This document provides an overview of a unit on lifelong learning. It discusses:
1. The Scottish Credit and Qualifications Framework (SCQF), which describes qualifications and progression routes in Scotland.
2. Three contemporary learning theories: behaviorism, information processing, and constructivism/experiential learning. Behaviorism sees learning as behavior modification through stimuli. Information processing views learning as acquiring static knowledge. Constructivism sees learning as knowledge constructed through experience.
3. The document provides more details on these theories and discusses how teaching practices can draw from different theories. It concludes that learning theories have evolved over time and practice often incorporates elements of multiple theories.
2. Learning Aims
By the end of this sub-unit, you will be able to:
1. Explain the function of the SCQF;
2. Discuss three contemporary learning theories
3. Overview
Your preparatory work
The function of the SCQF
Three contemporary learning theories:
Five minute activity
Conclusion
Further reading
4. Your preparatory work
Scottish Credit and Qualification Framework. Scotlalnd’s
Framework for Lifelong Learning: a guide for
learners, providers and employers. Glasgow: SCQF
(accessed 18.11.12).
5. The SCQF
A tool designed to be used by employers, learners and
educational providers.
Describes the courses and programmes that lead to
qualifications
Helps with development of progression routes
Provides opportunities to transfer credit points between
qualifications
It has 12 levels which provide a basis for broad comparisons
between learning and qualifications achieved in different
contexts.
6. Learning Theories
Actually five families of learning theories. We will focus on
three but look briefly at all five
Behaviourism - Rat in a cage
Information processing – shopping lists
Constructivist and experiential - building blocks
Personal Development and Transformation – on phone to
mum
Socio cultural –having a barbeque
7. Theories-in-use
What do teachers and learners do and why do we do
these things?
How else can we do it?
How can my practice change in order to better draw
upon what we know about teaching and learning?
How times are a changing:
policies, new client groups, business models, ICT
8. Behaviourism
Learning as Behaviour modification
Behaviourist models see learning as publicly observable
change in behaviour in response to altered
circumstances
Positive and negative reinforcement through stimulusresponse- stimulus. E.g. Skinner, Thorndike.
These approaches link to competence based
education, performance indicators and learning
outcomes.
9. Information processing
Learning as acquisition of static knowledge
Transmission model
Mentalist process
Banking: receiving filing, depositing, storing
Role of learner?
10. Info processing Principles in Practice
Repetition
Organising
Pointing
Chunking
Sequencing
Drill and practice
Prior learning
Memory work
Catergorizing
Inductive teaching
11. Processing and constructing
Processing and Constructing
Bloom’s Taxonomy –
beyond knowledge
transfer
Bloom’s Taxonomy of the
cognitive domain (Bloom et
al., 1956).
12. Constructivist/ Experiential
From knowledge as static to experiential
From objective knowledge to constructed
From transmission to production
From rote learning to building on prior learning
From outcomes to a focus on processes
From training to teaching and learning
13. Kolb – Leaning grounded in Experience
Kolb -
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualization
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14. Constructivist Teachers …
Student autonomy / initiative.
Primary sources & physical
materials.
Use words carefully
Let students drive lessons
Inquire about their
understandings
Students engage in dialogue
Ask thoughtful, openended questions
n Demand students ask
questions
n Seek elaboration
n Provide experiences that
challenge
n Allow ‘wait time’
n Let students construct
relationships
n Nurture curiosity
n
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15. Models of Learning and Teaching
Constructivist / Experiential
From surface to deep learning: some strategy types
and examples- „self-directed‟ „active‟ ?…
•
•
•
•
•
•
•
Independent learning (self-study materials)
Personal development (eg, peer counselling)
Problem-based (eg case study, syndicate)
Reflection (eg discussion, diary)
Group work (eg quiz, field trip)
Learning by doing (using artefacts, materials, art)
Project work (eg students‟ business venture)
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16. Personal Development and
Transformation
n
Similarly … Learner autonomy & agency, selfdirected, experiential learning, learning to learn,
n
n
n
n
n
Humanist democratic perspectives
Empowerment & self-realisation & critical
Start with the self: perplexity, hesitation and doubt, inner
discomforts, disorientating dilemmas'.
The power of individual agency
Who: Rogers, Maslow, Knowles, Freire, Mezirow
17. … this space “fosters collaborative self-directed experiential learning. The
fully flexible space can accommodate different types of activities from
more formal classroom settings to relaxed informal peer-to-peer
interactions.”
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18. Knowledge emerges only through
invention and re-invention, through
the
restless, impatient, continuing, hop
eful inquiry human beings pursue in
the world, with the world, and with
each other." ~Paulo
Freire, Pedagogy of the Oppressed
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19. Personal Development and
Transformation
Carl Rogers‟ view of learning:
n
n
n
n
n
a belief in humans ability to learn
self-initiated and self-evaluated
behaviour, attitudes and feelings
results in personal meaning
teacher‟s role in relationship / listening / feedback / warmth
/ changing the person‟s concept of themselves / threats
Rogers, C. and Freiberg, H. J. (1993) Freedom to Learn (3rd
edn.), New York: Merrill.
See: Merriam, S. and Caffarella (1991) Learning in Adulthood. A
comprehensive guide, San Francisco: Jossey-Bass.
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20. Socio-cultural Perspectives
Learning as „becoming‟ …it‟s
relational, situated, embodied, social, value laden (and always
shaped by and shaping of cultures)
Learning as a Change of Disposition ?
It’s not just about cognition but about Practice
The practice: ways of doing things – a set of common
approaches (using tools, language, procedures)
21. Five minute activity
What does a good teacher do?
What approaches to teaching do you think (a)work well(b)that you
prefer to use?
How do I know when my students are learning?
What do you think ‘changes’ when learners learn? What sort of
evidence is important when judging whether learning is taking
place?
What are your past experiences that have shaped your
understanding as an educator? What formal (education, work)
and informal (up-bringing, leisure, family life) experiences have
been influential in shaping how you educate or how you would like
to educate?
22. Conclusion
The SCQF useful for some things but has its limitations and
problems
Learning theories have changed and developed in
various directions over time and space.
Practice often draws on a range of theories in use
Useful to know about different learning theories how they
have developed and how they relate to different
purposes and practices.
23. Further reading
Atherton, J. (2005) Learning and Teaching (on-line) UK:
http://www.learningandteaching.info
This is a wonderful site that lends itself to self-study and to
exploring some of the families of models of learning
(behaviourism, cognitivism, and so on).
