The document discusses various theories of learning, including behaviorism, cognitive constructivism, and social constructivism. Behaviorism views learning as the acquisition of behaviors through conditioning and reinforcement, while cognitive constructivism sees learning as an active process of constructing knowledge based on experiences. Social constructivism, influenced by Vygotsky, emphasizes that social and cultural contexts are essential for learning and cognitive development, and that learning occurs through social interactions. The zone of proximal development and communities of practice are also discussed as frameworks for understanding learning.

2. What is learning?

3. Link

4. Your thoughts
http://www.flickr.com/photos/91903883@N00/2385264019

5. What is your learning (and teaching) philosophy?
How do you think people learn?
- 40 minute reflection/writing

6. Reading of texts:
Reading 1: Carlile, O., & Jordan, A. (2012). Learning. In J. Arthur & A. Peterson (Eds.), The Routledge Companion to Education (pp. 97-106). London: Routledge
Reading 2: Hewitt, D. (2010). How do people learn? In J. Arthur & I. Davies (Eds.), Education Studies Textbook (pp. 107-120). Abingdon, Oxon: Routledge

7. Some thoughts on learning…

8. From transmission
http://www.flickr.com/photos/00015/5172592913/

9. To construction
https://www.flickr.com/photos/65315936@N00/11229262523

10. Behaviourism
?

11. Classical conditioning
Behaviourism focuses on observable behaviours
Learning is an acquisition of new behaviour through conditioning.
Stimulus-response
Learner is passive - clean slate
Uses reinforcement techniques (positive and negative; withdrawal or application of stimuli)

12. Behaviourism
Learning is a change in behaviour;
A part of one’s cognitive development
Skinner

13. Piaget: cognitive constructivism :
How learning occurs rather than what influences it.

14. Piaget: cognitive constructivism
•Learning through schemas
•Assimilation (organising)
•Accommodation (transforming)
•Equilibrium (environment)
Adaptation

15. Piaget: cognitive constructivism
Discovery Learners construct knowledge meaningful to them based on their experiences
https://www.flickr.com/photos/9495733@N05/1366664930

16. Piaget: stages of cognitive development

17. Vygotsky: social constructivism
Learning and development happen in tandem.
Vygotsky

18. Vygotsky: socio-constructivism
Shares its roots with cognitive constructivism, places emphasis on the social context Meanings and understandings social encounters
https://www.flickr.com/photos/37718498@N00/3290114623

19. Vygotsky: socio-constructivism
Culture gives the child the cognitive tools needed for development Learning/ development is a social, collaborative activity
https://www.flickr.com/photos/35660391@N08/4049052627

20. Vygotsky: socio-constructivism
The learner is an active meaning-maker
https://www.flickr.com/photos/84894254@N03/14946578055

21. The zone of proximal development
Current achievements
ZPD
Future

22. The zone of proximal development is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. (Vygotsky, 1978)

23. an essential part of the learning process.
Peer interaction
https://www.flickr.com/photos/115089924@N02/12212474014

24. Socio-constructivism
Emphasis on the place of experience in learning
John Dewey

25. (Deep) learning
…education consist in the formation of wide-awake, careful, thorough habits of thinking. Of course, intellectual learning includes the amassing and retention of information. But information is an undigested burden unless it is understood. (…). And understanding, comprehension, means that the various parts of the information acquired are grasped in their relations to one another – a result that is attained only when acquisition is accompanied by constant reflection upon the meaning of what is studied. Dewey, J. (1933) How We Think Boston MA: Houghton Mifflin Company

26. environment
Social experience – situation
learners

27. Other points of interest

28. Dewey
democracy and education
learners’ rights

29. Paulo Freire
Critical pedagogy
Dialogical learning
Praxis (informed learning, lived experience linked to values (cultural capital)
Social Capital (learning with others) learning as a form of empowerment

30. Jean Lave
Situated learning
Learning embedded in practice, context and culture
Authentic
Cognitive apprenticeship
Legitimate peripheral participation

31. Wenger
Communal learning
Learning embedded in communities of practice
Social capital connected by a concern, interest, passion
Domain (topic)
Community (learning relationship)
Practice (practitioners)

32. References
Lave, Jean (1988). Cognition in practice: mind, mathematics and culture in everyday life. New York: Cambridge University Press Wenger, Etienne and Richard McDermott, and William Snyder (2002) Cultivating communities of practice: a guide to managing knowledge. Cambridge, Mass.: Harvard Business School Press. Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.