PGCAP learning and learning theories week 4
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This document discusses various learning theories: - It introduces major learning theories and aims to discuss how people learn. - It defines learning as "a persisting change in human performance or performance potential...which must come about as a result of the learner’s experience and interaction with the world." - It examines theories such as behaviorism, cognitivism, humanism, constructivism, socio-constructivism, communities of practice, and connectivism. It analyzes the key aspects and principles of each theory.
![Driscoll (2000) defines learning as “a
persisting change in human performance or
performance potential…[which] must come
about as a result of the learner‟s
experience and interaction with the world”
(p.11).
Driscoll, M. (2000). Psychology of Learning for Instruction. Needham
Heights, MA, Allyn & Bacon.
learning, a definition](https://image.slidesharecdn.com/pgcaplearningweek4cohort2-110209093325-phpapp02/85/PGCAP-learning-and-learning-theories-week-4-7-320.jpg)
PGCAP learning and learning theories week 4
- 2. To discuss how people learn Introduce major learning theories aims
- 3. Discuss how people learn Discuss major theories in education objectives
- 4. Write a definition What is learning?
- 7. Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner‟s experience and interaction with the world” (p.11). Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon. learning, a definition
- 8. •you don‟t •you know conscious competence learning matrix know what what you you don‟t don‟t know know http://www.businessballs.com/consciouscompetencelearningmodel.htm unconscious conscious incompetence incompetence 5th stage: Reflective Competence unconscious conscious competence competence •you don‟t •you know have to think what you what you are know doing 4 stages of learning
- 9. Unconscious incompetence - This basically means that you don't know what you don't know. Conscious incompetence - This is where the learner is aware that s/he does not know something or can learn something new. Put more plainly, you realize that you are not as expert as perhaps you thought. Conscious competence - This is where you have to think about a task or exercise in order to complete it correctly. Unconscious competence - Eventually you reach a point where you no longer have to think about what you are doing in order to complete it correctly. True experts often do things very well without thinking about it. 4 stages of learning
- 10. What is it? How can we nurture it in the classroom and beyond? How does learning power relate to values? Learning Power
- 11. Knowledge skills and understanding Attitudes, values, feelings, dispositions, motivations Double Helix of Learning (McGettrick 2002)
- 12. Values carried in the relationships of life ◦ with self ◦ with others ◦ with an O/other Holding it all together
- 13. factor analysis: what impacts on learning? Institutional Ethos Curriculum and Assessment Practices Worldviews and Pedagogy Traditions Self-regulation Self Esteem Awareness Skills and Capacities Sense of Self As Learner Learning Power Interest Self-efficacy Effort Dispositions Locus of Control Goal Orientation Home, Family and Community Peer Culture Cultural Tools
- 14. Changing and Being Stuck and weakness strength Learning Static Meaning Making Data Critical Curiosity Accumulation Creativity Passivity Learning Being Rule Bound Relationships Isolation & Strategic Dependence Awareness Being Robotic Resilience Fragility & Dependence the 7 dimensions of learning power
- 15. Belief & professional Covering the facilitating inhibiting vision curriculum positive classroom results and targets culture performance collaborative teaching management positive relationships workload professional dialogue large numbers of & choice students golden moments OFSTED being empowered as a large numbers of professional classes in week lack of time lack of know how facilitating/inhibiting learner centredness
- 16. provide the vocabulary and a conceptual framework for interpreting the examples of learning that we observe suggest where to look for solutions to practical problems about learning theories
- 18. to constructing…
- 20. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.” Source: http://www.elearnspace.org/Articles/connectivism.htm knowledge today
- 21. “The shelf life of information is now so short that knowing where to find information is more valuable than knowing any particular piece of information.” (p. 10) Source: Mason, R (2008) Chapter 1: Social networking as an educational tool, in: Mason, R, E-learning and social networking handbook: resources for higher education, Routledge, p.1-24 Shelf life
- 22. Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime. Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks. Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same. Technology is altering (rewiring) our brains. The tools we use define and shape our thinking. The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning. Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology. Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed). Trends in learning
- 23. Behaviourism Cognitivism Humanism Constructivism Socio- Connectivism constructivism Communities Gestalt Theory of practice
- 24. filling empty buckets transmission of knowledge
- 25. Behaviourism is a theory of animal and human learning that only focuses on objectively observable behaviours Learning is an acquisition of new behaviour through conditioning. Stimulus-response Learner is passive Uses reinforcement techniques (positive and negative) Pavlov: behaviourism
- 26. learner is actively engaged in the formation of ideas. constructing knowledge experiential, based on previous knowledge sense-making in naturally embedded activities (active learning) and problem-solving authentic tasks in a meaningful context constructing and re-constructing through personal experience constructing knowledge
- 27. development comes before learning focus on human cognitive development (children) through adaptation and organisation Just being exposed to something new doesn‟t mean we will change, there will be resistances Changes are conceptual Knowledge expands and widens from within Building knowledge structures through progressive internalization of actions based on previous knowledge and experience Piaget: constructivism
- 28. Building knowledge structures through progressive internalization of actions (constructivism) focus on learning through making, less on cognitive potential – „diving-in approach‟ how ideas get formed and transformed within a context worked out by individual minds through reflection on experience situated and pragmatic self-directed learning Papert: constructionism
- 29. learning comes before development co-constructing knowledge within a community or culture learning as a dialogical process the connection between people collaborative construction of knowledge through social negotiation Vygotsky: socio-constructivism
- 30. Old concept, new name Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Etienne Wenger: communities of practice
- 31. The domain: A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people. The community: In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. The practice: A community of practice is not merely a community of interest--people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction. Etienne Wenger: communities of practice, 3 characteristics
- 32. Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Siemens: connectivism
- 33. • Learning and knowledge rests in diversity of opinions. • Learning is a process of connecting specialized nodes or information sources. • Learning may reside in non-human appliances. • Capacity to know more is more critical than what is currently known • Nurturing and maintaining connections is needed to facilitate continual learning. • Ability to see connections between fields, ideas, and concepts is a core skill. • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Siemens: connectivism, principles
- 34. “The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.” Siemens, G. (2004) Connectivism, A learning theory for the digital age, available at http://www.elearnspace.org/Articles/connectivism.htm today and tomorrow?
