1. 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

2. Humanism vs. Technology
High
Low
Humanism D C A B

3. Educational Technology: Foundations
Communications
Systems approach
Psychology

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

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

6. Systems Approach

7. 1 4 3 2 8 5 6 7 9 10

8. Psychology
Behaviorism
Cognitivism
Constructivism

9. 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)

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

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

12. 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)　
Initial behavior –
Consequences (reinforcement/punishment) –
Next behavior

13. 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

14. Behaviorism Positive reinforcement Instant reinforcement
Frequent reinforcement
Multiple scheduled reinforcement

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

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

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

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

19. 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

20. Cognitivism 2) Mental Development Model
Swiss philosopher and psychologist
Jean Piaget
( )

21. 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)

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

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

24. 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…..

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

26. Constructivism Constructivistic philosophy A real world we experience
Multiple perspectives

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

28. Constructivism
Learning: ????
Teaching: ????

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

30. Social Constructivism
Lev Vygotsky

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

32. 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.”

33. 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

34. 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…