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Class 1 theoretical orientations to learning

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tjcarter
tjcarter

This document provides an agenda and overview for an adult learning theory course. It includes: 1) An introduction of the instructor and course website. 2) The agenda for the first class which covers introductions, a discussion on the concept of learning, and an exercise on five theoretical orientations to adult learning. 3) An overview of the graded assignments which includes a self-directed learning project and weekly discussion responses.

Education
1 of 30
Welcome to Theory and Practice of Adult Learning Terry Carter, EdD Course Website: https://rampages.us/adlt671sum17/
Agenda for Class 1  Introductions  Small group / large group discussion: What is learning?  Five Theoretical Orientations – A modified POGIL exercise  Overview of syllabus and blog forums
Graded Assignments  60% - Self-directed learning project  30% learning project of at least seven hours duration  30% final paper (6-8 pages) that analyzes your own SDL experience and shares it with the class at the last session  40% - Weekly readings (one reply to a question; one comment on another’s reply  Responses due on Wednesdays (except for June 26)  Each weekly response worth 8 points on due date; one week late, 4 points maximum; after 2 weeks forum closed (0 points)
Choose something you want to learn Must be at least 7 hours of effort Be mindful of what you are learning and how you are learning it (keep notes) Come to the last class prepared to demonstrate / share what you have learned (5 min preso) Analyze your approach to learning and the theories that describe it The Self-directed Learning Project
Theoretical Orientations to Learning As described in the work of Merriam and Bierema, 2014, Adult Learning: Linking Theory to Practice
Contemporary Views of Learning Theory Behaviorism Learning is a change in behavior Cognitivism Learning is a mental process Humanism Learning is about development of the person Social Cognitivism Learning is social and context bound (involves role modeling) Constructivism Learning is creating meaning from experience
Timeline in the History of Adult Learning Behaviorist Theories Learning as repetition, performance improvement Thorndike Early 20th century Stimulus – response Operant conditioning B. F. Skinner 1950s- 1970s Continues today Humanistic Psychology Learning as personal fulfillment Abraham Maslow Carl Rogers 1970s - 1980s Continues today Cognitivist 1960s – present Learning as information Professing, insight, perception Ausubel Bruner Gagne Lewin Piaget Social Cognitivist 1940s-present Vicarious learning Role modeling Communities of practice Lewin Bandura Wenger Constructivist 1978- present Constructing meaning from experience, both individual and socially constructed meaning Dewey, Lave, Vygotsky, Mezirow
Behaviorism
Behavioral Learning Theory  Three basic assumptions: Learning results in a change in behavior Environment shapes behavior Principles of contiguity and reinforcement
Behaviorists https://www.youtube.com/watch?v=rCr0gFY0JlE  John B. Watson, early 20th century  Edward Thorndike (1920s)  Stimulus Response  Law of Effect  Law of Exercise  Law of Readiness  B. F. Skinner (1950s - 1970s)  Operant conditioning
Behavioral Theory Today  Measurable goals and objectives  Competency based education (CBE)  Outcomes focused  Computer assisted instruction  Instructor accountability  Human performance technology (HPT)
