1. Learning Theory Presentation
Jasmyne N. Brandon
AET 500
July 18, 2016
Emily Christiansen

2. Learning Theory Presentation
Five Orientations to Learning
Behaviorism
Humanism
Cognitivism
Social Cognitivism
Constructivism

3. Learning Theory Presentation
Cognitive Load Theory
“Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered.” (de Jong, 2010)
“The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings.” (de Jong, 2010)

4. Learning Theory Presentation
Cognitive Load Theory
“Cognitive Load Theory suggests that learners can absorb and retain information effectively only if it is provided in such a way that it does not “overload” their mental capacity.” (Pappas, 2014)
“Understanding the basics of the Cognitive Load Theory and applying them to your instructional design is an absolute must, particularly if you want your learners to get the most out of the eLearning course you are creating.” (Pappas, 2014)

5. Learning Theory Presentation
Cognitive Load Theory

6. Learning Theory Presentation
Cognitive Load Theory - Instructional Design
The Cognitive Load Theory adheres to the following principles, all of which should be kept in mind when designing an eLearning course:
You can reduce the amount of load that is being placed upon the learners’ working memory by integrating the various sources of information, rather than giving them the various sources individually.
In tasks or lessons that require problem solving skills, avoid using activities that require a “means-ends” approach, as this will place a load upon the working memory. Instead, use goal-free problems or examples to illustrate the point.
Reduce the amount of redundancy in eLearning course design in order to reduce the amount of unnecessary repetition-induced load that is put upon the working memory.
Use visual and auditory instruction techniques to increase the learners’ short term memory capacity, particularly in situations where both types of instruction are required.
(Pappas, 2014)

7. Learning Theory Presentation
Cognitive Load Theory - Instructional Design – E Learning
There are three types of cognitive load that directly pertain to eLearning scenarios:
Intrinsic This is the complexity that is inherently involved in certain tasks or materials. Simply put, some activities are harder to learn and to master than others. If they are more difficult, then they have the potential to cause an intrinsic cognitive overload.
Extraneous This form of cognitive load consists of non-relevant, unimportant elements, such as activities or instructional materials that make the learners use their mental processes.  For example, if you use a graph that requires extra information processing, but isn't really necessary, this would be an example of extraneous cognitive overload.
Germane These elements enable the learners to devote their cognitive mental resources to the learning process and help to facilitate the development of a learner's knowledge base.
(Pappas, 2014)

8. Learning Theory Presentation
Cognitive Load Theory

9. Learning Theory Presentation
Behavioral Theory
“Behavioral theory seeks to explain human behavior by analyzing the antecedents and consequences present in the individual's environment and the learned associations he or she has acquired through previous experience.” (Angell, 2008)
Behaviorists define learning as “the relatively permanent change in behavior brought about as a result of experience or practice.”

10. Learning Theory Presentation
Behavioral Theory

11. Learning Theory Presentation
Behavioral Theory

12. Learning Theory Presentation
Behavioral Theory – Social Learning Theory
“Social-learning theory explains human behavior in terms of a continuous reciprocal interaction among cognitive, behavioral, and environmental determinants. As stated by Bandura (1977) Inherent in this viewpoint is the acknowledgment that arguments as to whether behavior is due solely to cognitive or to environmental variables are nonsensical.” (Latham and Saari, 1979)
“Social-learning theory specifically acknowledges that human thought, affect, and behavior are influenced by observation as well as by direct experience. It states that people use symbols to create, to communicate, to analyze conscious experience, and to engage in foresightful action. Moreover, the theory states that people do not merely react to external influences but actually select, organize, and transform stimuli that impinge on them.” (Latham and Saari, 1979)

13. Learning Theory Presentation
Behavioral Theory – Social Learning Theory – Application
“This study examined the effect of a social-behavioral learning strategy intervention (Stop-Observe-Deliberate-Act; SODA) on the social interaction skills of one middle school student with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the ability of one student with AS to participate in cooperative learning activities, play board games, and visit his peers during lunch. A multiple-baseline-across-settings design was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during seventh-grade English, lunch, and activity periods. Maintenance probes occurred twice a month for 2 months following the completion of intervention activities. The participant benefited from the SODA intervention: He presented an increased percentage of time spent learning cooperatively, playing board games, and visiting during lunch when SODA training began. When SODA training was discontinued, he maintained high performance across all study conditions, nearly matching that of a peer without disabilities. Moreover, the participant presented long-term memory of SODA 2 months after maintenance.” (Bock, 2007)

14. Learning Theory Presentation
References
Angell, B. (2008). Behavioral Theory. Retrieved from e-30
Bock, M. A. (2007). A social-behavioral learning strategy intervention for a child with asperger syndrome: Brief report. Remedial and Special Education, 28(5), doi:
de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), doi:
Latham, G. P., & Saari, L. M. (1979). Application of social-learning theory to training supervisors through behavioral modeling. Journal of Applied Psychology, 64(3), doi:
Pappas, C. (2014). Cognitive Load Theory And Instructional Design. Retrieved from