This document summarizes and evaluates five theories of learning:
1) Conceptual analysis fails to provide an explanatory account of learning and contains internal contradictions.
2) Behavioral theories eschew explaining learning processes.
3) Piaget's constructivism offers a framework of assimilation and accommodation but no mechanisms of learning.
4) Computational theories view the brain like a computer but this is rejected in favor of connectionism.
5) Connectionism offers a neurally-based model that may best explain learning by studying the hippocampus region of the brain.
Nature and Sources of Knowledge along with reflection spot and learning by doing activity has been explained through this presentation.. The focus was to make learner centered presentation.
This presentation is about knowing the processes of acquiring knowledge. The major sources and types of knowledge are mentioned in it. How dialogue helps in constructing a knowledge is also highlighted in this presentation.
A brief introduction do the Philosophy of Science for information scientists and technologists. This is also Chapter 1 of my course on Qualitative Research.
Nature and Sources of Knowledge along with reflection spot and learning by doing activity has been explained through this presentation.. The focus was to make learner centered presentation.
This presentation is about knowing the processes of acquiring knowledge. The major sources and types of knowledge are mentioned in it. How dialogue helps in constructing a knowledge is also highlighted in this presentation.
A brief introduction do the Philosophy of Science for information scientists and technologists. This is also Chapter 1 of my course on Qualitative Research.
Chapter 1 Introduction to the Study of LearningRuss Nyland tea.docxwalterl4
Chapter 1 Introduction to the Study of Learning
Russ Nyland teaches a graduate education course on learning and cognition. It is toward the end of the semester, and as class finishes one day, three students approach him: Jeri Kendall, Matt Bowers, and Trisha Pascella.
Jeri:
Dr. Nyland, can we talk with you? It’s late in the course and we’re still confused.
Russ:
About what?
Jeri:
Well, we’ve been studying all these theorists. It seems like they’re saying different things, but maybe not. Bandura, Skinner, Vygotsky, and the others. They make different points, but then some of what they say seems to overlap what others say.
Matt:
I’m confused too. I read these theorists and think I agree with that. But it seems like I agree with everything! I thought you were supposed to have one theory, to believe one way and not others. But it seems like there’s a lot of overlap between theories.
Russ:
You’re right, Matt, there is. Most of what we’ve studied in this course are cognitive theories, and they are alike because they say that learning involves changes in cognitions—knowledge, skills, beliefs. Most theorists also say that learners construct their knowledge and beliefs; they don’t automatically adopt what somebody tells them. So yes, there is much overlap.
Trisha:
So then what are we to do? Am I supposed to be something like an information processing theorist, a social cognitive theorist, a constructivist? That’s what I’m confused about.
Russ:
No, you don’t have to be only one. There may be one theory that you like better than the others, but maybe that theory doesn’t address everything you want it to. So then you can borrow from other theories. For example, when I was in grad school I did research with a professor whose specialty was cognitive learning. There was another professor who did developmental research. I really liked her research, probably because I had been a teacher and was interested in development, especially the changes in kids from elementary to middle school. So I was a learning theorist who borrowed from the developmental literature and still do. It’s okay to do that!
Jeri:
Well, that makes me feel better. But it’s late in the course, and I guess I want to know what I should be doing next.
Russ:
Tell you what—next class I’ll spend some time on this. A good place to start is not to decide which type of theorist you are, but rather determine what you believe about learning and what types of learning you’re interested in. Then you can see which theory matches up well to your beliefs and assumptions and maybe do as I did—borrow from others.
Matt:
Isn’t that being eclectic?
Russ:
Perhaps, but you may still have one preferred theory that you adapt as needed. That’s okay to do. In fact, that’s how theories are improved—by incorporating ideas that weren’t in them originally.
Trisha:
Thanks, Dr. Nyland. This is really helpful.
Learning involves acquiring and modifying knowledge, skills, strategies, beliefs, attitudes, and behaviors. People.
Borje Holmberg distance educaction
Scholarly theories imply a systematic ordering of ideas about the phenomena of our field of
inquiry and are usually of two kinds. One is concerned with understanding, the other
with explanation and prediction. Basically Moore’s and Peters’s theories are of the former
kind, mine of the second.
Peters regards distance education as an industrialised type of teaching and learning. He has
shown that it is characterised by rationalizing, division of work between several cooperating
people, mechanising, planning, organisation, production-line work, mass production etc. This
is his description and understanding of the didactic structure of distance education.
Moore regards transactional distance as the generally descriptive feature of distance
education, on the basis of which distance education functions. ’Transactional Distance is the
gap of understanding and communication between the teachers and learners caused by
geographic distance that must be bridged through distinctive procedures in instructional
design and the facilitation of ineraction’ (Moore & Kearsley 2005 p. 223). Here again we
have a theory attemping to describe and understand the concept of distance education.
My theory is of a different kind. It implies that the application of a methodological approach
- empathy-creating conversational style – leads to increased motivation to learn and better
results than conventional presentation of learning matter. This is a predictive theory that
generates intersubjectively testable hypotheses which can be – and have been - empirically
tested (Holmberg, B., Schuemer, R. & Obermeier 1982, and Holmberg, B. 2003)
This is not to say that Moore’s and Peters’s approaches are devoid of predictive elements or
that mine does not contribute to the understanding of distance education. Nevertheless it
places our theoretical approaches in their basic categories. These categories were, as far as I
know, first identified by Droysen in 1858 and later described by Wilhelm Dilthey (1833-
1911). Cf. Bollnow 1967.
