Learning Theory of Key Theorist Description of Learning Settings Impact of selected mode of delivery

1. Learning Theories
By: Janeen C. Jackson
AET/500
Facilitator: Emily Christiansen

2. “Behaviorists believe that human behavior is the
result of the arrangement of particular stimuli in the
environment.
Know as cognitivist or information-
processing, this theory represented a shift in
the locus of learning from the environment
(behaviorists), or the whole person
(humanists), to the learner’s mental
processes. A common metaphor for this
approach is the computer with its input,
throughput, and output. (Merriam &
Bierema, 2014, Chapter 2)
“If this behavior is reinforced or rewarded, it is likely to
continue; if it is not reinforced it is likely to disappear.”
(Merriam & Bierema, 2014, Chapter 2).
Behavioral
Theory
Cognitivists believe that behaviorist theories
are too dependent on observable behavior,
explanations too simple and mechanized.
Cognitive
Theory
Behavioral Theory Cognitive Theory

3. BehavioralTheorist - Edward L.Thorndike
• Edward Thorndike (August 31, 1874 - August 9, 1949)
• Often called the father of modern educational psychology
• Known for his work for his work on learning theory that lead
to the development of operant conditioning within
behaviorism.
• Also known for his research with animals and behavior
• His most popular theory “Law of Effect” (discussed later in
this presentation)

4. Connectionism & Thorndike’s 3 Laws of
Learning
1. Law of Readiness
2. Law of Exercise
3. Law of Effect
“The learning theory ofThorndike represents the
original S-R framework of behavioral psychology:
Learning is the result of associations forming between
stimuli and responses. Such associations or "habits"
become strengthened or weakened by the nature and
frequency of the S-R pairings.The paradigm for S-R
theory was trial and error learning in which certain
responses come to dominate others due to rewards.
The hallmark of connectionism (like all behavioral
theory) was that learning could be adequately
explained without referring to any unobservable
internal states.”

5. Connectionism & Thorndike’s 3 Laws of
Learning (Con’t)
Law of Readiness – “When a bond is ready to act, act gives satisfaction and not to act
gives annoyance.When a bond which is not ready to act, is made to act, annoyance is
caused” (Prakash, 2012, Brief notes on theThorndike’s Laws of Learning)
Law to Exercise - Practice makes perfect.Thorndike also has two sub theories
(i) Law of Use - "When a modifiable connection is made between a situation and a
response, that connection's strength is, other things being equal increased.
(ii) Law of Disuse - "When a modifiable connection is not made between a. situation and
response, over a length of time, which connection's strength is decreased.“ (Prakash,
2012, Law to Exercise)

6. Law of Effect
Law of Effect – “responses to a
situation which are followed by a
rewarding state of affairs will be
strengthened and become habitual
responses to that situation“
See video about Law of Effect and
Thorndike’s puzzle box experiment

7. Description of Learning Settings
Law of Readiness – A resourceful teacher should develop lesson to perk up a learner’s interest.Visual,
audio, problem solving assignments.
Law to Exercise- Educators should develop assignments and tasks to exercise what the student had
learned. The tasks should be enjoying and relevant to the goals of the learner.
Law of Effect – Educators should make the classroom and learning environment pleasing and inviting to
encourage and stimulate the learner. Also, educators should not belittle or demean adults when expected
learning behaviors are not accomplished.
.

8. Impact of Delivery
A hybrid or traditional classroom would be appropriate – In traditional classrooms the
educator or the learners can arrange how they would like the room set up, arrange seating
to observe the educator, group talks and for observations. Online classes will deliver
immediate access to materials, simulations and grading.
A combination of online and traditional classrooms can serve several learning styles.

9. CognitiveTheorist – Robert Mills Gagne
• Born in North Andover, MA (August 21, 1916 – April 28, 2002)
• “Best known for his "Conditions of Learning
• Gagné was also involved in applying concepts of instructional
theory to the design of computer-based training and multimedia-
based learning” ("Robert M. Gagne," 2016)
• “Influenced by the information-processing view of learning and
memory.” (Hannum, 2015, para.1)
• Also known for 5 Categories of Learning, 8 Ways to Learn, Steps of
Planning instruction, 9 Steps of Instruction

10. Five categories of learning
.
Examples
Intellectual: How many fingers do you
think you have?
Cognitive: 5+0 = ?
Verbal: Count to 5
Attitude: How many candles would you
light for a 5-year old’s birthday?
Motor: Draw a pentagon

11. 8 Ways to Learn
.

12. 8 Ways to Learn (con’t)
.
Problem –Solving
– Ability to “Think
Outside the Box
Rule Learning – Learn to
apply rules
Concept Learning –Ability to classify
Discrimination Learning – Learner knows the
difference
Verbal Association – Learner is able to speak acquired
knowledge and logical skills, (paired association)
Chaining-”Connecting two or more previously-learned stimulus-response
bonds into a linked sequence”
Stimuli- Solving problem by repeatedly and varied methods until solved. Strong S-R
bond
Signal Learning- Simplest form of learning (Pavlov’s dog, classical conditioning)
Increased
Complexity

13. 8 Ways to Learn
.

14. Gagne’s 9 Steps of Learning
.
(Chalk Square Media, 2010)

15. Description of Learning Setting
.
Facilitator can gain attention by eliciting a problem or situation that will gain
learners’ curiosity
Facilitator will tell learners what they will learn.This could be done by a game,
a line in a book or an object
Facilitator can ask questions or pose situations to recall what they learned.
Facilitator will provide an example of what is being taught and provide
guidance
Learners will demonstrate what they have learned
Educator will provide feedback
Educator will also provide assessments of the tasks
Educators or learners can present problems or tasks and transfer what they
learned to solve the problem

16. Impact of selected mode of delivery
.
I can only think of traditional classroom being the most effective way to apply
these ways to learn. It would be quite difficult to observe online tasks unless
there was a simulation program that could be observed. Asynchronous self
directed learning could be a possible alternative, however, some steps of the
learning model relies heavily on the facilitator’s material. For example,
guiding of learning, assessment and introduction of material

17. REFERENCES
Chalk Square Media (2010, November 23). Gagne's 9 Events of Instructional Design [Video file]. Retrieved from
YouTube.com website: https://youtu.be/rxPt75bU6rc
Hannum, W. (2015). Learning Theory Fundamentals. Retrieved from http://theoryfundamentals.com/gagne.htm
Majid, N. (2008) Gagnes cognitive theory [SlideShare slides]. Retrieved from
http://www.slideshare.net/niena17/gagnes-cognitive-theory/4
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved from
https://phoenix.vitalsource.com/#/books/9781323252581/cfi/6/334!/4/2/2/2/2@0:0.
Prakash, J. (2012). Preserve articles. Retrieved from http://www.preservearticles.com/201105206859/thorndikes-
laws-of-learning.html

18. REFERENCES
Robert M. Gagne. (2016). In Wikipedia. Retrieved from
https://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9
The Robert Gordon University. (1998). Tertiary level teaching. Retrieved from The Robert Gordon
University, Instructional Planning website