Learning theory and its application in the digital age

Dr. Vaikunthan Rajaratnam

Brain

THE LEARNING PROCESS

• PEOPLE LEARN IN DIFFERENT WAYS• THE BRAIN PLAYS A ROLE• BASED ON ASSOCIATIONS• OCCURS IN CULTURAL AND SOCIAL CONTEXTS• PEOPLE LEARN IN DIFFERENT WAYS• PEOPLE THINK ABOUT THEIR OWN LEARNING,

AND THEIR FEELINGS MATTER

Teaching

• PROCESS OF ORGANIZING THE ENVIRONMENT• F ORGANIZING KNOWLEDGE, INFORMATION,

AND ACTIVITIES• PROCESS OF ORGANIZING PEOPLE

Cognitivist Theories:

• Assimilation Theory (Ausubel)• Attribution Theory (Weiner)• Cognitive Load Theory (Sweller)• Cognitive Theory of Multimedia Learning (Mayer)• Component Display Theory• Elaboration Theory (Reigeluth)• Gestalt Psychology (Tolman)• Mental Models (Johnson-Laird)• Schema Theory• Stage Theory of Cognitive Development (Piaget)

Cognitive

• Inner mental activities • Require active participation• Listening, • watching, • touching, • reading, or • experiencing and

then processing and remembering the information

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http://www.youtube.com/watch?v=QgZgPGs_PBU

Behaviorist Theories

• Classical Conditioning (Pavlov)• GOMS Model (Card, Moran, and Newell)• Operant Conditioning (Skinner)• Social Learning Theory (Bandura)

• Shaping target behaviour needs to be as specific • Chainingcomplex behaviours are broken down into simpler ones, each of which is a modular component of the next more complex stage. The learner is rewarded for acquiring a skill, • Discrimination learningthe learner comes to discriminate between settings in which a particular behaviour will be reinforced.• Fadingultimately, the discriminatory stimuli may be withdrawn, a habit is acquired and practised as the effort required is reduced

Constructivism

• Cognitive Apprenticeship (Collins et al.)• Communities of Practice (Lave and Wenger)• Discovery Learning (Bruner)• Social Development Theory (Vygtosky)• Problem-Based Learning (PBL)• Situated Learning (Lave)

• Experimentation: • Research projects: .• Field trips. • Films. • Class discussions.

Roles for facilitators

• Modeling behavioural modeling of the overt performance and cognitive modeling of the covert cognitive processes.

• Coaching – motivates learners, analyzes their performance, provides feedback and advice on the performance and how to learn about how to perform, and provokes reflection and articulation of what was learned.

• Scaffolding - systemic approach to supporting the learner, focusing on the task, the environment, the teacher, and the learner. represents any kind of support for cognitive activity that is provided by teacher

model for developing constructivist learning environments (CLEs)

• Question or issue• Case study• Long-term Project• Problem

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