Learning and e learning: The Role of Theory
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This document discusses three major learning theories - associative, cognitive, and situative perspectives - and their implications for e-learning. The associative perspective views learning as building skills through repetition. The cognitive perspective sees learning as an active process of constructing understanding individually and socially. The situative perspective frames learning as developing skills through participation in social practices. Effective e-learning should incorporate elements of all three theories by providing structured learning activities, opportunities for reflection, and social learning through collaboration.
Learning and e learning: The Role of Theory
- 1. Learning and e-learning: The Role of Theory Terry Mayes and Sara de Freitas Azran Azmee Kafia
- 2. Outline Background The Associationist Perspective The Cognitive Perspective The Situative Perspective Implications E-learning and the learning cycle Current landscape of e-learning
- 3. Background What is learning? & What is e-learning?
- 4. Background Learning Analysis of learning experience Associative perspective, Cognitive perspective, and Situative perspective
- 5. Associative Perspective Theorists : Skinner and Gagne Associationist describes individual learners Building concepts or competences step by step Overt activities + Outcomes of these activities
- 6. Associative Perspective Implications of learning Pedagogic Approaches Routines of organized activity Progression through component concepts or skills Clear goals and feedback Individual pathways matched to performance Guided instruction Drill and practice Instructional design Socratic dialogue
- 7. Cognitive Perspective: Constructive (Individual) Theorist : Piaget, Papert, Kolb and Biggs Cognitive attempts Achieving understanding through active discovery Detailed structures + Processes that underlie individual performance
- 8. Cognitive Perspective: Constructive (Individual) Implications of learning Pedagogic Approaches Active construction and integration of concepts Ill-structured problems Opportunities for reflection Ownership of the task. Cognitive scaffolding Experiential learning (Kolb’ learning cycle) Experimental learning Constructivist learning environments Problem-based learning Research-based learning
- 9. Cognitive Perspective: Constructive Perspective ( Social) Theorists: Vygotsky and Laurillard and Pask Achieving understanding through dialogue and collaboration. Scaffold by social environment Peer learners and teachers play a key role Engaging in dialogue, developing a shared understanding and providing feedback
- 10. Cognitive Perspective: Constructive Perspective ( Social) Implications of learning Pedagogic Approaches Conceptual development through collaborative activity Ill-structured problems Opportunities for discussion and reflection Shared ownership of the task Reciprocal training Conversational model Computer-supported collaborative learning
- 11. Situative Perspective Theorists: Lave and Wenger,Cole, Engstrom and Wertsch Situative outset Developing practice in a particular community Activity systems aggregates group of learners Individuals participate as members of communities
- 12. Situative Perspective Implications of learning Pedagogic Approaches Participation in social practices of enquiry and learning Acquiring habits, attitudes, values and skills in context Developing identities Developing learning and professional relationships (Cognitive) apprenticeship Situative learning (Legitimate peripheral) participation (continuing) professional development Work-based learning
- 13. Implications Blended learning Learning as 1. Behaviour 2. Construction of knowledge and meaning 3. Social Practice Learning + e-learning
- 14. Learning and e-learning cycle Situative perspective Learner’s motivation Associative perspective Nature of performance Cognitive perspective Role of understanding and reflecting on action
- 15. Fowler and Mayes (1999) attempted to map broad pedagogies onto types of technology; “Primary: distinguishing between the technology of presenting information Secondary: the technology of supporting active learning tasks and feedback, and Tertiary: the technology of supporting dialogue about the application of the new learning.”
- 16. “… work that demonstrated that practice will lead to performance improvements that proceed almost indefinitely even on simple perceptual-motor task.” (Welford,1968) it proceeds Novice Expert
- 17. Current landscape of e-learning This model suggests itself based on a simple dimension of locus of control: Institutional VLEs + with their emphasis on standardization An environment that empowers learners to take responsibility for their own learning and make their own design decision Institution-in-control
- 18. So, the popular notion is Developing towards Personalization of learning environment Or Personalized VLE Web 2.0 To empower e-learners with great flexibility for learning through rich dialogue with like- minded others by its rapid identification process a) Direct communication + b) Sharing of relevant information
- 19. A familiar curriculum design model : a) Describing intended learning outcomes, b) Designing teaching methods, c) Learning environments to achieve them, d) Making assessments to measure how well they have been achieved, and e) Making an evaluation of whether the stages are properly aligned. (mostly the training of skills)
- 20. challenges Conventional rationale of learning design Mature educational infrastructure. Understanding of e-learning matures Appreciation of importance of theory deepens For educational outcomes points Theory direction Learner(community/grou p/individual) take responsibility for their achievement of learning outcomes
- 21. Individual learner Role of Educator (social setting and peer culture) A coherent and workable model of education with theory and practice aligned