Learning Theories By: Paola Davila

B.F. Skinner Skinner, invented the operant conditioning theory while at Harvard University. He is known for his work in psychology, which led to the opening of his own school of Radical Behaviorism. Besides his work in psychology, he invented an air crib, cumulative recorder, teaching machine, and pigeon guided missile.

Operant Conditioning With operant conditioning, Skinner proposed that learning is the result of the application of consequences. The learners connect certain responses with certain stimuli. Thus, the connection that is made between the responses causes the probability of the response to change and learning occurs.

Outcome of Conditioning Increase Behavior Decrease Positive Stimulus Reinforcement (Add Stimulus) Response Cost (Remove Stimulus) Negative Punishment

Application of Operant Conditioning to Education Operant conditioning has really impacted education in many ways. Because everyone around us (professors, classmates, and ourselves) has the potential to change our behaviors in a school or classroom setting, we are all susceptible of exhibiting change. The behavioral studies have allowed for better experiences that facilitate the change of academic and social behavior. The changes cause the students to have an active role in the classroom and participate to reach their goals.

John Sweller An Australian educational psychologist who is known for developing the cognitive load theory. His Cognitive Load Theory builds upon the research of Miller. He has authored over 80 academic publications, mainly on factors that influence instructional design.

Cognitive Load Theory Cognitive Load Theory, as defined by Sweller, states that the best learning occurs when the load on working memory is kept to a minimum to help the changes in long term memory. For example, it is often said that people learn best when they build on what they already know, however; if someone is asked to learn a lot of information in a short amount of time, it would be extremely difficult to process all the information into working memory. Sweller also found that a connection must be made to the schematic structures of long term memory. If the connection is made then the information is retained, if not the information will be forgotten and learning will not occur. In addition, based on the work by Miller, it is said that working memory is limited to seven chunks of information at one time.

The Effects of Cognitive Load Theory The studies conducted by Sweller further indicate that the Cognitive Load Theory plays a very important role in the educational environment. As a result of the familiarization of the Cognitive Load Theory, it is know that overextending working memory will confuse the brain and cause information to be forgotten. Therefore, it has been determined that overworking the brain with more than seven chunks of information at one time will lead to failure in learning.

Cont. It is recommended that instructional designers group smaller chunks of information so that working memory is not overloaded then information can be passed to long term memory more efficiently, which allows the learning to occur. Other recommendations include: Changing problem solving methods Integrating multiple sources of information Reducing repetitive information Use various methods like auditory and visuals to enhance the learning.

Types of Cognitive Load Intrinsic Extraneous Germane Cannot be altered by instructional manipulations Is greatly influenced by instructional designer Influenced by instructional designer Information can be broken down and then brought back Interferes with learning Enhances learning, promoted by instructors Described as the difficulty of instruction Described as unnecessary information presented incorrectly Devoted to the processing and construction of schemata

References B.F. Skinner. (n.d.) . Retrieved October 3, 2008, from http://en.wikipedia.org/wiki/B.F._Skinner Huitt, W., & Hummel, J. (1997). An Introduction to Operant (instrumental) Conditioning. Educational Psychology Interactive. Retrieved September 28, 2008, from http://chiron.valdosta.edu/whuitt/col/behsys/operant.html Miller, Mike. Cognitive Load Theory. Encyclopedia of Educational Technology. The SDSU Department of Educational Technology. Retrieved September 30 2008 from http://coe.sdsu.edu/eet/Articles/cogloadtheory/index.htm Paas, Fred & Renkl, Alexander. (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Retrieved September 30, 2008 from http://www.scribd.com/doc/47751/Sweller-Cognitive-Load-Theory-and-Instructional-Design