Introduction and perspectives into e-learning... Cognitive perspective, situative perspective, constructionist and associationist ......

3.  Learning is the acquisition of knowledge
or skills through experience, practice, or
study, or by being taught.
E-learning is Internet-enabled learning
http://www.cisco.com

8. Theory
Constructive Alignment
Constructivist Theory

10. Presentation on Learning Theory and
Pedagogical Design in e-Learning Theory.
Prepared by: Azada Maqsoodi
08 February, 2013

12. Learning Theory and
Pedagogical Design
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective

13. Learning Theory and Pedagogical
Design
 Certain Traditions in Educational theory derived from different
Ideas
Theory as set of compatible explanation Competing Ideas for the
same Phe Theory Theory Theory Theory
Phenomena Phenomena Phenomena Phenomena

14. Learning Theory and Pedagogical
Design
The approach of Greeno et al. (1996) which identified 3
Clusters or Broad Perspectives;
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective

15. The Associationist Perspective
 The associationist approach models learning as the gradual building
of patterns of associations and skill components.
 The learning happened through connecting elementary mental and
behavoural units by different activities/feedback.
 Associationist theory requires subject matter to be analyzed
(developed by Gagne “1985”) Analyzed;
1. Discriminations
2. Classification
3. Response sequences
Separating
Learning tasks are arranged based on their complexity as per the task
analysis, with simpler components as prerequisites.
Showing connecting

16. The Associationist Perspective
The Associationist Theory
Neural Network Theory (Hinton 1992)
 It models knowledge states as patterns of activation in a network of
elementary units.
 This approach is not applied to educational issues, although it is very
significant.
 It suggests as analysis of knowledge, rather than in term of task
components
Connecting Basic Ideas

17. The Associationist Perspective
Neural Network Theory (Hinton 1992)
Instructional Systems Design (ISD)
• Complex tasks is built step by step from simpler units of
knowledge or skill, finally adding coordination.
• Successful instruction depends on placing constraints on
the amount of new structure that must be added at any
one stage (Gagne)
ISD consists of several steps;
1. Analyze the domain into a hierarchy of small units.
2. Sequence the units so that a combination of units is not taught
until its component units are grasped individually.
3. Design an instructional approach for each unit in the sequence.

18. The Associationist Perspective
Complex Task
A B C D E
Organize
]
Hard Task
Hierarchy
Middle Task Task Complex
=
Task
Easiest Task Task

19. The Associationist Perspective
 Analysis of complex tasks into Gagne’s learning
hierarchy involves the assumption that knowledge and
skill need to be taught from the bottom up.
Up
Learning
Learning
Learning
Bottom

20. The Associationist Perspective
 Most of people believe the e-learning is individualized
instructions for each students which means Student
Centered Learning rather than Teacher Centered
Learning. That is why the e-learning is widely
discredited.
 There are different ideas regarding this.

21. The Associationist Perspective
 The main concept of this paragraph talks about the
bellow points;
Associationist Theory
Neural Network Theory
Behaviorism Instructional System
Design
Constructivist Theory e-Learning

22. Thanks a lot from your close
attention to my presentation.

23. Presentation on Learning Theory and
Pedagogical Design in e-Learning Theory.
Prepared by: Azada Maqsoodi
08 February, 2013

25. Learning Theory and
Pedagogical Design
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective

26. Learning Theory and Pedagogical
Design
 Certain Traditions in Educational theory derived from different
Ideas
Theory as set of compatible explanation Competing Ideas for the
same Phenomena
Theory Theory Theory Theory
Phenomena Phenomena Phenomena Phenomena

27. Learning Theory and Pedagogical
Design
The approach of Greeno et al. (1996) which identified 3
Clusters or Broad Perspectives;
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective

28. The Associationist Perspective
 The associationist approach models learning as the gradual building
of patterns of associations and skill components.
 The learning happened through connecting elementary mental and
behavoural units by different activities/feedback.
 Associationist theory requires subject matter to be analyzed
(developed by Gagne “1985”) Analyzed;
1. Discriminations
2. Classification
3. Response sequences
Separating
Learning tasks are arranged based on their complexity as per the task
analysis, with simpler components as prerequisites.
Showing connecting

29. The Associationist Perspective
The Associationist Theory
Neural Network Theory (Hinton 1992)
 It models knowledge states as patterns of activation in a network of
elementary units.
 This approach is not applied to educational issues, although it is very
significant.
 It suggests as analysis of knowledge, rather than in term of task
components
Connecting Basic Ideas

30. The Associationist Perspective
The Associationist Theory
Neural Network Theory (Hinton 1992)

31. Thanks a lot from your close
attention to my presentation.

32. Cognitive Perspective
 Perception, thinking, languag
GENERAL e & reasoning became seen as
output of individual’s
SHIFT IN attention, memory & concept
formation processes.
1960S  Gave rise to new approaches
to pedagogy.

33. Sub-area of cognitive research
Highlighted as  Knowledge acquisition was
particularly viewed as the outcome of an
interaction between new
influential
experiences & the structures
e.gschema for understanding that have
therapy, infor been already taken.
mation
processing etc.,

34. PIAGET’S
ASSUMTION  Vygotsky’s emphasis (1978)
 Duffy & Cunningham (1996)

35. BUILDING EXPERTISE
Activities of constructing:
1. Interaction with material systems &
concepts in the domain.
2. Interactions in which learners discuss their
developing, understanding with
competence.

36. SITUATIVE PERSPECTIVE
 Subjected to social & cultural influences
 Shifts onto patterns of successful practice.

37. Barab & Duffy (2000) distinguishes as
Socio-psychological view
Concept of a community of
practice

38. Lave & Wenger (1991)
 It is not just the meaning  CMC – Computer
to be attached to an Meditated
activity….. Communication.
 ………. Relationship to
the community itself

39. Social -
anthropological
Situatedness
relationship

40. Overt activity
Include Blended Element

41. Focus on different perspective
Learning as iterative
Proceeds from Novice to Expert
Pedagogy based

42. Three perspectives as cycle

43. Application of the New Learning
 Current landscape e-learning another kind of
model suggest itself
 Start with social – motivation- community and
peers-situative perspective
 Gradually, personal ownership of the learning
activities become necessary for the derivation of
meaning and construction of understanding

44. The TESEP Project
 Scottish e-learning transformation project
 Effective –learning through application of a
pedagogy
 Raising awareness and skill level in internet-
based learning