- 35. Theories are best understood in their historical context. They reflect the social „climate‟ or current thinking at the time of their popularity. They first developed after the industrialisation when „schools‟ appeared and „formal‟ teaching began. Learning theories
- 36. There are two perspectives on how people learn most effectively: Psychological Social emphasis on the emphasis on the individual social context „situated‟ Learning theories
- 37. Behaviourism Cognitivism Humanism Gestalt Learning theories- psychological
- 38. Behaviourism
- 39. Based on stimulus response (S-R) Dominant theory in the 19th century Based on application of science to Observable, measurable behaviour Why the popularity? Pavlov (Russian physicist 1849-1936) Behaviourism
- 40. Pavlov – (1849-1936) Russian physicist – experiments with dogs -conditioned reflexes - conditioning Behaviourists
- 41. Skinner FB 1904 - 1990 Skinner – known for experiments with rats. Rejected reflex as the only source of behaviour – recognised feelings as existing but not as causes of behaviour Neo-behaviourists
- 42. Skinner’s box
- 43. ‘Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant- chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.’ J B Watson 1878-1958 nature v nurture debate
- 44. A scientific approach is based on structure and measurement. What sort of teaching is a behaviourist approach likely to encourage? How does behaviourism still influence teaching? Behaviourism: Discuss!
- 45. Teacher-centred Aims & outcomes Schemes of work Lesson plans Feedback and reward systems Grading seen as important – measurability paramount Main contributions
- 46. What do you think would be the criticisms of this approach? „reductive‟ – humans are more complex than animals. Criticisms
- 47. Cognitivism
- 48. Mid 20th century - A rejection of behaviourism in favour of a theory based on the principle that learning occurs through logically presented information in which the learner organises information received and makes sense of it. Cognitivism
- 49. Used the analogy of the brain as a computer – people are able to sort and sift information and add it to previous knowledge Popular late 50‟s early ‟60‟s Why? Cognitivism
- 50. Dewey (1859-1952 Chair of Philosophy) Education is „intelligent action‟ Learning is based on meaning The classroom cannot be separated from the environment of which it is a part. „Education is not a mere means to life. Education is a life’ Cognitivism
- 51. Dewey Library cataloguing system Enquiry based learning Problem solving Learning outcomes which privilege thinking skills Cognitivism
- 52. How do you feel about this theory? What might the criticisms of this theory be? Another example of reductionism – human beings are more complex than machines Cognitivism
- 53. Humanism
- 54. Also a reaction to behaviourism Saw learners as „whole people‟ therefore needs and feelings important to the process of learning Popular ‟60‟s and early „70‟s Humanism
- 55. Developed in 1960‟s America as a reaction against behaviourism Maslow (1890-1970)(hierarchy of needs) Carl Rogers (also influential in counselling) Scientific approach „sterile & dehumanising‟ – people should be viewed as „whole beings‟ Humanism
- 56. Maslow
- 57. Teacher as „facilitator’ Concept of „readiness to learn’ How useful are these concepts in your work? Carl Rogers 1902- 1987
- 58. Gestalt
- 59. Gestalt means pattern or structure The theory is concerned with perception Also known as „insight learning‟ The „eureka‟ phenomenon Teachers must structure learning so that learners reach an understanding and overview of the whole. Gestalt
- 60. German word for pattern or structure Stressed the importance of learner perception of the overall pattern. Process: 1. Learner explores and defines problem 2. Incubates 3. Illumination – Eureka Gestalt
- 61. What do you see?
- 62. What do you see?
- 63. What do you see?
- 64. What do you see?
