
Behavior
Increases
Presence of Unpleasant
Stimulus
Behavior
Decreases
Positive Reinforcement
Negative Reinforcement
punishment

12. CONSEQUENCES FOR BEHAVIOURS
 Positive Reinforcement- You behave in a certain way that results in a reward, and as a
result, you are more likely to repeat that behaviour.
 Negative Reinforcement- You behave in a certain way that results in the removal of
something unpleasant, and as a result you are more likely to repeat that behaviour.
 Punishment- A consequence that follows a behaviour so that you do the behaviour less
often in the future.
- punishment can involve adding something (paying a fine, staying after school) or involve
removing something you like(losing recess time, leaving your friends).

13. DIFFERENCES BETWEEN NEGATIVE REINFORCEMENT &
PUNISHMENT
 Negative reinforcement: Something unpleasant is removed & as a result you are more
likely to do it again
- Something happened that was "good"
 Punishment: A consequence happens that you don't like and you are less likely to do it
again. The punishment can add something or take something away.
- Something happened that was "bad".

14. SHAPING NEW BEHAVIOURS
 Shaping is a process of reinforcing a series of responses that increasingly resemble the
desired final behaviour
 When a desired behaviour occurs rarely or not at all, we use shaping
-First reinforce any response that in some way resembles the desired behaviour, then one
that is closer etc.
- Think of animal training or the hyper kid who can't sit in his chair in class- do things
in small steps.

15. CRITIQUES OF BEHAVIOURISM
 External rewards may diminish intrinsic motivation
- Studies where participants works on an interesting task (ex: puzzles) - experimental
group is given a reward when finished while the control group is not.
- After initial period, during a non-rewarded time participants are given a choice between
continuing to work on the task or switching to another activity. Typical result is that
participants in the experimental group spend less time on the activity than the control
group. This is taken as indicating that reward reduces intrinsic motivation.

16. MORE CRITIQUES......
 Behaviourism doesn't account for anything that isn't an observable behaviour.
- There has to be more going on than what is observable – doesn't there?
 Behaviourism only accounts for learning through direct experience with the
environment (not observational learning).

17. DISTANCE & ONLINE EDUCATION
 Correspondence Education (C.E.)- Extension of conventional education for imparting
knowledge for large numbers and issuing of more certificates.
-Through printed materials/notes by postal system.
 Distance Education (D.E.)- Oriented towards pedagogy:- builds the teacher in the
materials, training for better jobs, job enhancement, obtaining certification and
knowledge.
- Multimedia / mode approach including human contact through network of student
support services.

18. DISTANCE & ONLINE EDUCATION...
 Open Education (O.E.)- Opening up- opportunities by removing barriers and making system
flexible and dynamic
-Unconventional methods of instruction Less/No restrictions pertaining to
*Admission
*Attendance
*Duration of programme
*Examination
*Subject combinations

19. OBJECTIVES OF DISTANCE EDUCATION
 To serve as a cost-effective , flexible and dynamic system of education
 To provide self-paced open learning opportunities
 To serve as a channel for life-long learning
 To retrain workers who may be rendered obsolete or redundant

20. FEATURES OF DISTANCE EDUCATION
 Increased Enrolment
 Provides Accessibility
 Deals with Individual Learners
 Users expertise of many Academics
 Uses the power of Media
 Yields first rate Programmes

21. COGNITIVE LEARNING THEORIES:
 Cognitivism: A Response to Behaviourism in the 1960s.
 Cognition: A mental process- Thinking, Memory, Knowing, Problem solving.
 Explore the depth of the mind: Process.
 Definition: Mind, information, processing; free choice; STM (Short term memory);
LTM (Long term Memory);
 Plato: Good, perfect obsoletes- orderly and eternal. Reality = Spirit and mind.

22. COGNITIVE LEARNING THEORIES:
 Cognitive learning theories explore the depths of the human mind.
 Focus on the way we perceive organise, store and retrieve information.

23. CONSTRACTIVISM
 Both A philosophy and a psychology
 Developed by Dewey, Hegel, Kant, Vico.
 It combines both Subjectivism and relativism.
 Relativism : Reality exists separate from experience.
 Subjectivism: reality is known through experience.

24. CONSTRACTIVISM TENETS
 Knowledge is not passive, but is actively cognised by individuals.
 One adapts cognition to environmental viability.
 Cognition works to make sense of one's experience--so, representation of
 Reality differs from person to person.
 Knowledge / knowing depends on bio-neurological construction, and
 Socio-cultural-linguistic interactions.

25. CONSTRACTIVISM TENETS
There exists three types of Constructivism:
Cognitive Contructivism:
 Knowledge is external; reality is independent of individulas; knowing is
accurate internalisation and (re) construction.
 Congruence of cognitive process and structures to real world processes
and structures.
 Learning: Recognition, internalisation and reconstruction of external
reality- representation of content in mind and how they are learned.

26. CONGNITIVE CONSTRUCTIVISM CONT...
 Learning , memory, cognition, neurological models of brain, etc.
 Interaction with external forms is mediated by senses- what is learnt
may not be accurate representation of reality.
 Depends on: Context of activity, particular goal to be achieved.
 Learning is filling-in, rather than matching-with external reality.

27. RADICAL CONSTRUCTIVISM
 It is opposite to cognitive constructivism.
 Matching with external reality
 Cognitive reorganization and matching of those
working reorganization with experience.
 Individual cognitive structure interacting with social experience.

28. SOCIAL CONSTRUCTIVISM
 Lies between CC and RC.
 Knowledge is result of social interaction and language use.
 Shared experience (along with individual experience).
 Socio-cultural context- bound to specific time and space- stress on
 Construction of meaning within social activity.

29. Cognitive Constructivism: structure only: truth is objective reality: stress
on accurate reality.
Radical constructivism: structure + meaning: truth is experiential reality: stress
on experiential reality.
Social constructivism: stress on meaning ( and less structure): truth is socially
constructed through co-participation in cultural practices: stress on social
construction of reality.

30. CONNECTIVISM
What is Connectivism?
 Knowledge is networked and distributed
 The experience of learning is one of forming new neural, conceptual and external
networks.
 Occurs in complex, chaotic, shifting spaces.
 Increasingly aided by technology.

31. CONNECTIVISM CONT...
 Learning is a process of connecting specialized nodes or information sources.
 Capacity to know more is more critical than what is currently known.
 Nurturing and maintaining connections is needed to facilitate continual learning.
 Ability to see connections between fields, ideas, and concepts is a core skill.
 Learning is continual and network-forming process: Knowledge patterns to
act upon.
 Accurate, up-to-date knowledge is intent of connectivist learning.

32. CONNECTIVISM CONT...
Learning: Change in organism to respond, based on prior experience.
Behaviourism: Observable-- Reward--punishment--Task-based learning.
Cognitivism: Structured--Existing schema--previous experience--social learning-- ill
defined.
Connectivism: Recognising and interpreting--Diversity of networks-- Complex
learning from diverse knowledge sources. (Learner-driven approach--not learner-
centric approach).