The document summarizes several theories of learning, including:
- Classical conditioning, which involves stimulus-response associations. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, developed by Albert Bandura, which emphasizes observational learning and modeling.
- Cognitive learning theories including assimilation theory and schema theory.
- Piaget's stage theory of child cognitive development.
- Discovery learning pioneered by Jerome Bruner which emphasizes learner discovery.
- Vygotsky's social development theory where social interaction precedes development.
- Situated learning theory developed by Jean Lave which argues learning is
Topic: Comparison of All Theories of Learning
Student Name: Zarqa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Comparison of All Theories of Learning
Student Name: Zarqa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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
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
10/30/2007--This ppt is an introductory session collecting web-based resources on Reigeluth's Elaboration Theory. Be sure to check the ppt's notes (under the slides if you download the ppt) for complementary info and its url.
J. BRUNER’s THEORY OF LEARNING PROCESS.pptxDrHafizKosar
Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
J. Bruner Theory
(i). Bruner's theoretical framework is based on the theme that learning is an active process and learners construct new ideas or concepts based upon existing knowledge.
(ii). Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.
(iii). Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
(iv). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
(v). He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound.
(vi). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
Features of J. Bruner's theory of Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that itcan be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.
Cognitive Development
Like Piaget, Bruner believed in stages of instruction based on development.
Enactive (birth to age 3)
Iconic (age 3 to 8)
Symbolic (from age 8)
A Research Papers on the Learning .docxJohnsonFlomo1
In this presentation, we will explore Cognitive Learning Theory, a psychological framework that focuses on how individuals acquire, process, and retain knowledge. We will discuss the theory's historical background, key principles, applications, and limitations. We will also explore future directions for research and practice in cognitive learning theory.
Learning, definition,learning theories, behavioral learning theory,cognitive learning theory, meaningful learning theory, discover learning, information processing theory and social learning theory.
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
2. Classical Conditioning
Summary:
A reflective or automatic type of learning in
which stimulus acquires the capacity to
evoke a response that was evoked by
another stimulus.
Originators and Key Contributors:
Ivan Pavlov
John B. Watson
3. Operant Conditioning
Summary:
Learning is a function of change in overt
behavior. Changes in behavior are the result
of an individual's response to events
(stimuli) that occur in the environment.
Key Contributor:
B.F. Skinner
4. Social Learning Theory
Summary:
People learn from one another, via observation, imitation,
and modeling. The theory has often been called a bridge
between behaviorist and cognitive learning theories
because it encompasses attention, memory, and
motivation. People learn through observing others’
behavior, attitudes, and outcomes of those behaviors.
“Most human behavior is learned observationally through
modeling: from observing others, one forms an idea of
how new behaviors are performed, and on later occasions
this coded information serves as a guide for action.”
(Bandura). Social learning theory explains human behavior
in terms of continuous reciprocal interaction between
cognitive, behavioral, and environmental influences.
Originator: Albert Bandura
5. Necessary conditions for effective modeling:
Attention — various factors increase or decrease the
amount of attention paid. Includes distinctiveness,
affective valence, prevalence, complexity,
functional value. One’s characteristics (e.g. sensory
capacities, arousal level, perceptual set, past
reinforcement) affect attention.
Retention — remembering what you paid attention to.
Includes symbolic coding, mental images, cognitive
organization, symbolic rehearsal, motor rehearsal
Reproduction — reproducing the image. Including
physical capabilities, and self-observation of
reproduction.
Motivation — having a good reason to imitate.
6. Assimilation Learning Theory
Ausubel’s theory primarily explains cognitive
learning – with the central idea being that learning
occurs through the assimilation of new concepts into
existing concept frameworks held by the learner.
Further, Ausubel defines effective learning as a
process in which learners comprehend the structure of
knowledge and consciously make new structures fit
with the existing organization of concepts in the brain.
He refers to this process where new ideas or concepts
are linked with previously acquired knowledge as
meaningful learning.
7. Attribution Theory
Summary:
Attribution Theory attempts to explain the world
and to determine the cause of an event or behavior
(e.g. why people do what they do).
Originator: Bernard Weiner
Attribution theory assumes that people try to
determine why people do what they do, that is,
interpret causes to an event or behavior.
8. A three-stage process underlies an attribution:
1. behavior must be observed/perceived
2. behavior must be determined to be
intentional
3. behavior attributed to internal or external
causes
Weiner’s attribution theory is mainly
about achievement. According to him, the
most important factors affecting
attributions are ability, effort, task
9. Cognitive Theory of Multimedia Learning
Summary:
A cognitive theory of multimedia learning
based on three main assumptions: there are
two separate channels (auditory and visual)
for processing information; there is limited
channel capacity; and that learning is an
active process of filtering, selecting,
organizing, and integrating information.
Originator: Richard Mayer
10. People learn more deeply from words and pictures than
from words alone. However, simply adding words to
pictures is not an effective way to achieve multimedia
learning. The goal is to instructional media in the light of
how human mind works.
