1. Learning
Knowledge
Teaching
...conversations
with Dr. Alex Avramenko
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2. Learning objectives
• At the end of this session, you should be able to:
– Learn about learning
• To understand the essence of learning
• To discuss critically approaches to learning
– Initiate the process of rethinking learning
– Explain the characteristics of the behaviourist and cognitive
approaches to learning
Homework:
• To study Rogers experiential learning theory
• To rethink Bloom’s original and revised taxonomy of the
cognitive domain
• To rethink your own approach to learning
• To think about social content of learning
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3. Learning in different domains
• Training
• Learning
• (Personal) Development
• Learning ‘organisation’
• Formal vs informal learning
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4. Learning & Knowledge
• What learning is about?
– Learning as obtaining knowledge?
– Learning as a process?
– Learning as philosophical paradigm?
• What is ‘learning’ for me?
• How do we know what we have learnt
something?
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5. Learning Curves
Typical (manual) skills learning curve
30
average
number
of items
per day
0
0 4 8 12 16 20 24
Number of weeks on the job
(Shape depends on the characteristics of the task and of the learner)
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6. Contrasting Perspectives
Behaviourist, stimulus–response Cognitive, information processing
studies only observable behaviour studies mental processes
behaviour is determined by learned behaviour is determined by memory,
sequences of muscle movements mental processes and expectations
we learn habits we learn cognitive structures, and
alternative ways to achieve our goals
problem-solving occurs by trial and problem-solving involves insight and
error understanding
dull, boring, but amenable to rich, interesting, but complex, vague
research? and unresearchable?
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7. Behaviourist Approach -
Reinforcement Regimes
Result Reinforcement Behaviour
positive desired behaviour positive desired behaviour
reinforcement is repeated consequences occurs
are introduced
negative desired behaviour negative desired behaviour
reinforcement is repeated consequences are occurs
withdrawn
punishment undesired behaviour a single act of undesired
is not repeated punishment is behaviour occurs
introduced
extinction undesired behaviour the behaviour undesired
is not repeated is ignored behaviour occurs
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8. Cognitive Approach - Feedback
Approach draws on cybernetics - ‘the science of communication in the animal
and in the machine’ Wiener (1954)
• A perspective which seeks to explain the learning process with reference to
the components and operation of a feedback control system
Feedback has to be perceived, interpreted, given meaning and used in decisions
about future behaviours
standard
input measurement comparator effector output
feedback
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9. Socialisation
• The process through which individual behaviours,
values, attitudes and motives are influenced to conform
with those seen as desirable in a given social or
organizational setting
• Being shown the ropes
– We learn new behaviours by observing and copying the
behaviour of others - social learning
–
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10. Behaviour Modification vs
Socialisation
Behaviour modification Socialisation
feedback needed in both approaches for behaviour to change
planned procedure naturally occurring, even if also planned
stimulus determines responses individual needs determine responses
externally generated reinforcements internally generated reinforcements
focus on observable behaviour focus on unobservable internal mental states
focus on tangible rewards and focus on intangible rewards and punishments
punishments (social inclusion, self-esteem)
clear links between desired behaviour intangible links between desired behaviour
and consequences and consequences
compliance required by external agent conformity encouraged by social grouping
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