This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
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Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Innovative teaching strategies for student-centred learning: Utilising Honey...Anita Hamilton PhD
Hamilton, A. (2006). Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles. Poster presentation at World Federation of Occupational Therapist International congress, Sydney, NSW, Australia.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
INNOVATIVE TEACHING METHODOLOGIES Presentation by R. EDIN BROW
Industry Requirements
constructivist classroom
Mind-Mapping Theory
Mind-Map Graphics
Howard Gardner’s Multiple Intelligences Intelligence
Active learning
The Art and Science of Leadership
Innovative teaching strategies for student-centred learning: Utilising Honey...Anita Hamilton PhD
Hamilton, A. (2006). Innovative teaching strategies for student-centred learning: Utilising Honey & Mumford’s Learning Styles. Poster presentation at World Federation of Occupational Therapist International congress, Sydney, NSW, Australia.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
INNOVATIVE TEACHING METHODOLOGIES Presentation by R. EDIN BROW
Industry Requirements
constructivist classroom
Mind-Mapping Theory
Mind-Map Graphics
Howard Gardner’s Multiple Intelligences Intelligence
Active learning
The Art and Science of Leadership
ePortfolios:Digital Stories of Deep Learning
Dr. Helen Barrett
Research Project Director
The REFLECT Initiative
University of Alaska Anchorage (retired)
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. Introduction
• Why bother with theory?
• How is theory constructed and used?
• The story of educational theory
• Nature vs Nurture: The rise of domains of educational theory
Getting started: Relevant educational theories
• Adult learning theory
• Social Cognitive theory
• Deep, Surface & Strategic learning
• Self-Directed learning
• Experiential and situated learning
Bringing theory and practice together
• Reflection & reflective practice
• Transformative learning
3. Why does theory matter?
• Educational theories are
multiple conceptual
frameworks/models that
describe how information is
absorbed, processed, and
retained during learning.
• Theories are used to explore
and test the purpose,
application and interpretation
of education and learning.
• There is no such thing as
‘educational theory’ Why? …. EDUCATION OPERATES IN OPEN SYSTEMS
4. Theory is underpinned by guiding philosophies
Ideas on the nature of knowledge and how we acquire it
How that knowledge goes from being an idea to facets we can test to
describing reality
5. A Tale As Old As Time (500 B.C. - Present
• Epistemology: What is knowledge?
• Ontology: How do we come to know
knowledge?
Socrates: Be humble and curious
Plato: ‘Know thyself’
Aristotle: Seek and you shall find
6. Freire: Learn from the world,
yourself and others.
Rousseau: Do it your way!
7. NATURE NURTURE
Cognitivism Behaviorism
Intelligent Action
Insight
Scaffolding
Constructivism
Role-Modelling
Discovery
Trial & Error
Responding to the environment
Classical & Operant conditioning
Experience
APPROACHES TO EDUCATIONAL THEORIES
14. NATURE NURTURE
Biological/Neurolism Cognitivism Humanism Behaviorism
Associative Teaching/Learning
Information Processing
Intelligent Action
Insight
Scaffolding
Constructivism
Role-Modelling
Discovery
Andragogy
Facilitation
Hierarchy of needs
Transformational learning
Trial & Error
Responding to the environment
Classical & Operant conditioning
Experience
APPROACHES TO PSYCHOLOGY, SOCIOLOGY & BIOLOGY = EDUCATIONAL THEORIES
Biology How we think about things Emotional Needs How they make us learn/act
18. Motivation Matters
“These basic needs have relevance to education in that they provide the
deep motivating springs for learning, and in that they prescribe
certain conditions that the educators must take into account if they are
to help people learn….”
Malcolm Knowles 1980.
19. Andragogy/Adult Learning Theory
• Malcolm Knowles was inspired by humanist psychology
• Fundamental Assumptions on how & why adults learn
1. Personal Goal(s): What do I need?
2. Context: Why do I need to know it?
3. Experiential: Let me figure out the problem and learn by doing.
4. Meaning: Is this relevant/of value to my goal(s).
20. Andragogy or Pedagogy?
Andragogy for adult learners
assumes that adults are self-
motivated and self-directed.
Pedagogy for children assumes
children are dependent learners.
Caveat! Learning anything new
requires guidance.