This theory proposes three main assumptions when it
comes to learning with multimedia:
. There are two separate channels (auditory and visual) for
processing information
. Each channel has a limited (finite) capacity
. Learning is an active process of filtering, selecting,
organizing, and integrating information based upon prior
knowledge.
11. Elaboration Theory
Summary:
Elaboration theory is an instructional design
theory that argues that content to be learned
should be organized from simple to
complex order, while providing a
meaningful context in which subsequent
ideas can be integrated.
Originator: Charles Reigeluth
12. According to Reigeluth , Elaboration Theory has the
following values:
1. It values a sequence of instruction that is as holistic
as possible, to foster meaning-making and
motivation
2. It allows learners to make many scope and sequence
decisions on their own during the learning process
3. It is an approach that facilitates rapid prototyping in
the instructional development process
4. It integrates viable approaches to scope and
sequence into a coherent design theory
13. Stage Theory of Cognitive Development
Summary:
Piaget’s Stage Theory of Cognitive
Development is a description of cognitive
development as four distinct stages in
children: sensorimotor, preoperational,
concrete, and formal.
Originator: Jean Piaget
14. Schema Theory of Learning
Summary:
This learning theory views organized
knowledge as an elaborate network of
abstract mental structures which represent
one's understanding of the world.
Originator: R. C. Anderson
15. Principles from Schema Theory :
1. It is important to teach general knowledge and generic concepts. A
large proportion of learner difficulties can be traced to insufficient
general knowledge, especially in cross-cultural situations.
2. Teachers must help learners build schemata and make connections
between ideas. Discussion, songs, role play, illustrations, visual aids,
and explanations of how a piece of knowledge applies are some of the
techniques used to strengthen connections.
3. Since prior knowledge is essential for the comprehension of new
information, teachers either need to help students build the prerequisite
knowledge, or remind them of what they already know before
introducing new material.
4. Schemata grow and change as new information is acquired.
5. Learners feel internal conflict if they are trying to assimilate schemata
which contradict their previous suppositions. Teachers need to
understand and be sympathetic to this tension.
6. Deep-seated schemata are hard to change. An individual will often
prefer to live with inconsistencies rather than to change a deeply-held
value or belief.
16. Discovery Learning Theory
Summary:
Discovery Learning is a method of inquiry-
based instruction, discovery learning
believes that it is best for learners to
discover facts and relationships for
themselves.
Originator: Jerome Bruner
17. Discovery learning is an inquiry-based,
constructivist learning theory that takes place in
problem solving situations where the learner
draws on his or her own past experience and
existing knowledge to discover facts and
relationships and new truths to be learned.
Students interact with the world by exploring
and manipulating objects, wrestling with
questions and controversies, or performing
experiments.
18. Proponents of this theory believe that discovery learning has
many advantages, including:
1. encourages active engagement
2. promotes motivation
3. promotes autonomy, responsibility, independence
4. the development of creativity and problem solving skills.
5. a tailored learning experience
Critics have sometimes cited disadvantages including:
1. creation of cognitive overload
2. potential misconceptions
3. teachers may fail to detect problems and misconceptions
19. Social Development Theory
Summary:
Social Development Theory argues that
social interaction precedes development;
consciousness and cognition are the end
product of socialization and social behavior.
Originator: Lev Vygotsky
20. Vygotsky focused on the connections between
people and the sociocultural context in which they
act and interact in shared experiences. According
to Vygotsky, humans use tools that develop from a
culture, such as speech and writing, to mediate
their social environments. Initially children
develop these tools to serve solely as social
functions, ways to communicate needs. Vygotsky
believed that the internalization of these tools led
to higher thinking skills.
21. Situated Learning Theory
Summary:
Situated Learning Theory explains that learning is
unintentional and situated within authentic
activity, context, and culture.
Originator: Jean Lave
22. In contrast with most classroom learning activities
that involve abstract knowledge which is and out
of context, Lave argues that learning is situated;
that is, as it normally occurs, learning is embedded
within activity, context and culture. It is also
usually unintentional rather than deliberate.
Knowledge needs to be presented in authentic
contexts — settings and situations that would
normally involve that knowledge. Social
interaction and collaboration are essential
components of situated learning
23. Multiple Intelligences Theory
Summary:
Multiple Intelligences Theory posits that
there are seven ways people understand in
the world, described by Gardner as seven
intelligences.
Originator: Howard Gardner
24. Multiple Intelligence
1. Linguistic. The ability to use spoken or written words.
2. Logical-Mathematical. Inductive and deductive thinking
and reasoning abilities, logic, as well as the use of
numbers and abstract pattern recognition.
3. Visual-Spatial. The ability to mentally visualize objects
and spatial dimensions.
4. Body-Kinesthetic. The wisdom of the body and the ability
to control physical motion
5. Musical-Rhythmic. The ability to master music as well as
rhythms, tones and beats.
6. Interpersonal. The ability to communicate effectively with
other people and to be able to develop relationships.
7. Intrapersonal. The ability to understand one’s own
emotions, motivations, inner states of being, and self-
reflection.