An overview of pedagogical learning theories Session 4: Pedagogical Skills Workshop Slide 1-2 (1 mins) • The purpose of this session is to introduce you to the learning theory we will be using on this course. • Introduce the session and the lesson objectives

Learning Objectives Understand how learning styles feed into learning theory Introduction to training theories: Behaviourism Constructivism Cognitivism

Learning style & theory How people learn (learning styles) How trainers deliver training (learning theory & strategies) (1 mins) • Let’s take a few moments to think about the distinction between learning style (or preference) and learning theory. Learning styles looks at how people learn. Learning theory is concerned with the art of training, it focuses on how trainers deliver training to achieve a learning outcome The segment in the middle is the ideal balance between learning theory and learning preference. Every trainer should aim for this perfect balance!

Terminology Andragogy Pedagogy “learning strategies focused on adults”, adult education practices, process of engaging adult learners… Pedagogy “Art or profession of teaching especially an academic subject or theoretical concept” Wikipedia (2 mins) • The art of teaching (or training) is known as ‘pedagogy’. When learning is focused on adults it is called ‘andragogy’. The term most regularly used to refer to teaching (and training) is ‘pedagogy’.

Behaviourism, 1927 History of Andragogy & Pedagogy, (3 mins) • The first pedagogical theory we will look at is ‘behaviourism’. It was introduced in 1927 by Ivan Pavlov through his work with ‘salivating dogs’. He proved that dogs could be conditioned to expect food when they heard a bell ring (we will talk about this in more detail on Day 2). Pavlov’s stimulus / response theory showed that given the right stimulus we can manipulate a desired response. In training, this theory is applied to incentivising behaviours in the classroom through incentives and rewards. History of Andragogy & Pedagogy, http://www.timetoast.com/timelines/history-of-andragogy-and-pedagogy

Constructivism, 1930 History of Andragogy & Pedagogy, (3 mins) • The constructivist theory emerged during the 1930s and 1940s. This theory places a strong emphasis on the learner rather than the trainer. The trainer becomes a facilitator and helps the learner to construct their own solutions to problems. There are two schools of thought in the constructivist theory: social constructivism and cognitive constructivism. The social constructivist’s emphasised that learning should take place in social settings and in groups. History of Andragogy & Pedagogy, http://www.timetoast.com/timelines/history-of-andragogy-and-pedagogy

Cognitivism, 1956 History of Andragogy & Pedagogy, (3 mins) • Bloom is one of the main proponents of the cognitivist theory – and is known for defining how to promote higher order thinking skills through his ‘Taxonomy of educational objectives’. This diagram is extremely useful in helping trainers design their training sessions using ‘action words’ to stimulate learning at different levels. Ideally, trainers should design activities that stimulate learning at the higher end of the spectrum: analysis, synthesis and evaluation. Note: some diagrams express these higher-order thinking skills as: analysis evaluation and creation   • Highlight the resource on Bloom’s action words History of Andragogy & Pedagogy, http://www.timetoast.com/timelines/history-of-andragogy-and-pedagogy

Experiential learning, 1984 (3 mins) • The final theory we will look at is Kolb’s learning cycle – expressed here as experiential learning. In 1984, David Kolb wrote a book about experiential learning, where he claimed that experience was central to learning and development. He defined four stages in the process: concrete experience, reflective observation, abstract conceptualisation and active experimentation. We will focus on this theory in more detail shortly. History of Andragogy & Pedagogy, http://www.timetoast.com/timelines/history-of-andragogy-and-pedagogy

Pedagogy survey – [insert % result from survey]! Slide 9 (15 mins) Knowing a little about pedagogical theory will help you become a more effective trainer. In the pre-assessment questionnaire before the workshop we tested your ability to recognise two different training delivery styles. Trainer A uses a lecture style – which is more trainer centred. Trainer B bases their training delivery on two learning theories: constructivism and experiential theory (because they use a mixture of methods and allows students to work independently). We could also argue that the students in this class are more motivated to learn as they are encouraged to put forward their own ideas – this is a behaviourist learning theory. Invite participants to pick out examples of teacher-centred approaches (e.g. demonstrating how to use sources, i.e Trainer A) and learner-centred approaches (e.g. Trainer B feels comfortable with students proposing their own ideas or suggestions).

Results Pedagogy Survey Teacher centred versus Learner centred: [insert % result e.g. 4/20] prefer Teacher centred [insert % result e.g. 4/20] prefer Learner centred [insert % result e.g. 4/20] prefer a combination of both (10 mins) Prepare the slide in advance by including the number of participants who were able to identify the difference between the teacher-centred and learner-centred approaches. We were also able to gauge your attitudes towards the learner-centred training approaches from the pre-assessment questionnaire. We used this question to inform our design of the workshop. Prepare the slide in advance by including the number of participants who prefer: teacher-centred, learner centred and a combination of both methods. Discuss the findings with the group, are they surprised by the responses? What do the figures tell you?

Learning Outcomes Appreciate how learning styles feed into learning theory Some familiarity with learning theories: Behaviourism Constructivism Cognitivism Experiential learning (1 mins) • Show the slide and highlight the learning outcomes for this session

Course materials developed by Siobhan Duvigneau Information Literacy manager, IDS S.Duvigneau@ids.ac.uk You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work to make commercial use of the work Under the following conditions: Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. http://creativecommons.org/licenses/by-sa/3.0/ This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. 19/09/2018