Distinguish based on
characteristics/motivation
21. Andragogy in Action
• Provide learners with meaningful tasks
• Pace learning through deadlines
• A respectful relationship between faculty and students
• Provide the ‘Ikea Kit’ for learning
• Reinforce the real life application of the knowledge
• Understand motivation and needs to help students meet them
22. 5 Minute Task
• Take a piece of paper & write down the following
A bit about yourself i.e. previous education/work
Why did you want to do the MSc. in Human
Anatomy
What excites you about being an MSc. student?
What scares you about being an MSc. student?
By doing this course what goal(s) do you hope to
achieve?
24. Albert Bandura’s Social Cognitive Theory of Learning
• We are social creatures
• Learning is a social activity
• Environmental factors effect are
ability to socialise and learn
• Educators can modify and
manipulate the learning
environment.
28. Symbolising Capability
• If you are skeptical about all
things can you test all your
doubts and be coherent?
• Symbolism tests? Ans: ________
• Models & Lenses = theory of
reality
34. Social cognitive theory & self efficacy
• Based on individuals judgement
• Self-efficacy affects performance for better or
for worse
• Previous negative/positive experience
• Vicarious experience = Others performance
can make us believe in ourselves
• Honest persuasion: You can do it!
• Physiological state i.e. good stress/bad stress
35. Social Cognitive theory in action
• Clear objectives and goals –prescribed and personal outcomes
learners
• Clear instructions
• Demonstrate the task and be a role model
• Guide learners (know thyself) and give feedback
• Give learners the opportunity to reflect on their performance (what
went well, what didn’t, what would I do if I could do it again, what
have I learnt, what will I do differently next time and how?)
37. Deep Learning
• Questions everything
• Focusing on central concepts/arguments
• Actively engaging in learning (active learning
theory)
• Distinguishing between argument and evidence
• Making connections across subjects and ideas
• Connecting new and previous knowledge
• Linking it to real life
38. Encouraging Deep Learning
Showing personal
interest in the subject.
Bringing out the
structure of the subject.
Concentrating on and
ensuring plenty of time
for key concepts and
confronting students'
misconceptions.
Engaging students in
active learning.
Using assessments that
require thought, and
requires ideas to be
used together.
Relating new material to
what students already
know and understand.
Allowing students to
make mistakes without
penalty and reward
Being consistent and fair
in assessing declared
intended course
outcomes, and hence
establishing trust.
39. Surface learning
• Questions little if it all
• Learns disjointed facts (rote learning)
• Struggles to grasp the concept ‘big picture’
• Relies on pattern recognition
• Treats subjects as separate entities in a
programme
• Assessment drives learning
• Driven by distraction &/or high anxiety (low self-
efficacy)
40. Discouraging surface learning
Formal/Informal
Assessments
Have more than one assessment
Avoid Overload Avoid cognitive overload
Clear Expectations Clear expectations and outcomes
Probe/Question Probe their previous and existing knowledge
Get Active Get them actively learning rather than passively absorbing
Be Helpful Be Proactive in help students to connect the dots. Learning is a two way street.
41. Strategic Learning
• Use Deep & Surface approaches
depending on what they are
learning
• ’Learn to learn’
• Adapt to situational pressures
• Use assessment based clues and
ques
• Motivated by high grades
42. Self-Directed Learning
• Builds on taught material
• Taking responsibility
• Individual choice & freedom
• Learner’s in control = own needs, own goals
• Self-management, assessment and discovery
• Helps transfer knowledge to other contexts
• +/- sociability
• Experimenting with learning approaches
43. David Kolb’s Experiential Learning
Immerse yourself and do it!
Applied learning.
The senses
Indirect & Symbolic
Doing Reflection in Action
44. Kolbs 4 Kinds of learning environments
Feel – affectively orientated
Exploring motivations, beliefs, values, goals and potential bias through workign with
others.
Think – symbolically orientated
Building knowledge through lectures, tutorials, discussions formulating and sharing
ideas then putting them to the test. Bridging theory to practice.
Watch – perceptively orientated
Learning from others, role-modelling, adapting to the environment.
Do – behaviorally orientated
Managing and prioritizing the tasks at hand (immersion) maximizing opportunities.
45. Experiential learning
• Plan
• Create their own learning outcomes
• Are open to opportunities
• Adapt to uncertainty and
circumstances
• Align personal goals with overall
outcomes
47. Situated Learning: Immersion Part II
Acquisition
Building and honing competencies to
become a professional
Participation
Collaborating with other learners and
senior members of a ‘community of
practice’ = peer, near peer or experts.
