Behaviorism

Definition: A theory that poses that humans learn behaviors through conditioning. Learning and knowledge transfer is also put under these contexts.        Here, learners are passive empty vessels waiting to be filled with information. Positive reinforcement is more effective at changing behavior                              than punishment.

Example of practice: Mastery learning, or the repetition of a certain action until it can be performed perfectly

Teachers can: give immediate feedback, break down tasks into small steps, repeat directions more than once, work from simple to more complex task.

Video links:

https://www.youtube.com/watch?v=Mt4N9GSBoMI

https://youtu.be/imkbuKomPXI

 

Collaborative Learning Theories (Community of Learners)

Enactivism: Enactivism argues that cognition arises through a dynamic interaction between an acting organism and its environment.

Affordance Theory: An affordance is often taken as a relation between an object or an environment and an organism, that affords the opportunity for that organism to perform an action. For example, a knob affords twisting, and perhaps pushing, while a cord affords pulling. The same environment can enable different affordances for different learners and the same tool might have different affordances for different individuals.

Adult-run model of instruction: Students are passive receptors of information that has been packaged and delivered by the adult.

Children-run model of instruction: Students learn by exploring different ways to apply information but adults can set up the environment, but must let it unfold naturally.

 

Community of Learners model of instruction: Students collaborate with others (both adult and children, both experts and novices) in activities that are connected or transferable to the practices in the community. In this model everyone is participating and all are considered active learners.

Connected Learning: "Connected learning is when you’re pursuing knowledge & expertise around something you care deeply about, and you’re supported by friends & institutions who share & recognize this common passion or purpose."- Mimi Ito

• Interest powered

• Production -centered

• Shared Purpose

• Peer-supported

• openly networked

• academically oriented

Example of Practice: Group study, case study, open answered assignment

Video links:

https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud#t-61258

https://www.youtube.com/watch?v=QCSXEKHL6fc

https://www.youtube.com/watch?v=NK1Zb_5VxuM

https://www.youtube.com/watch?v=1s7CC7gS_yo

https://m.youtube.com/watch?v=rWEwv_qobpU

http://www.cnn.com/2014/06/02/living/library-learning-labs-connected-learning/

 

Humanist Theories of Learning

Humanism is a paradigm that believes learning is viewed as a personal act to fulfill one’s potential. Emphasis on self-actualization. Humanists also believe that it is necessary to study the person as a whole, especially as an individual grows and develops over the lifespan.

Human behavior is driven by 2 intrinsic evolutionary forces

-least effort imperative Vs. the challenge of discovery

-Flow theory and Maslow's pyramid of needs

-Here teachers are facilitators

Emotional Intelligence § Experiential Learning § Flow § Maslow’s Hierarchy of Needs

Example of practice: tailored courses, small class

Video links:

https://www.youtube.com/watch?v=iG9CE55wbtY

https://www.youtube.com/watch?v=AXwLsba2TOY

https://www.youtube.com/watch?v=dMk_MHw1myA

 

Constructivist Theory

Constructivism is an individual or group process of making meaning. It is based on the assumption that individuals create knowledge using a combination of past knowledge and newly acquired experience. This theory, while often paired with some scaffolding, eliminates the role of the instructor as the "sage on the stage" and allows learners to participate in and reflect upon their learning processes.  

Learning Practice approaches:

•  Discovery learning

•  Problem-Based learning

•  Experiential learning

•  Inquiry-Based learning

Example of practice: Group study, engage students into activities, raise the self-awareness of students’ learning process, introduction of prior knowledge

Video links:

https://www.youtube.com/watch?v=5p3RAkRNLpU

http://youtu.be/UkEJTiodg-Q

https://www.youtube.com/watch?v=O5_b5UuA4Ds

https://www.youtube.com/watch?v=F00R3pOXzuk&feature=youtu.be

 

Cognitivist Theories

Working memory refers to a brain system that provides temporary storage and manipulation of the information necessary for such complex cognitive tasks as language comprehension, learning, and reasoning.

Long-term memory refers to the continuing storage of information. This information is largely outside of our awareness, but can be called into working memory to be used when needed.

Intrinsic cognitive load: The number of elements that must be processed simultaneously in working memory for schema construction.

Extraneous cognitive load: Instructional techniques that require learners to engage in non schema construction related activities

Germane cognitive load: Beneficial cognitive processes such as abstractions and elaborations promoted through instructional presentations. Increases cognitive load but increases the learning.

Schemas categorize elements of information according to how they will be used

Scaffolding: Support given during the learning process tailored to the needs of the student with the intention of helping the student achieve learning goals

The expertise reversal effect:  Instruction tailored to learners expertise (Aka adaptive scaffolding)

Situated knowledge: The idea that knowledge is constructed within a specific social, cultural, and historical context

Enculturation: The process by which people adopt the practices and values of a given culture

Authentic activity: “The ordinary practices of the culture” (Brown, Collins, & Duguid, 1989)

Example of practice: Engage students to solve real life problems in real situations, simulations, coaching

Video links:

https://www.youtube.com/watch?v=gCswq5JDTaw

https://www.youtube.com/watch?v=tlHUqHTxgLc

https://www.youtube.com/watch?v=QUDaJXm37wk

https://www.youtube.com/watch?v=BnbmLHgQWqQ

https://www.youtube.com/watch?v=Tpge6c3Ic4g

https://www.youtube.com/watch?v=4kF9RIcx1OE

 

References

Artino Jr, A. R. (2008). Cognitive load theory and the role of learner experience: An abbreviated review for     educational practitioners. Aace Journal, 16(4), 425-439.

 

Benson, S. G., & Dundis, S. P. (2003). Understanding and motivating health care employees: integrating Maslow's hierarchy of needs, training and technology. Journal of Nursing Management, 11(5), 315-320.

 

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

 

Csikszentmihalyi, M. (1997). Flow and the Psychology of Discovery and Invention. HarperPerennial, New York.

 

Day, D., & Lloyd, M. M. (2007). Affordances of online technologies: More than the properties of the technology. Australian Educational Computing, 22(2), 17-21.

 

Dillenbourg, P. (1999). What do you mean by collaborative learning?. Collaborative-learning: Cognitive and computational approaches., 1-19.

 

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.

 

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

 

Frielick, S. (2004, December). Beyond constructivism: An ecological approach to e-learning. In proceedings of the 21st ASCILITE Conference.

 

Salomon, G., & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 1-24.

 

Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1(4), 209-229.

 

Richardson, V. (2003). Constructivist Pedagogy. The Teachers College Record, 105(9), 1623-1640.

 

Ruiz, M. R. (1995). BF Skinner's radical behaviorism: Historical misconstructions and grounds for feminist reconstructions. Psychology of Women Quarterly, 19(2), 161-179.