An introduction to Learning theory Learning I An introduction to Learning theory Module 3 LearningI

Curriculum 1960s Pre 1960s Teacher centred / System approach Curriculum reflecting the space race: Maths and science integral parts of syllabus Module 3 LearningI

Individuality of the learner Curriculum 1980s catering for local school populations Unique needs of those in a particular area Drive for independence about decisions B. Dervin “user perspective” Curriculum 1970s Individuality of the learner Free spirit Module 3 LearningI

Curriculum 1990s Key Competencies: Australia Collecting, analysing and organizing information Communicating ideas Planning and organizing activities. Working with others and in teams Using mathematical ideas and techniques Using technology Solving problems Information Literacy Module 3 LearningI

SCAN (Secretary’s Commission in Achieving Necessary skills, 1991 Washington DC US Government Printing Office) Five competencies 1. Management of resources 2. Interpersonal skills 3. Information Use 4. Understanding systems 5. Technology competency Ethical issues:quality of life/ productivity Information Literacy Module 3 LearningI

Curriculum 2000 Unique users Accountability Reflection on learning Information age (Strategic plan) Nationwide curricula Standards Flexible delivery Module 3 LearningI

2007 Strategic planning Cultural Demographic Political major trends Social trends Technology trends- portable information devices Education Confirmed public accountability of education Teachers as facilitators Web enabled learning dominates learning. Module 3 LearningI

2010- Education trends continued Learning becomes personalized Team projects dominate Web enabled medium is refined Diversity increase and students demand work that reflects this Students link learning to business skill Jobs demanding high level of information fluency Grassroots video- users and producers Module 3 LearningI

Learning is a product vs learning is a process J. Kirk and R.Todd (1993) Information literacy: the Australian Agenda University SA Long standing and emerging views Learning is a product vs learning is a process Teacher as instructor vs teacher as facilitator Module 3 LearningI

Internet Ubiquitous Use 1. Information 2. Communication 3. Interaction Easier to use Use 1. Information 2. Communication 3. Interaction Behaviour Active seekers of information Weather reports News reports Travel reservations Technical support for programs Module 3 LearningI

Learning: Synthesis of the literature Students come with preconceptions about how the world works. If teachers don’t build on this understanding -> fail to grasp concept. We need to understand our users and our market. Students must have a deep understanding and comprehension of the facts before they can reorganize it. Refer to Learning II – hierarchal learning Students are encouraged to develop a metacognitive approach to learning Report from: National Research Council (2000) How people learn: Brain Mind, Experience, and School Module 3 LearningI

Metacognition Knowledge of cognitive activity or processes Self-reflection Learning, memory, and problem-solving Module 3 LearningI

Module 3 LearningI

Basically three groups Based on observable changes in behavior The Behaviorists The Cognitivist The Constructivists Based on the thought process behind the behavior Based on the belief that we all construct our perspective of the world and learning experiences. That is, we problem solve. Module 3 LearningI

Behaviorist Believe behavior can be modified Classic conditioning – direct stimulus : food –salivating Operant conditioning – learned stimulus : bell – food – salivating Pavlov Skinner: Practice stimulus response Lucy- treat drawer Module 3 LearningI

Module 3 LearningI

Module 3 LearningI

What would I need to consider for a behaviorist approach? expose the student to the subject in gradual steps learner would require immediate feedback and response the response from the learner needs to be always be a positive reinforcement (Kumon) (Stars) For instructor: arrange the difficulty of the questions in a hierarchy (Bloom) Information should be presented in small amounts so that responses can be reinforced ("shaped") Direct instruction Module 3 LearningI

How would I design an instructional training strategy for this group? The task would be clearly defined. Objectives would be set The learning events would be listed in sequence of increased difficulty You would constantly reinforce desired learning outcomes Evaluation would include a checklist of skills Instruction could be programmed to be the same for all situations. Module 3 LearningI

Piaget 1896-1980 : Cognitive theory child development and learning Emphasis on the importance of play Background biology and philosophy Cognitive development enhanced by experiences 4 stages Sensorimotor (0-2) Physical interaction Objects out of sight don’t exist Preoperational (2-7) Needs concrete interaction Not abstract thinkers Concrete Operational (7- 11) Logical sequence to explain their experiences Mathematic equations can be solved without objects Formal Operations (11- ) Reasoning Module 3 LearningI

How would I design an instructional training strategy for this group? Conduct a cognitive task analysis. Find out what they know You would teach complex problems but you would have clear objectives A series of learning events would be designed. At each stage the learners would be challenged to identify what they know and what they will need to know to solve the problem- the teacher identifying gaps in their knowledge Evaluation is driven by how well the learner feels they have achieved Instruction and material must be relevant to this group. Module 3 LearningI

Constructivist Bruner(1960): learning is an active experience Reflect on experiences Learner transforms information, constructs hypotheses, makes decisions, Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences Problem solving; open ended questions Opposes grades and testing Cuisenaire rods-maths/science Follows Piaget Module 3 LearningI

Constructivists Concepts must be presented when the student is ready to learn “reading readiness” in a way that easy for the student to learn new material (fun) Student decides where to fill in the gaps; whereas the cognitivists would say the instructor will decide when it is relevant to the learner Module 3 LearningI

How would I design an instructional training strategy for this group? Analyze the tools for learning and the environment Objectives are determined in collaboration with the learner. As with cognitivist, a series of learning events would be designed. At each stage the learners would be challenged to identify what they know and what they will need to know to solve the problem. Evaluation is based on self assessment All learning must be related to the learners own experiences Module 3 LearningI

Possible discussion. Feel free to start a new thread What sort of teacher are you? What sort of learner are you? Does this vary with the task? How can you embed this philosophy in your teaching? Interview question Module 3 LearningI