Professional Documents
Culture Documents
Learning Theories
Learning Theories
Dr Shahram Yazdani
© 2002 ATGCI
General learning theories
Behaviorism
Cognitivism
Constructivism
Dr Shahram Yazdani
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© 2002 ATGCI
Representations of the Learning
Process
Behaviorism
– Stimulus-Response
– Reinforced Behavior
– Antecedent Behavior Consequence
– Sequenced knowledge and skills presented in logical
limited steps
Cognitivism
– Cognitivist Learning Perspective
– Information Processing
– Schema
– Mental Models
Constructivism
Dr Shahram Yazdani
– Inquiry-based
– Discovery learning
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Relevant Frameworks
Behaviorism
– Programmed Instruction (logical
presentation of content, overt responses,
immediate knowledge of correctness)
Cognitivism
– Events of Instruction (Conditions of
Learning)
Constructivism
Dr Shahram Yazdani
– Cognitive Apprenticeship
– Cognitive Flexibility
– Situated Learning
– Zone of Proximal Development
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Key Principles:
Behaviorism
Learning happens when a
correct response is
demonstrated following the
presentation of a specific
environmental stimulus
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Key Principles:
Cognitivism
Learning is a change of knowledge state
Knowledge acquisition is described as a
mental activity that entails internal coding
and structuring by the learner.
Learner is viewed as an active participant in
the learning process
Emphasis is on the building blocks of
knowledge (e.g. identifing prerequisite
Dr Shahram Yazdani
relationships of content)
Emphasis on structuring, organizign and
sequencing information to facilitate optimal
processing
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Key Principles:
Constructivism
Learners build personal interpretation of
the world based on experiences and
interactions
Knowledge is embedded in the context in
which it is used (authentic tasks in
meaningful realistic settings)
Create novel and situation-specific
Dr Shahram Yazdani
understandings by "assembling" knowledge
from diverse sources appropriate to the
problem at hand (flexible use of knowledge)
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Goal of Instruction:
Behaviorism
Communicate or transfer behaviors
representing knowledge and skills to the
learner (does not consider mental
processing)
Instruction is to elicit the desired response
from the learner who is presented with a
target stimulus
Learner must know how to execute the
proper response as well as the conditions
Dr Shahram Yazdani
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Goal of Instruction:
Cognitivism
Communicate or transfer knowledge in the
most efficient, effective manner (mind-
independent, can be mapped onto
learners)
Focus of instruction is to create learning
or change by encouraging the learner to
use appropriate learning strategies
Learning results when information is
stored in memory in an organized,
Dr Shahram Yazdani
meaningful way.
Teachers/designers are responsible for
assisting learners in organizing
information in an optimal way so that it
can be readily assimilated
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Goal of Instruction:
Constructivism
Build personal interpretations of the
world based on individual experiences
and interactions (constantly open to
change, cannot achieve a predetermined,
"correct" meaning, knowledge emerges
in relevant contexts)
Learning is an active process of
constructing rather than acquiring
knowledge
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Instructional/Learning
Strategies:
Constructivism
Modeling
Collaborative Learning
Coaching
Scaffolding
Fading
Problem-Based Learning
Authentic Learning
Dr Shahram Yazdani
REALs
Anchored Instruction
Cognitive Flexibility Hypertexts
Object-based Learning
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Theorists
Behaviorism Constructivism
– Skinner
– Bandura – Vygotsky
– Thorndike – Lave & Wenger
– Pavlov
– Piaget
Cognitivism
– Gagne – Bransford,
– Bruner Hasselbring,etc.
Dr Shahram Yazdani
– Anderson (CTGV)
– Gardner – Grabinger
– Novak
– Rummelhart – Spiro and
– Norman colleagues
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Constructivist Theory
Jerome Bruner
Constructivist Theory
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Constructivist Theory
transmitters.
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Constructivist Theory
the learner
3. effective sequencing of the material
4. the nature and pacing of rewards
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Constructivist Theory
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Constructivist Theory
Principles:
1. Instruction must be concerned with the
experiences and contexts that make the student
willing and able to learn.
2. Instruction must be structured so that it can be
easily grasped by the student (spiral
Dr Shahram Yazdani
organization).
3. Instruction should be designed to facilitate
extrapolation and/or fill in the gaps (going
beyond the information given).