Cognitivism
Cognitive Learning Theory https://www.youtube.com/watch?v=cohUMmVkipA https://www.youtube.com/watch?v=8ntG0WvsSVE  Defined learning as reorganization of experience to make sense of stimuli from the environment  Focuses on mental processes  Accounts for insight  Locus of control for learning is not in the environment, but internal to the learner
Ausubel’s (1963) Concept of Advance Organizers  Phase 1: Present the advance organizer  Phase 2: Present the task or material  Phase 3: Strengthen cognitive organization
Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge
Bruner’s (1967) Concept Attainment Strategy Learners should:  Compare and contrast exemplars and non-exemplars  Inductively discover concepts  Generate their own examples  Discuss hypotheses and attributes "Learners are encouraged to discover facts and relationships for themselves."
Evidences of Cognitive Learning Theory in Use Today  Research on cognitive development in adulthood  Learning how to learn research (metacognition)  Study of learning processes as a function of age
Humanism
https://www.youtube.com/watch?v=S-g-sIoptws https://www.youtube.com/watch?v=vLoPiHUZbEw view this next video and substitute the idea of psychological therapeutic concepts with learning-centered concepts: https://www.youtube.com/watch?v=QvejEpDRHmU ` Humans are in control of their own destinies with unlimited potential for growth Motivation to learn is intrinsic Goal of learning is self-actualization
Influences of Humanistic Thought in Learning Theory  Andragogy (Knowles, Houle, Tough)  Personal growth movement  Self-directed learning  Teacher as “facilitator”  Developer of talent in organizations through coaching, mentoring
Who was Abraham Maslow? Famous for concept of a hierarchy of human needs Who was Carl Rogers? Known for “client-centered” or non- directive therapy. Education adopted his views in “learner-centered” teaching
Social Cognitivism
Social Cognitism Learning Theory https://www.youtube.com/watch?v=UbruJh0MODI  Draws from both behaviorist and cognitivist perspectives  Belief that behavior is a function of the person and the environment  Learning through observation and imitation of others  Occurs in social context
Evidences of Social Cognitivism in Use Today  Increasing awareness of importance of context to learning  Vicarious learning through role modeling  Mentoring  Self-efficacy research
Situated Learning and Social Construction of Learning Theory  Participation in communities of practice  Novice to expert continuum  Cognitive apprenticeships  Tool-dependent  Learning “in situ”
Constructivism
Constructivist Learning Theory https://www.youtube.com/watch?v=krqjqGIuC-A  Learning as meaning-making  Meaning actively constructed through knowledge “structures”  Internal cognitive activity  Central role of experience  Developmental throughout the lifespan
Evidences of Constructivism in Use Today  Experiential learning  Self-directed learning / learner autonomy  Reflective practice  Perspective transformation and transformative learning
With which of these learning theories do YOU most closely identify? This is the key to your personal philosophy of practice as an educator.
Your learning challenge  Consider one of the five theoretical orientations to learning  Choose a topic to teach to medical learners  Design a learning plan (work in groups)  Present it to the class How will WHAT you teach, as well as HOW you teach it reflect your theoretical orientation to learning?

