This chapter discusses several learning theories - behaviorist, cognitive, social learning, psychodynamic, humanistic, and motor learning theory - and their application to healthcare practice. The key points are:
1) Learning theories provide frameworks to guide teaching and learning in healthcare settings by explaining how people learn.
2) Different theories emphasize different aspects of learning such as behavior, cognition, social factors, and psychodynamics.
3) Common principles for promoting effective learning include relating to the learner's experience, using meaningful practice and feedback, and ensuring learning transfers to new situations.
Newman’s theory of health as expanding consciousnessحسين منصور
The theory of health as expanding consciousness stimulated by concern for those for whom health as the absence of disease or disability is not possible, (Newman, 2010).
The theory has progressed to include the health of all persons regardless of the presence or absence of disease, (Newman, 2010).
The theory asserts that every person in every situation, no matter how disordered and hopeless it may seem, is part of the universal process of expanding consciousness, (Newman, 2010).
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
Newman’s theory of health as expanding consciousnessحسين منصور
The theory of health as expanding consciousness stimulated by concern for those for whom health as the absence of disease or disability is not possible, (Newman, 2010).
The theory has progressed to include the health of all persons regardless of the presence or absence of disease, (Newman, 2010).
The theory asserts that every person in every situation, no matter how disordered and hopeless it may seem, is part of the universal process of expanding consciousness, (Newman, 2010).
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
u # 5 Stages in learning ,physical Environment .pptFarida Faraz
Understanding the stages of learning can help you become a better educator. Learning makes the world go around, so be sure to help your members reach their full potential by making them conscious of their level of competence.
When learning how to learn a new skill, there are four basic stages: Unconscious incompetence. Conscious incompetence. Conscious competence. Unconscious competence.
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The presentation is prepared according to the syllabus of Basic BSc nursing given by INC. for the better understanding and knowledge please refer the books. the learning is the information gaining process where the individual interact with the environment and gain knowledge.
219389365.docx
Motivation &
Engagement
Expertise & Development.
Motivation
•
rooted in the Latin word
movere
–
to move.
•
So action as a result of an internal or external
stimulus.
•
Whose job is it?
•
Case – humanitarian aid, motivating?
•
http://www.youtube.com/watch?v=dyf2Cf5GkTY
•
To 4 minutes
•
In a teaching situation, currency might be “marks”
•
And the teacher provides “aid” (Will this be on the test,
the student asks
•
Are we providing the “fish” not teaching students “how
to fish”?
•
Generally teachers/trainers care about student
engagement because it predicts how well the student will
fare in the course/program. What do you need to know?
Engagement
•
Motivation, what does it look like?
•
Engagement or unengagement is what we see.
Definition - refers to the behavioural intensity,
emotional quality and personal investment in a
student’s involvement during a learning activity.
Behaviour – Positive Emotion – Cognition - Voice
Behaviour engagement
•
On-task attention
•
Strong effort
•
Enduring persistence
Emotional Engagement
•
Positive emotion -
•
This is interest, enthusiasm, enjoyment and a sense
of wanting to.
Cognitive Engagement
•
investing intellectually
•
by the strategic and purposive seeking of understanding
and the refining of skill
•
planning, monitoring and evaluating activities
The opposite, cognitively
unengaged
students, work on
tasks in a rather superficially way.
Voice
•
This is an expression of SELF during the learning
activity.
•
Offers suggestions, recommends activities, expresses
interests and preferences, participates in and
contributes to calls for discussions.
SO, WHY IS ENGAGEMENT
IMPORTANT?
•
1
. It makes learning possible
"
•
2
. It predicts how well student will fare.
"
•
3
. Engagement is malleable – and therefore open
to increase.
"
•
4
. Engagement is a useful feedback mechanism
on teaching efforts.
Motivation
•
It
involves the forces that
energise
and direct
behaviour.
•
Energy - strong, intense and full of effort.
•
Direction - focused on accomplishing a goal or outcome.
•
Therefore for us, motivation is the study of all the
forces that create and sustain students’ effortful goal-
directed behaviour.
Motivation
•
think of it not as a unitary construct by as types or
quality.
•
get away from thinking “how much” motivation is
required.
To flourish, motivation needs supportive conditions.