Joao Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
8
More Components: Knowledge, Literature, Intellectual Projects
Keywords
action; critical evaluation; instrumentalism; intellectual projects; knowledge; literature; policy; practice; reflexive action; research; theory; understanding; value stances
In the last two chapters, we first introduced the idea of a mental map for navigating the literature plus the tools for thinking that represent the key to this map. We then looked at the first map component: the two dimensions of variation amongst knowledge claims. Here we complete our introduction to the mental map by describing its other three components:
three
kinds of knowledge
that are generated by reflecting on, investigating and taking action in the social world;
four
types of literature
that inform understanding and practice;
five
sorts of intellectual project
that generate literature about the social world.
Figure 8.1 Tools for thinking and the creation of three kinds of knowledge about the social world
Three kinds of knowledge
The three kinds of knowledge that we distinguish are
theoretical
,
research
and
practice
. We describe each below and show how they relate to the set of tools for thinking summarized in
Chapter 6
.
Figure 8.1
represents that relationship, showing that the tools for thinking play a central role. They are employed both to generate and to question the three kinds of knowledge.
What is theoretical knowledge?
The tools for thinking are most obviously reflected in
theoretical knowledge
– you cannot have a theory without a set of connected concepts. We define theoretical knowledge as deriving from the creation or use of theory, in the following way. On the basis of a theory about the social world, we make claims to knowledge about what the social world is like. The theory itself may or may not be our own and will have been developed on the basis of patterns discerned in that social world, whether through general observation (armchair theorizing), through specific investigations (empirically based theorizing) or a mixture of the two.
For example, in order to provide warranting for the claim that all children should be given the chance to learn a foreign language before the age of eight, an author might offer as evidence the theoretical knowledge that there is a ‘critical period’ for language acquisition. The theory upon which the author is drawing for this knowledge has been built up over the years by various theorists (beginning with Eric Lenneberg). The theorists have used both general observation about what happens when people of different ages learn a language and a range of empirical studies that have sought to establish what the critical age and determining factors are. Bundled up in the theory are potential claims about roles for biology, environment and motivation. The author would need to unpack these roles if the fundamental claim were to be developed into an empirical research study (to see how well it worked to offer foreign langua ...
GRADUATE SCHOOL.METHODOLOGY OF COLLEGE TEACHING
Source: Learning and Teaching in Higher Education: The Reflective Professional: Greg Light, Susanna Calkins, Roy Cox
Common misconceptions of critical thinkingSHARON BAILIN, RLynellBull52
Common misconceptions of critical thinking
SHARON BAILIN, ROLAND CASE,
JERROLD R. COOMBS and LEROI B. DANIELS
In this paper, the ® rst of two, we analyse three widely-held conceptions of critical
thinking: as one or more skills, as mental processes, and as sets of procedures. Each
view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write
about critical thinking seem to muddle all three views in an unenlightening me lange.
Apart from the errors or inadequacies of the conceptions themselves, they promote or
abet misconceived practices for teaching critical thinking. Together, they have led to
the view that critical thinking is best taught by practising it. We o� er alternative
proposals for the teaching of critical thinking.
Critical thinking is a subject of considerable current interest, both in terms
of theory and pedagogy. A great deal is written about critical thinking,
conferences on the subject abound, and educational initiatives aimed at
fostering critical thinking proliferate.1 It is our view that much of the
theoretical work and many of the pedagogical endeavours in this area are
misdirected because they are based on faulty conceptions of critical think-
ing. Critical thinking is frequently conceptualized in terms of skills, pro-
cesses, procedures and practice. Much of the educational literature either
refers to cognitive or thinking skills or equates critical thinking with certain
mental processes or procedural moves that can be improved through
practice. In this paper we attempt to explain the misconceptions inherent
in such ways of conceptualizing critical thinking. It is important to note
that much of the literature contains a pervasive miasma of overlapping uses
of such terms as skill, process, procedure, behaviour, mental operations,
j. curriculum studies, 1999, vol. 31, no. 3, 269± 283
S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby,
British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical
thinking, creativity and aesthetic education. Her publications include Reason and V alues:
New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P.
Portelli.
Roland Case, an associate professor in the Faculty of Education, Simon Fraser University,
conducts research in social studies and legal and global education. His most recent book is
The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of
Education, Simon Fraser University), co-edited with Penney Clark.
Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia,
has published extensively on ethical issues in education and the development of competence
in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black-
well, 1993), co-edited with Earl R. Winkler.
L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British
Columbia, ...
Why just teach art the development of the hippocampusbioejjournal
That we intuitively feel a need to teach children what we consider the rudiments of education, approximately as soon as they are socially adept enough to attend school is not unjustified (eg. the “core curriculum standards” adopted by US public schools). However, there is a deeper technical issue to be
considered, one that proves remarkably simple. Though the role of the hippocampus, within the larger function of the brain, is hardly well understood, there is ample evidence of its role in a particular aspect of memory, namely metacognition, or “knowing about knowing.” More neurologically informed consideration for the distinct memory systems that contribute to cognition revels that these rudiments may be entirely artificial and based on “adult-centric” conceptual frames. Moreover, given that the
hippocampus is only fully formed by early adulthood, this would indicate that our educational itinerary may easily be fundamentally flawed, and at least warrants radical reconsideration.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.