The document discusses learning theories and concepts. It provides information on different learning theories associated with objectivism (behaviorism, information processing theory, systematic instructional design) and constructivism (social constructivism, scaffolding theory, discovery learning, multiple intelligences). It also discusses learner motivation using Keller's ARCS model and differentiates between andragogy and pedagogy as approaches to learning.
Learning
Definition of learning
Imitation and law of learning
theories of learning
All the content is adapted from AIOU Course Code 8610-Human learning and development
Learning
Definition of learning
Imitation and law of learning
theories of learning
All the content is adapted from AIOU Course Code 8610-Human learning and development
Activism Labs - Background and Brainstorm (at PNW Drupal Summit)auzigog
http://activismlabs.org
Activism Labs is a vision of a set of tools for small teams of activists to manage their projects: Dates, tasks, google groups, google docs, meeting notes, etc.
At PNW Drupal Summit in Vancouver BC.
Antibiotik seringkali diresepkan oleh dokter untuk pengobatan infeksi. Hal yang palling penting diperhatikan dalam penggunaan antibiotik adalah kepatuhan penggunaannya.
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Reflection (1)Following chapter 6 where Piaget’s cognitive devel.docxdebishakespeare
Reflection (1)
Following chapter 6 where Piaget’s cognitive development theory was discussed, this chapter extends this discussing by adding to, comparing and contrasting Piaget’s theory. Burner and Vygotsky are two developmental theorists that share with Piaget that the belief in cognitive development (Driscoll, 2005). In contrast, they, Burner and Vygotsky, focused on interactional theories and connect consider learning a cause for cognitive development (Driscoll, 2005).
Burner, introduced the three modes of representations, believed in schooling as a means of observe cognitive development. In fact, he linked the representation modes (i.e., enactive, iconic, and symbolic) to the readiness of learning (Driscoll, 2005). What marks Burner is that he believes that type of subject, stage of cognitive development, and child’s characteristics none of which is a condition to effective learning (Driscoll, 2005). Defining these three modes clarified the distinction between Piaget and Burner’s views of readiness (Driscoll, 2005). While Piaget attributes the student’s understanding of the lesson to its logical appropriateness, Burner sees that each lesson could be modified to suit the student’s cognitive ability (Driscoll, 2005). In addition, the variation in thinking level in these three modes led Burner to reject Ausubel’s perspective regarding that prior knowledge determines the student’s readiness for learning explaining that thinking ability is actually the factor that measures the learning readiness (Driscoll, 2005). Burner presented modes justify some failure situation that happens in learning. Providing students with a symbolic mode of instruction without realizing that this mode actually goes beyond their current ability is an obvious reason of failure to understand (Driscoll, 2005). This makes more responsibility on teachers, as well as curriculum developers. Besides taking the students’ level of thinking into account when developing and giving the instruction, temporal factor is critical. Burner claimed that full understanding of the instruction means achieving the symbolic mode, and that lack of time my affect the learning outcomes and produce only iconic learning (Driscoll, 2005).
By regulating the discovery as a means of learning, Burner is taking instructors to a higher level of teaching. Setting hypotheses, testing them, conducting inquiry, defining concepts, and having feedbacks and reflections are some strategies that regulate learning by discovery and produce a discover model as Burner suggests. Culture has a lot to do with learning. Burner declared that culture influences thinking (Driscoll, 2005). Cultures have been always playing a pioneering role in defining the primary issues that should be covered in education. We see that universities everywhere are teaching the majors that are valued in their communities. By doing so, they do not necessarily believe in these majors but may be responding to the learners’ major demands.
Unlike ...
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
This is Walden University course (EDUC8101-7) Major Assessment #1: PowerPoint Presentation: What is learning? What is education? It is formatted in APA and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
3. LEARNING is the acquisition and development of memories and behaviors, including skills, knowledge, understanding, values and wisdom. It is the goal of education, and the product of experience. WHAT IS LEARNING? http://projects.coe.uga.edu/ITFoundations/index.php?title=Learning_Theories_and_Instructional_Strategies#Clarifying_Theories.2C_Models.2C_and_Strategies
4. LEARNING is defined as a persisting change in human performance or performance potential (Driscoll, 2005, p. 9). WHAT IS LEARNING? Reiser, R.A. & Dempsey, J.V. (2007). Trends and issues in instructional design and technology (2nd Edition). Upper Saddle River, New Jersey: Merrill Prentice Hall.
5. HOW DOES LEARNING OCCUR? LEARNING is defined further by how it is thought to occur. In most psychological theories, learning comes about as a consequence of the learner’s experiences and interaction with the world. (Driscoll,2005, p. 9), and this interaction is understood as an individual process. Reiser, R.A. & Dempsey, J.V. (2007). Trends and issues in instructional design and technology (2nd Edition). Upper Saddle River, New Jersey: Merrill Prentice Hall.
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8. L EARNING T HEORIES F OR T ECHNOLOGY I NTEGRATION
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11. OBJECTIVISM FROM CONSTRUCTIVISM. DIFFERENTIATE OBJECTIVISM Learning is transmitted knowledge. Learning has to be teacher directed. Instruction should be directed, systematic and structured. Students should all pass the same test and standardization means accountability. A few technology applications, such as drill and practice and tutorials, are associated with directed instructions. CONSTRUCTIVISM Knowledge is constructed, not transmitted. Instruction is student centered. Students do activities that help them generate their own knowledge. Students show what they have learned in different ways, not just on written test. Some technology applications, such as web-based learning and multimedia production, are associated with inquiry-based learning. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon.