TWO APPROACHES TO PROMOTING MOTIVATION AND ENGAGEMENT
•
Behavioural approach
– carrot /stick
•
Dialectical approach
–students bring motivation of
their own into the teaching engagement
A behavioural approach
•
teacher offers an attractive incentive – student works
hard to achieve this
•
teacher warns of an unattractive consequence –
student works hard to avoid this
•
teacher models appropriate behaviour – student
emulates what they see
Any issues wit ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. LEARNING
• Learning: a relatively permanent change
in mental processing, emotional
functioning, and behavior as a result of
experience
• Learning Theory: a coherent framework
of integrated constructs and principles
that describe, explain, or predict how
people learn
3. CONTRIBUTION OF LEARNING
THEORIES
• Provide information and techniques to
guide teaching and learning
• Can be employed individually or in
combination
• Can be applied in a variety of settings as
well as for personal growth and
interpersonal relations
4. Application Questions to Keep in Mind
• How does learning occur?
• What kinds of experiences facilitate or
hinder the process?
• What helps ensure that learning becomes
permanent?
5. BEHAVIORIST THEORY
• Concepts: stimulus conditions,
reinforcement, response, drive
• To change behavior, change the stimulus
conditions in the environment and the
reinforcement after a response.
6. Behaviorist Dynamics
• Motivation: drives to be reduced,
incentives
• Educator: active role; manipulates
environmental stimuli and
reinforcements to direct change
• Transfer: practice and provide similarity
in stimulus conditions and responses
with a new situation
7. Respondent Conditioning
• Learning occurs as the organism
responds to stimulus conditions and
forms associations.
• A neutral stimulus is paired with an
unconditioned stimulus–unconditioned
response connection until the neutral
stimulus becomes a conditioned stimulus
that elicits the conditioned response.
8. Operant Conditioning
• Learning occurs as the organism
responds to stimuli in the environment
and is reinforced for making a particular
response.
• A reinforcer is applied after a response,
strengthening the probability that the
response will be performed again under
similar conditions.
9. Changing Behavior Using Operant
Conditioning
• To increase behavior
– Positive reinforcement
– Negative reinforcement (escape or
avoidance conditioning)
• To decrease behavior
– Nonreinforcement
– Punishment
10. COGNITIVE THEORY
• Concepts: cognition, gestalt, perception,
developmental stage, informationprocessing, memory, social
constructivism, social cognition,
attributions
• To change behavior, work with the
developmental stage and change
cognitions, goals, expectations,
equilibrium, and ways of processing
information.
11. Cognitive Dynamics
• Motivation: goals, expectations,
disequilibrium, cultural and group values
• Educator: organize experiences and make
them meaningful; encourage insight and
reorganization within learner
• Transfer: focus on internal processes and
provide common patterns with a new
situation
12. Gestalt Perspective
• Perception and the patterning of stimuli
(gestalt) are the keys to learning, with
each learner perceiving, interpreting, and
reorganizing experiences in her/his own
way.
• Learning occurs through the
reorganization of elements to form new
insights and understanding.
13. Information-Processing Perspective
• The way individuals perceive, process,
store, and retrieve information from
experiences determines how learning
occurs and what is learned.
• Organizing information and making it
meaningful aids the attention and storage
process; learning occurs through
guidance, feedback, and assessing and
correcting errors.
14. Cognitive Development Perspective
• Learning depends on the stage of
cognitive functioning, with qualitative,
sequential changes in perception,
language, and thought occurring as
children and adults interact with the
environment.
• Recognize the developmental stage and
provide appropriate experiences to
encourage discovery.
15. Social Constructivist Perspective
• Learning is heavily influenced by the
culture and occurs as a social process in
interaction with others.
• A person’s knowledge may not
necessarily reflect reality, but through
collaboration and negotiation, new
understanding is acquired.
16. Social Cognition Perspective
• An individual’s perceptions, beliefs, and
social judgments are affected strongly by
social interaction, communication,
groups, and the social situation.
• Individuals formulate causal explanations
to account for behavior that have
significant consequences for their
attitudes and actions (attribution theory).
17. SOCIAL LEARNING THEORY
• Concepts: role modeling, vicarious
reinforcement, self-system, selfregulation
• To change behavior, utilize effective role
models who are perceived to be
rewarded, and work with the social
situation and the learner’s internal selfregulating mechanisms.