- 65. Young girl or old woman?
- 66. How useful is a concept? Gestalt
- 67. Which of the theories we‟ve looked at most approximate to yours? Which of the theories we‟ve examined do you find most convincing? Learning theories
- 69. This body of theorists reject the individual focus of the preceding theories. The emphasis is on how people learn in communal or community settings. Vygotsky Lave & Wenger Social learning theories
- 70. Vygotsky’s Zone of Proximal Development:
- 71. Lave & Wenger‟s „Communities of practice‟ People absorb the practices, attitudes and beliefs of the community they want to join. They learn „how to be‟ something – teacher, doctor, dancer. Develop language, stance etc. initially through peripheral involvement. Situated learning
- 72. Gestalt Situated learning Humanist Cognitivist Expert Behaviourist Proficient performer Competent performer Advanced beginner Novice Rule based learning Links to learning theories
- 73. … education was a sieve. The weaker students were „seived out‟ and they left the classroom for the world of work, while the able students were retained for the next level. „Drop outs‟ were planned for, and seen not just as inevitable but as desirable. Put bluntly, the aim was to discover those who could not cope, and get rid of them.
- 74. Once learners were thought to have a genetic disposition for learning, or not, which was measured by their „IQ‟. This placed an upper limit on their possible achievement. Some students were thought to reach their „ceiling‟ after which further teaching would be in vain. This is no longer thought to be the case. Experts on the brain and on learning now stress that everyone can learn more, if they are taught appropriately, whatever they have previously achieved. A vivid illustration of this is provided by the work of Professor Reuven Feuerstein (theory of Mediated Learning Experience MLE).
- 75. Education is a ladder, and we expect every learner to climb as fast and as high as they are able. „Drop outs‟ are seen as a wasted opportunity, for the learners, and for society as a whole. Once teachers taught courses, subjects and classes. But no more. Now they are teaching individuals…
- 77. Growth-orientation v being stuck & static I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self- improvement’, and faith that this is possible. I have a sense of history and of hope. I tend to take ownership of my own learning, and like to be responsible for what I’m learning and how I go about it. I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me
- 78. Meaning making v Data accumulation I tend to look for patterns, connections and coherence in what I am learning, and to seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience, and I like learning about what matters to me.
- 79. Critical curiosity v passivity I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.
- 80. Creativity v Rulebound I like new situations, and will sometimes create novelty and uncertainty ‘just to see what happens’. I’ll spice things up to stop them being boring. I like playing with possibilities and imagining how situations could be otherwise. I am able to look at problems from different perspectives. I like trying things out even if I don’t know where they will lead. I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up. I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts.
- 81. Positive learning relationships v Isolation I like working on problems with other people, especially my friends. I have no difficulty sharing thoughts and ideas with others, and find it useful. I am quite capable of working away at problems on my own, and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of being lonely or isolated, when I’m learning. I have important people at home and in my community who share with me in my learning. I am ready to draw on these when it seems helpful. I feel that I live within a supportive social context.
- 82. Strategic Awareness v Robotic I tend to think about my learning, and plan how I am going to go about it. I usually have a fair idea how long something is going to take me, what resources I am going to need, and my chances of being successful. I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences, aspirations, strengths and weaknesses are.
- 83. Resilience - dependence and fragility I tend to stick at things for a while, even when they are difficult. I don’t give up easily. I often enjoy grappling with things that aren’t easy. I can handle the feelings that tend to crop up during learning: frustration, confusion, apprehension and so on. I have quite a high degree of emotional tolerance when it comes to learning. I’m not easily upset or embarrassed when I can’t immediately figure something out I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck. I’m usually happy to keep trying on my own for a while. I don’t mind if there’s nobody around to ‘rescue’ me.
- 84. Banking model “This model of education sees pupils or students as depositories to be filled up by teachers who have already been filled up. The contents are pre- produced as an abstract body of knowledge, by researchers whose intellectual labour is already divided by subject area, and distributed through the curriculum by teachers in schools and other institutions which are factories for filling minds.” (p. 79) Fox, S (2002) Studying Networked Learning: Some Implications from Socially Situated Learning Theory and Actor Network Theory, in: Steeples, C, Jones C (eds.) Networked Learning: Perspectives and Issues, London: Springer, pp. 77-91.
- 85. Banking model “This model of education sees pupils or students as depositories to be filled up by teachers who have already been filled up. The contents are pre- produced as an abstract body of knowledge, by researchers whose intellectual labour is already divided by subject area, and distributed through the curriculum by teachers in schools and other institutions which are factories for filling minds.” (p. 79) Fox, S (2002) Studying Networked Learning: Some Implications from Socially Situated Learning Theory and Actor Network Theory, in: Steeples, C, Jones C (eds.) Networked Learning: Perspectives and Issues, London: Springer, pp. 77-91.
- 86. learning Core Module Team Chrissi Nerantzi & Neil Currant Twitter @pgcap