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Class 1 theoretical orientations to learning

  • 1. Welcome to Theory and Practice of Adult Learning Terry Carter, EdD Course Website: https://rampages.us/adlt671sum17/
  • 2. Agenda for Class 1  Introductions  Small group / large group discussion: What is learning?  Five Theoretical Orientations – A modified POGIL exercise  Overview of syllabus and blog forums
  • 3. Graded Assignments  60% - Self-directed learning project  30% learning project of at least seven hours duration  30% final paper (6-8 pages) that analyzes your own SDL experience and shares it with the class at the last session  40% - Weekly readings (one reply to a question; one comment on another’s reply  Responses due on Wednesdays (except for June 26)  Each weekly response worth 8 points on due date; one week late, 4 points maximum; after 2 weeks forum closed (0 points)
  • 4. Choose something you want to learn Must be at least 7 hours of effort Be mindful of what you are learning and how you are learning it (keep notes) Come to the last class prepared to demonstrate / share what you have learned (5 min preso) Analyze your approach to learning and the theories that describe it The Self-directed Learning Project
  • 5. Theoretical Orientations to Learning As described in the work of Merriam and Bierema, 2014, Adult Learning: Linking Theory to Practice
  • 6. Contemporary Views of Learning Theory Behaviorism Learning is a change in behavior Cognitivism Learning is a mental process Humanism Learning is about development of the person Social Cognitivism Learning is social and context bound (involves role modeling) Constructivism Learning is creating meaning from experience
  • 7. Timeline in the History of Adult Learning Behaviorist Theories Learning as repetition, performance improvement Thorndike Early 20th century Stimulus – response Operant conditioning B. F. Skinner 1950s- 1970s Continues today Humanistic Psychology Learning as personal fulfillment Abraham Maslow Carl Rogers 1970s - 1980s Continues today Cognitivist 1960s – present Learning as information Professing, insight, perception Ausubel Bruner Gagne Lewin Piaget Social Cognitivist 1940s-present Vicarious learning Role modeling Communities of practice Lewin Bandura Wenger Constructivist 1978- present Constructing meaning from experience, both individual and socially constructed meaning Dewey, Lave, Vygotsky, Mezirow
  • 9. Behavioral Learning Theory  Three basic assumptions: Learning results in a change in behavior Environment shapes behavior Principles of contiguity and reinforcement
  • 10. Behaviorists https://www.youtube.com/watch?v=rCr0gFY0JlE  John B. Watson, early 20th century  Edward Thorndike (1920s)  Stimulus Response  Law of Effect  Law of Exercise  Law of Readiness  B. F. Skinner (1950s - 1970s)  Operant conditioning
  • 11. Behavioral Theory Today  Measurable goals and objectives  Competency based education (CBE)  Outcomes focused  Computer assisted instruction  Instructor accountability  Human performance technology (HPT)
  • 13. Cognitive Learning Theory https://www.youtube.com/watch?v=cohUMmVkipA https://www.youtube.com/watch?v=8ntG0WvsSVE  Defined learning as reorganization of experience to make sense of stimuli from the environment  Focuses on mental processes  Accounts for insight  Locus of control for learning is not in the environment, but internal to the learner
  • 14. Ausubel’s (1963) Concept of Advance Organizers  Phase 1: Present the advance organizer  Phase 2: Present the task or material  Phase 3: Strengthen cognitive organization
  • 16. Bruner’s (1967) Concept Attainment Strategy Learners should:  Compare and contrast exemplars and non-exemplars  Inductively discover concepts  Generate their own examples  Discuss hypotheses and attributes "Learners are encouraged to discover facts and relationships for themselves."
  • 17. Evidences of Cognitive Learning Theory in Use Today  Research on cognitive development in adulthood  Learning how to learn research (metacognition)  Study of learning processes as a function of age
  • 19. https://www.youtube.com/watch?v=S-g-sIoptws https://www.youtube.com/watch?v=vLoPiHUZbEw view this next video and substitute the idea of psychological therapeutic concepts with learning-centered concepts: https://www.youtube.com/watch?v=QvejEpDRHmU ` Humans are in control of their own destinies with unlimited potential for growth Motivation to learn is intrinsic Goal of learning is self-actualization
  • 20. Influences of Humanistic Thought in Learning Theory  Andragogy (Knowles, Houle, Tough)  Personal growth movement  Self-directed learning  Teacher as “facilitator”  Developer of talent in organizations through coaching, mentoring
  • 21. Who was Abraham Maslow? Famous for concept of a hierarchy of human needs Who was Carl Rogers? Known for “client-centered” or non- directive therapy. Education adopted his views in “learner-centered” teaching
  • 23. Social Cognitism Learning Theory https://www.youtube.com/watch?v=UbruJh0MODI  Draws from both behaviorist and cognitivist perspectives  Belief that behavior is a function of the person and the environment  Learning through observation and imitation of others  Occurs in social context
  • 24. Evidences of Social Cognitivism in Use Today  Increasing awareness of importance of context to learning  Vicarious learning through role modeling  Mentoring  Self-efficacy research
  • 25. Situated Learning and Social Construction of Learning Theory  Participation in communities of practice  Novice to expert continuum  Cognitive apprenticeships  Tool-dependent  Learning “in situ”
  • 27. Constructivist Learning Theory https://www.youtube.com/watch?v=krqjqGIuC-A  Learning as meaning-making  Meaning actively constructed through knowledge “structures”  Internal cognitive activity  Central role of experience  Developmental throughout the lifespan
  • 28. Evidences of Constructivism in Use Today  Experiential learning  Self-directed learning / learner autonomy  Reflective practice  Perspective transformation and transformative learning
  • 29. With which of these learning theories do YOU most closely identify? This is the key to your personal philosophy of practice as an educator.
  • 30. Your learning challenge  Consider one of the five theoretical orientations to learning  Choose a topic to teach to medical learners  Design a learning plan (work in groups)  Present it to the class How will WHAT you teach, as well as HOW you teach it reflect your theoretical orientation to learning?