Acquisition and participation increases
expertise
Need to be accepted by communities of
practice
Implicit Expectations
Implicit practices
‘Norms’
Practice-based Values
Local culture
Organisational Culture
Informalities
51. Reflective Learning
• Reflection is the hallmark of
academia/scholarly pursuit
• Bridges theory practice
• Key component to professionalism
• It challenges existing paradigms to
transform thinking
• Integrates philosophy, theory and
practical application
• “Know thyself” = “challenge thyself”
53. Transformative Learning Theory
• Disorientating Dilemma
• Critical self-assessment
• Explore all the options – discuss, debate etc.
• Acquire new knowledge and can use it to
plan/move forward
• Use it in a new role building competence and
confidence
• Open to new perspectives
• Something new/challenging
• Superficial vs Deep Reflection
• Multiple Viewpoints
• Previous thinking fragments and new
ideas are being connected
• Test that knowledge
• Defending solutions
55. Reflection
Educational Theories Practical Application
Philosophy
Professional & Personal
Development
Transformation
Theories are rooted in fallible facts Practice is based on theory
Bridges theory & practice:
Cooperation & CollaborationMakes us aware of our interpretation & beliefs,
challenging them through various perspectives
56. References
• Bates B. (2016)
• Biggs, J. (1999). Teaching for Quality Learning at University. SHRE and Open University Press.
• Chan L.C., & Pawlina W. (2015) Teaching Anatomy: A Practical Guide. Springer, Switzerland.
• Entwistle , N. (1988). Styles of Learning and Teaching, David Fulton.
• Houghton, W. (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for
Engineering Academics. Loughborough: HEA Engineering Subject Centre.
• Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge.
• Swanwick T. (2014) Understanding Medical Education, Evidence, Theory & Practice 2nd
Edition. Wiley Blackwell, UK.
Editor's Notes
Because we live within an open system
Natural science tests closed systems
Open systems have multiple co-existing and overlapping variables making it complex
Science Education operates in open systems as we have personal experiences, beliefs, ideas, bias that are formed based on historical and societal ‘norms’
Theory underpins practice in all academic fields including anatomy education.
Philosophies are various viewpoints about the nature of knowledge – what knowledge is, how we come to know things. And the theories provide plausible explanations based on philosophical assumptions.
Science research is positivists – There is an objective reality and everything can be measured
Social science research falls into two camps post-modernism - there is no objective truth, everything we do we subjectively construct as we design and develop research methods thus they are fundamentally flawed. More recently the middle ground Post-positivistism: There is an objective and subjective reality that co-exist (anatomy education) which is we can measure some things however, others need to be interpreted to create theoretical models that provide explanations of subjective realities.
Where does knowledge come from and how do we acquire it.
Socrates: Question everything, learn by trial & error admit failings, try again, question more.
Plato: Knowledge comes from within (nature)
Aristotle: Awesome anatomist! Discovering knowledge by working for it (nurture)
Nature vs Nurture hmm - More like nature and nurture
Educational or personal
Adult learning is arranged based on principles/characteristics to help students in UG/PG and CPD
Pedagogy more widely recognised as dependent learners that require direction to guide and facilitate their education regardless of weather they are adults or children however the characteristic’s that motivate adults differ from children. Andragogy often related to the underlying assumptions on the characteristics of adult learners, Malcolm Knowles aspired to create a distinction between the two groups.
Start with one they will be successful at to build confidence and increase their complexity throughout a course of learning.
Ikea kit = A facilitator rather than a transmitter and evaluator
Behaviorist model of learning – we can condition people to respond in a particular way.
Although Marx – the post-modernist (there is no objective reality because people create situations and destroy them), it was the work of Albert Bandura a psychologist that gave rise to social cognitive theory
Feedback on behavior/learning activities
Where situational/enviornmental factors are weak ’getting the job done’ ‘meeting expectations’ – personal factors will have the strongest influence
Learn from others behavior
Noting that reality in itself is layered and has different “strata” layers to it.
It’s the same principles in social science and education – group ideas to take a closer look at the question.
Humanistic choose what to focus on.
Cognivist psychology – engaging in all aspects enhances learning
Overlaps heavily with self-directed learning