18. Social Learning Dynamics
• Motivation: compelling role models
perceived to be rewarded, self-system
regulating behavior, self-efficacy
• Educator: model behavior and
demonstrate benefits; encourage active
learner to regulate and reproduce
behavior
• Transfer: similarity of setting, feedback,
self-efficacy, social influences
19. PSYCHODYNAMIC LEARNING THEORY
• Concepts: stage of personality
development, conscious and unconscious
motivations, ego-strength, emotional
conflicts, defense mechanisms
• To change behavior, work to make
unconscious motivations conscious,
build ego-strength, and resolve
emotional conflicts.
20. Psychodynamic Dynamics
• Motivation: libido, life force, death wish,
pleasure principle, reality principle, conscious
and unconscious conflicts, developmental
stage, defenses
• Educator: reflective interpreter; listen and
pose questions to stimulate insights
• Transfer: remove barriers such as resistance,
transference reactions, and emotional conflicts
21. HUMANISTIC LEARNING THEORY
• Learning occurs on the basis of a
person’s motivation, derived from needs,
the desire to grow in positive ways, selfconcept, and subjective feelings.
• Learning is facilitated by caring
facilitators and a nurturing environment
that encourage spontaneity, creativity,
emotional expression, and positive
choices.
22. Humanist Dynamics
• Motivation: needs, desire to grow, selfconcept
• Educator: act as facilitator who respects
learner’s uniqueness and provides
freedom to feel, express, and grow
creatively
• Transfer: positive or negative feelings
and choices as well as freedom to learn,
promote, or inhibit transfer
23. NEUROPSYCHOLOGY AND LEARNING
• Physiological and neurological bases of
thinking, learning, and behavior
• Neurological conditions, mental health
issues, and learning disabilities
• Relationship between stress and learning
• Integration of learning theories
24. Generalizations about Learning
• Learning is a function of physiological and
neurological developmental changes.
• Brain processing is different for each learner.
• Learning is active, multifaceted, and complex.
• Meaningful practice strengthens learning
connections.
• Stress can interfere with or stimulate learning.
25. MOTOR LEARNING
• Motor learning is useful in addition to
theories of psychological learning.
• Examples of skills taught
– Walking
– Putting on a colostomy bag
– Operating sophisticated medical equipment
26. Stages of Motor Learning
• Cognitive stage
– Learner works to develop cognitive map
• Associative stage
– More consistent performance, slower gains,
fewer errors
• Autonomous stage
– Automatic stage, achieving advanced level
27. Motor Learning Variables
• Prepractice
– Motivation, attention, goal setting, modeling,
demonstrations
• Practice
– Massed vs. distributed, variability, whole
versus part, random vs. blocked, guidance vs.
discovery learning
28. Motor Learning Variables (cont’d)
• Feedback
– Intrinsic (inherent) feedback
– Sensory and perceptual information that
arises when a movement is produced
– Extrinsic (augmented or enhanced feedback)
– Provided to learner from outside source
(nurse, biofeedback)
29. Common Principles of Learning
• Promoting change
– Relate to what learner knows and is familiar
with
– Keep experiences simple, organized, and
meaningful
– Motivate learner (deprivation, goals,
disequilibrium, needs, tension)
– May need incentives and rewards, but not
always
30. Common Principles of Learning
(cont’d)
• Promoting change
– Experiences must be at the appropriate
developmental level
– Make learning pleasurable, not painful
– Demonstrate by guidance and attractive role
models
31. Common Principles of Learning
(cont’d)
• Making learning relatively permanent
–
–
–
–
Relate experiences to learner
Reinforce behavior
Rehearse and practice in variety of settings
Have learner perform and give constructive
feedback
– Make sure interference does not occur
before, during, or after learning
32. Common Principles of Learning
(cont’d)
• Making learning relatively permanent
– Promote transfer
– Have learner mediate and act on experience
in some way (visualize, memory devices,
discuss, talk, discuss, write, motor
movement)
33. State of the Research Evidence
• Tests and modifies theories, methods,
and assumptions
• Challenges conventional wisdom and
myths
• Interdisciplinary focus is beneficial
• Lack of resources is hindrance
34. Questions to Consider
• In what ways do the learning theories
differ?
• In what ways are they similar?
• How can the learning theories be used in
combination to change behavior and
enhance learning?
• Why are some theories more effective
with certain individuals than with
others?
