This document discusses several theories of how people learn. It mentions that experiential learning cannot be taught, and discusses Fleming's VAK model of visual, auditory and kinaesthetic learning styles. It also discusses cognitive theories of multimedia learning from Mayer, discovery learning from Bruner, problem-based learning, situated learning theory from Lave, and how learning is best embedded within contexts and culture.
Learning is a mental action: When information enters the brain, is manipulated, stored and used it when it’s needed. Cognitivism is a learning theory that defines learning as a semi-permanent change in mental process associations. Learning takes place through observation and sensorial experiences.
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Learning is a mental action: When information enters the brain, is manipulated, stored and used it when it’s needed. Cognitivism is a learning theory that defines learning as a semi-permanent change in mental process associations. Learning takes place through observation and sensorial experiences.
Mental activity is the primary focus or learning. Learning occurs when connections are made between old and new information in meaningful interactions. Learning is measured by how one thinks, not how one behaves. Prior knowledge plays and important role in the learning process.
Solid brief introduction of what is Blue Ocean Strategy. This slides shares definition of Blue Ocean Strategy and what makes it diferent from Red Ocean Strategy. This slides is a property of UCSI Blue Ocean Strategy Regional Centre.
How People Learn, for UCSD Biology teaching assistants.
February 5, 2013
Peter Newbury
Center for Teaching Development
University of California, San Diego
ctd.ucsd.edu
Presented at the Scripps Institution of Oceanography in La Jolla, California on October 31, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
The clark real thinking process offers an alternative to Bloom's Taxonomy. Lane Clark believes that thinking is a cyclical, adaptive process as apposed to a hierarchical process of thinking mastery.
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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.
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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!
4. Fleming’s VAK model
•People will utilise a
preferred way of learning
Visual •Mixed/balanced
combination of the three
styles
•Dependent on the
Audio individual
-Creativity vs Logic
-Personality
-Katherine Benziger's
brain dominance
Kinaesthetic model
5. Cognitive theories of multimedia
learning - Mayer
Visual Auditory Capacity
Integrate
Filter Select Organise
Information
Long-
Sensory Working
term
6. Discovery learning - Bruner
“Discovery learning believes that it is best for
learners to discover facts and relationships for
themselves”
More likely to
remember!
Problem -based learning is one model,
is based upon the theory of discovery learning..
7. Problem-based learning
Outcomes of PBL
Open -ended
problems Self-directed •Develops
learning -problem solving skills
-critical thinking skills
-creative skills
•Heightens motivation
Student as
problem Tutor
•Enables the learners/students
solver =
to apply learnt knowledge to
Facilitator
new situations
8. Situated learning theory - Lave
Classroom Contextual
learning learning
“..learning is situated; that is, as it normally occurs,
learning is embedded within activity, context and
culture.”
A cyclical 4stage model of learning, based on theexperiential learning theory, which provides a holistic perspective that includes experience, perception, cognition, and behaviour.Approaches towards grasping experience – Concrete experience & Abstract ConceptualisationApproaches towards transforming experience – Reflective observation & Active ExperimentationOther models have been adapted from Kolb’s.. Honey & Mumford’s model, was renamed/adapted to suit reflective in managerial positions.. Adapted from: Kolb learning styles. (n.d.). Retrieved December 20, 2011, from Business Balls: http://www.businessballs.com/kolblearningstyles.htmlLearning Theories Knowledgebase (2011, December). Learning Theories & Models at Learning-Theories.com. Retrieved December 20th, 2011 from http://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.htmlImage sourced from: http://www.learning-theories.com/experiential-learning-kolb.html
Katherine Benziger – Personality assessment NOT testing as such, also studies in the area of brain function..Adapted from: Howard Garden multiple intelligences. (n.d.). Retrieved December 20, 2011, from Business Balls: http://www.businessballs.com/howardgardnermultipleintelligences.htmBenziger personality test. (n.d.). Retrieved December 20, 2011, from Business Balls: http://www.businessballs.com/benzigerpersonalityassessment.htm
The theory is based on three assumptions primarily.. There are 2 channels available for information processing - Visual & Auditory“Limited channel capacity” exists Learning is an active process, in which the theory suggests we must - Filter>Selecting>Organise>Integrate infromationMayer - “multimedia principle” states that “people learn more deeply from words and pictures than from words alone”The theory also talks about the notion of different memory stores.. Sensory – Short working & Receiver of stimuliWorking – Processing the information/stimuli, to create “mental constructs”Long-term – Is the information learnt, a repositoryAdapted from:Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles”. http://www.unm.edu/~moreno/PDFS/chi.pdf.Moreno, R., & Mayer, R. (1999). “Cognitive principles of multimedia learning: The role of modality and contiguity”. Journal of Educational Psychology 91: 358–368.Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press
Results of this- Learners/students, may be more likely to remember information & knowledge, that is discovered by one’s selfAlso, models based on it – case based learning, such as our course, less structured than problem based learning, incidental learning etc..**Piaget, cognitive theories of development – the nature and development of human intelligence... Also addresses the way we acquire it, construct & use it** Personal note**Adapted from:Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press. -
Adapted from:Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer.Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1. 21-39.Savery, J. R., and Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31-38.Schmidt HG: Foundations of problem-based learning: some explanatory notes. Medical Education 27:422-432, 1993.
-Social interaction and collaboration are essential components of situated learningBrown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: “Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.”Adapted from:Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
