1. Learning Theory Last Update 2013.08.23 1.1.0 Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 1

2. Current Theoretical State There is no single unifying theory of how learning occurs Each has some element of truth Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 2

3. Types of Learning Theories There are several categories of learning theory –Bloom’s Taxonomy –Behaviorism –Gestalt –Constructivism –Neurophysical Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 3

4. Bloom Taxonomy Details The Bloom Committee identified three types of learning –Cognitive –Affective –Psychomotor Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 4

5. Cognitive Learning Details Cognitive learning is mental as in –Knowledge Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 5

6. Affective Learning Details Affective learning concerns –Attitude –Feelings –Emotions Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 6

7. Psychomotor Learning Details Psychomotor learning is limited to –Physical skills Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 7

8. KSA Blooms taxonomy is commonly termed KSA –Knowledge –Attitude –Skills Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 8

9. Cognitive Learning Details Cognitive learning as defined by the Bloom Committee has several levels of learning from the most basic to the most advanced These are Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 9

10. Cognitive Learning Details Knowledge –Recall of data Comprehension –Understand the meaning Application –Use a concept in a new application Analysis –Separate a concept into its parts in order to troubleshoot Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 10

11. Cognitive Learning Details Synthesis –Build a new structure from diverse elements to form a new whole Evaluation –Make judgments Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 11

12. The Cognitive Process In the cognitive process learning is transferred into memory in three stages of information processing –Sensory Register Input from the senses which lasts from less than a second to four seconds and then disappears Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 12

13. The Cognitive Process –Short term memory A transfer from the sensory register that causes the memory to last up to 20 seconds when reinforced Up to eight items or so can be stored this way –Long term memory Unlimited capacity Material can be forced into long term memory through rote learning Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 13

14. Inhibition to Transfer Movement of information from short term to long term memory can be inhibited by –Retroactive inhibition A second topic is added before the first topic is fully understood –Proactive inhibition A task is taught, then another task is taught and tested for before the first task has been learned –Lateral Inhibition Input from too many senses at the same time Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 14

15. Affective Learning Details In affective learning the levels are –Receiving Listen with respect Recall names of those met –Responding Participates in discussion Give a clear presentation –Valuing The worth a person attaches to something Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 15

16. Affective Learning Details –Organization Place value into priorities by contrasting different values –Internalizing values Have a value system Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 16

17. Psychomotor Learning Details In psychomotor learning the steps are –Perception Ability to use sensory cues to guide motor activity –Set Readiness to act Knows one’s limitations –Guided Response This is the early stages of learning a complex skill –One can follow instructions on how to build as a model Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 17

18. Psychomotor Learning Details –Mechanism This is the intermediate stage in learning a complex skill –Drive a car –Complex Overt Response The skilled performance of motor acts –Proficiency –Adaptation Here skills are well developed Patterns can be modified to fit requirements when faced with an unexpected situation Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 18

19. Psychomotor Learning Details –Origination At this final stage a new pattern can be created to fit a set of circumstances Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 19

20. Behaviorism Learning Details The concept of behavioral learning is based on observable changes in behavior Such as –Aristotle’s memory essay where memories are associated with events –Pavlov’s conditioned response –Watson’s stimuluses' responses Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 20

21. Behaviorism Learning Details –Skinner’s Positive reinforcement Negative reinforcement Non-reinforcement Punishment For human learning there must be a hunger for knowledge Feedback must be both positive and negative in order to guide the learner onto the correct path Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 21

22. Gestalt Learning Details The Gestalt learning theory is a reaction to behaviorism Behaviorism was seen as too simplistic In their view how we put our lives together determines who we are The parts we select define us How we arrange our lives determines our lives Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 22

23. Constructivism Learning Details In the Constructivist concept learners construct their own reality or at least interpret it based upon their perception of their experiences So an individual’s knowledge is based on their prior experiences Knowledge is constructed from experience Learning is a personal interpretation of the world Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 23

24. Constructivism Learning Details Learning is an active process in which meaning is developed on the basis of experience Yet all share a common concept of the physical world Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 24

25. Neurophysical Learning Details The neurophysical learning theory sees learning as a process of laying down neuropathways It also includes McConnell’s chemical basis of learning through ingestion Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 25

26. The Teachable Momment Regardless of the learning theory the learner must be ready to learn Havighurst called this a teachable moment Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 26

27. Learning By Age How people learn is often differentiated by the age of the learner –Pedagogy –Andragogy Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 27

28. Pedagogy Pedagogy concerns primarily in children It is based on –Lecture It is mostly teacher dependent Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 28

29. Andragogy In andragogy adults are the focus Learning depends on whether they are ready to learn Adult learning is based on –Discussions –Simulation –Problem solving –Labs It is self directed Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 29

30. Why Do Adults Seek to Learn Adults seek to learn based on need Barriers to adult learning are primarily –Situational Lack of day care for example –Institutional Such as the times of classes –Dispositional This is whether the learner is prepared to learn or is inhibited in some way such as fear of failure Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 30

31. What is Expected of You Lastly, what is expected of you in a class is based to a large extent on at what level the class is At the bachelor’s degree level you are expected to learn basic facts and concepts, and then select and implement the most suitable ones Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 31

32. What is Expected of You At the masters degree level you are expected to analyze, select, apply, manage, and extend those concepts you have learned At the doctoral level you are expected to develop entirely new ways of understanding or solving problems of a complex nature Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 32

33. What is Expected of You At the doctoral level one of the greatest insults is to tell someone their work is derivative So here we will be taking concepts developed by others, and then extend these, implement these, and manage those that do Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 33