12. Behavorist Theory by B. F. Skinner Learning is based on the notion of operant conditioning. Behaviors that are rewarded tend to be exhibited more often than those that are not. Positive and negative reinforcements increase desired behaviors with rewards. Punishment decreases undesirable behaviors with aversive stimuli Learning happens inside the mind and it can not be seen directly. Learning can only be inferred by observing behaviors. Learning can be understood, explained, predicted entirely on the basis of observable events, namely, the behavior of the learner along with its environment antecedents and consequence. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH O BJECTIVISM ?
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14. Information-Processing Theory by Atkinson and Shiffrin The mind has three stores. The sensory registers receive information a person senses through receptors. After few seconds, the information is lost or is transferred to the short-term memory. The short-term memory holds the information for few seconds. If the information is not processed then it is lost . Otherwise, it will be transferred to the long-term memory. The long-term memory will hold the processed information indefinitely. Learning is encoding information into human memory. The mind is compared to a computer in which the mind, like a computer, stores information. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH O BJECTIVISM ?
15. System Theory and Systematic Instructional Design Gagne and Briggs believed that learning is most efficient if it is supported by a carefully designed system of instruction. Gagne promoted the instructional task analysis while Briggs offered systematic methods of designing training programs. When these two areas of expertise were combined, it resulted to what is called the system approach to instructional design or systematic instructional design. The theory was a collaborative work of Robert Gagne and Leslie Briggs. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH O BJECTIVISM ?
16. Social Activism Theory by J. Dewey The ultimate aim of education is to help individuals understand their culture and should develop their relationship to and unique roles in the society. Learning is individual growth that comes about through social experiences. Students should be engaged in activities connected to real-world issues and problems. The curriculum of the school should consider the interests of the students and should be taught as integrated topics, rather than as isolated skills. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH C ONSTRUCTIVISM ?
17. Scaffolding Theory by L. Vygotsky Adults (experts) learn differently from children (novices). The difference in the learning ability between the adults and the children is called the Zone of Proximal Development. Adults should teach the children in a scaffolding manner. Teaching should be done in such a way that the instruction is aligned to where the child is, in his or her development stage and help him or her build experiences from that stage. Learning is cognitive development shaped by individual differences and the influence of culture. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH C ONSTRUCTIVISM ?
18. Child Development Theory by J. Piaget Children undergo stages of cognitive development. These stages are sensorimotor (birth – 2 years), preoperational (2 – 7 years), concrete operational (7 – 11 years) and formal operations (12- 15 years). Children develop through these stages by their interaction with their environment. Learning is cognitive growth through neurological and social maturation. Children experience disequilibrium when they encounter unknowns in their environment, respond with assimilation to fit something into their views or accommodation if they want to change their views of something. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH C ONSTRUCTIVISM ?
19. Discovery Learning by J. Bruner Children remember things better if they discovered these things by themselves. Learning is cognitive growth through interaction with the environment. Teachers believed that discovery learning would happen only if a structured type of learning was given first to the learners. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH C ONSTRUCTIVISM ?
20. Multiple Intelligence Theory by H. Gardner There are at least eight independent types of intelligence. These are linguistic, musical, logical-mathematical, spatial, bodily, intrapersonal, interpersonal and naturalist intelligence. Learning is shaped by innate intelligence. Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching (5th edition) . Boston MA: Ally & Bacon. DESCRIBE THE LEARNING THEORIES ASSOCIATED WITH C ONSTRUCTIVISM ?
24. WHAT IS A LEARNING ENVIRONMENT? The place and setting where learning occurs A learning environment is a place or setting where learning occurs . The environment has two components, namely, instruction and learners. The instruction can be delivered in different modes. The learner subjects himself into the requirements of the instruction in order to attain a desired objective. The attainment of a desired objective is evaluated to determine if the instruction is effective and if learning actually occurred.
25. The place and setting where learning occurs DESCRIBE THE COMPONENT PARTS OF THE 21 ST CENTURY LEARNING ENVIRONMENT. CLICK ON THE IMAGES TO PLAY THE VIDEO 21 st Century Classroom 21 st Century Learner 21 st Century Instruction http://www.youtube.com/
26. The place and setting where learning occurs DESCRIBE DISTANCE EDUCATION AS A LEARNING ENVIRONMENT. CLICK ON THE IMAGE TO PLAY THE VIDEO This video presents my idea of Instructional Technology and Distance Education. . http://www.youtube.com/
27. DIFFERENTIATE ANDROGOGY FROM PEDAGOGY http://ausweb.scu.edu.au/aw04/papers/refereed/lund/paper.htm
29. WHAT IS LEARNER MOTIVATION? Learner Motivation is defined as the psychological feature that arouses a learner’s desire to attain a well-defined instructional goal. This motivation can be described as extrinsic motivation which is the learner’s desire for rewards and avoidance for punishment or intrinsic motivation which is the learner’s curiosity and desire for mastering achievement.
30. DESCRIBE THE COMPONENT PARTS OF KELLER’S ARCS MODEL FOR MOTIVATION. http://www.e-learningguru.com/articles/art3_5.htm John Keller created the ARCS model for motivation. The acronym ARCS stands for Attention, Relevance, Confidence and Satisfaction A TTENTION –The learner should be subjected to a stimuli in order to arouse his interest so as to get his attention. R ELEVANCE – In order for the learner to be interested in instruction, the learner must understand fully the relevance and the benefits that he will get out of listening to the instruction. C ONFIDENCE – The learner should have a good amount of faith in himself that he is capable of meeting the requirements of instruction. S ATISFACTION – The learner should experience some form of a reward after the learning experience.