Learning theory and its application in the digital age
This document discusses learning theory and its application in digital learning. It covers several topics: - The brain plays a role in how people learn in different ways based on associations and in social/cultural contexts. Learning involves thinking about one's own learning process. - Teaching is the process of organizing knowledge, information, and activities for people. - Several cognitivist learning theories are described that involve how information is processed, like cognitive load theory and schema theory. - Behaviorist theories like classical conditioning and operant conditioning examine how behaviors are shaped through reinforcement. - Constructivist theories emphasize active learning through experiences, communities of practice, and problem-based learning. Facilitators can support learners through modeling
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Learning theory and its application in the digital age
- 1. Learning theory and its application in the digital age Dr. Vaikunthan Rajaratnam
- 2. Brain
- 3. 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
- 4. Teaching • PROCESS OF ORGANIZING THE ENVIRONMENT • F ORGANIZING KNOWLEDGE, INFORMATION, AND ACTIVITIES • PROCESS OF ORGANIZING PEOPLE
- 7. 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)
- 8. Cognitive • Inner mental activities • Require active participation • Listening, • watching, • touching, • reading, or • experiencing and then processing and remembering the information
- 13. Behaviorist Theories • Classical Conditioning (Pavlov) • GOMS Model (Card, Moran, and Newell) • Operant Conditioning (Skinner) • Social Learning Theory (Bandura)
- 14. • Shaping target behaviour needs to be as specific • Chaining complex 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 learning the learner comes to discriminate between settings in which a particular behaviour will be reinforced. • Fading ultimately, the discriminatory stimuli may be withdrawn, a habit is acquired and practised as the effort required is reduced
- 16. 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)
- 17. • Experimentation: • Research projects: . • Field trips. • Films. • Class discussions.
- 18. 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
- 19. model for developing constructivist learning environments (CLEs) • Question or issue • Case study • Long-term Project • Problem