Ferdinand B. Pitagan, PhD Professor of Education University of the Philippines College of Education Educational Technology Department EDTECH101 Learning Theories that Influence Utilization of Instructional Media Resources Ferdinand B. Pitagan, PhD Professor of Education

Humanism vs. Technology High Low Humanism D C A B

Educational Technology: Foundations Communications Systems approach Psychology

a channel of communication Media as a channel of communication Feedback Learner Teacher Schramm’s model – Field of Experience/ Feedback

Dale’s Cone of Experience Source: from Dale, E., Audio-Visual Methods in Teaching, 1st Edition, © 1969. Reprinted with permission of Wadsworth/Thompson Learning.

Systems Approach

1 4 3 2 8 5 6 7 9 10

Psychology Behaviorism Cognitivism Constructivism

Behaviorism Early behaviorism -- Pavlov (1849 - 1936) Focus on reflexive behavior Food Unconditioned Stimulus Salivation Unconditioned Response (natural, not learned) Bell Conditioned Stimulus Conditioned Response (to bell)  

Behaviorism 2. B.F. Skinner Focus on voluntary behavior and reinforcement “Learning is a function of change in overt behavior.”

B. F. Skinner 1904 – 1990 http://www.youtube.com/watch?v=1b-NaoWUowQ English Major Psychology Skinner box Book, Wallden II

Behaviorism “--- A person comes under the control of a stimulating environment, responds to subtle properties of that environment, and responds to it in many complex ways because of the consequences contingent upon earlier responses.---- ” (Operant Conditioning)　http://www.youtube.com/watch?v=I_ctJqjlrHA　 Initial behavior – Consequences (reinforcement/punishment) – Next behavior

Behaviorism Use Contingencies of Reinforcement How to shape behavior and maintain it in strength? How to design instruction? Use Contingencies of Reinforcement consequences of that behavior A certain behavior

Behaviorism Positive reinforcement Instant reinforcement Frequent reinforcement Multiple scheduled reinforcement

Behaviorism Use of Media: Teaching machine Programmed instruction Structured Focus on objectives

Cognitivism Focus on Active Mental Process 1) Information Processing Model 2) Mental Development Model

Cognitivism 1) Information Processing Model Sensory register Short-term memory -- Working memory Long-term memory

Cognitivism 1) Information Processing Model Attention Remembering Sensory register Attention Short-term memory -- Working memory Remembering Not Forgetting Long-term memory

Cognitivism 1) Information Processing Model Attention gaining strategies: e.g. visuals, paradox Attention Sensory register Short-term memory Remembering Active processing strategies: e.g. chucking/organizing content -- Working memory Retrieval strategies: e.g. relate new info. to old info. Not forgetting Long-term memory

Cognitivism 2) Mental Development Model http://www.youtube.com/watch?v=fcjPkPIwsog　 Swiss philosopher and psychologist Jean Piaget (1896-1980) http://www.time.com/time/time100/scientist/profile/piaget.html

Cognitivism 2) Mental Development Model Piaget: What makes the wind? Observe/listen to children Piaget: What makes the wind? Julia: The trees. P: How do you know? J: I saw them waving their arms. P: How does that make the wind? J (waving her hand in front of his face): Like this. Only they are bigger. And there are lots of trees. P: What makes the wind on the ocean? J: It blows there from the land. No. It's the waves... ## Four stages of childhood development (sensorimotor, preoperational, concrete operational, formal operational)

Cognitivism 2) Mental Development Model Schemata (Mental structures) Accommodation: modifying existing structure/creating new one Assimilation: New info. into existing structure

Cognitivism 2) Mental Development Model Assimilation?? Accommodation??

Cognitivism 2) Mental Development Model Schemata (Mental structures) Accommodation: modifying existing structure/creating new one Assimilation: New info. into existing structure Useful instructional strategies Advanced Organizers Transfer Mnemonics Organization and more…..

Constructivism Different from Objectivism such as Behaviorism/Cognitivism Objective entities/realities The correct structure

Constructivism Constructivistic philosophy A real world we experience Multiple perspectives

Constructivism “Situating” our cognitive experiences in authentic activities Real world problems emphasized

Constructivism Learning: ???? Teaching: ????

Constructivism Learning: based on experience/ construction of meaning/ social interaction Instructional strategies?? - social collaboration - multiple perspectives - negotiation of meanings - situated in real cases

Social Constructivism Lev Vygotsky http://www.kolar.org/vygotsky/

Social Constructivism Lev Vygotsky Between people, then inside self Zone of Proximal Development (ZDP) - social interactions

Remember. (A. Bednar, et al Remember!! (A. Bednar, et al. ) “Instructional design and development must be based upon some theory of learning and/or cognition; effective design is possible only if the developer has developed reflexive awareness of the theoretical basis underlying the design.”

Instructional Design (Prescriptions for practice) Remember !! “ Theories of Learning and prescriptions for practice must go hand in hand.” – (T. Duffy and D. Jonassen) Instructional Design (Prescriptions for practice) Behaviorism Cognitivism Constructivism

Activity Case 1: Case 2: 3. Case 3: 4. Case 4: USA Japan New teachers How to serve physically challenged students Case 2: USA A mix of slower and faster learners; thirty 7th graders Teach existing of different cultures in Asia 3. Case 3: Paris Japanese as a second language; intermediate level A mix of 10 senior citizens; 10 university students Teach selected 敬語。 4. Case 4: Indonesia High school students (above average) Teach to be active, creative…