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Cognitive Development
Jean Piaget
Cognitive Development
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Cognitive Development
Piaget’s Four Stages:
Sensorimotor Stage (birth - 2 yrs):
– actions become more intentional and integrated into patterns,
there is an increased awareness of self and surroundings.
Preoperational Thought Stage (2 - 7yrs):
– development of language and conceptual thought occurs.
Concrete Operations Stage (7-11yrs):
– increased ability to apply logical thought to concrete problems,
thinking is still primarily related to immediate experience.
Formal Operations Stage (11yrs on):
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Cognitive Development
Instructional Implications:
development.
3. Materials and activities should be geared for
the appropriate level of cognitive
development.
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Elaboration Theory
Reigeluth
Elaboration Theory
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Elaboration Theory
Features of the Model (Ragan & Smith,
1996):
1. An epitome at the beginning of the
instruction
2. A learning-prerequisite sequence within
each level of elaboration
Dr Shahram Yazdani
3. A learner-control format
4. The use of analogies, summarizers and
sythesizers.
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Elaboration Theory
Courses can have 3 different structurings
which are based on the goals of the course.
1. Conceptual: A course structure that is based upon
concepts. There are three types: parts, kinds, and
matrices
2. Procedural: A course structure where
learning/teaching is based on knowing the
procedures for how to do something. There are two
different kinds of procedural knowledge: procedural
Dr Shahram Yazdani
Roger Schank
Problem-Based Learning
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Problem-Based Learning
Five Strategies for Using PBL (Duffy &
Cunningham, 1996):
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Problem-Based Learning
Five Strategies for Using PBL
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Problem-Based Learning
Five Strategies for Using PBL
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Problem-Based Learning
Five Strategies for Using PBL
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Problem-Based Learning
Five Strategies for Using PBL
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Problem-Based Learning
Learning Sequence:
1. Collaborative Analysis session where
groups work together to solve the
problem.
2. Self-directed Learning where the students
Dr Shahram Yazdani
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Problem-Based Learning
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Problem-Based Learning
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Conditions of Learning
Robert Gagne
Conditions of Learning
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Conditions of Learning
Nine events of Instruction
(Ragan & Smith, 1996)
8. Assess performance
4. Present stimulus 9. Enhance retention
material and transfer
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Conditions of Learning
Major Principles of Gagne’s Theory (Kearsley,
1998)
1. Different instruction is needed for different
learning outcomes.
2. Events of learning operate on the learner in ways
that constitute conditions of learning.
3. The specific operations that constitute instructional
Dr Shahram Yazdani
David Ausubel
Assimilation Theory
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Assimilation Theory
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Assimilation Theory
Principles:
1. The most general ideas of a subject should
be presented first and then progressively
differentiated in terms of detail and
specificity.
2. Instructional materials should attempt to
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Meaningful Learning
David Ausubel
Meaningful Learning
to be connected.
Reception Learning: the entire content of
what is to be learned is presented to the
learner in its final form.
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Meaningful Learning
Key Concepts
Discovery Learning: learners are required to
rearrange a given array of information, integrate it
with existing cognitive structures, and reorganize
the integrated combination in such a way as to
create a desired end product.
Rote Learning: the learner memorizes and makes
no connection between what was known and what
was memorized.
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Meaningful Learning
Representational Learning: learning the meanings
of unitary symbols or words. This is the most basic
form of learning and serves as a foundation for all
other learning to occur.
Conception Learning: knowing beyond representation
-- understanding the critical attributes that surround a
concept and differentiate it from other concepts.
Prepositional Learning: the meanings of new ideas
expressed in verbal prepositions are acquired --
Dr Shahram Yazdani
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Meaningful Learning
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Social Development Theory
Zone of Proximal Development
Lev Vygotsky
Social Development Theory
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Social Development Theory
child."
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Social Development Theory
on the environment
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Social Development Theory
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Social Development Theory
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Zone of Proximal Development
Rand Spiro
Cognitive Flexibility Theory
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Cognitive Flexibility Theory
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Instructional Transaction
Theory (ID2)
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Instructional Transaction Theory
Critical Concepts:
Instructional Transactions:
instructional algorithms and patterns of
learner interactions that have been
designed to enable the learner to
acquire a certain kind of knowledge or
skill. A mutual, dynamic interaction
Dr Shahram Yazdani
of 2 subsystems: an authoring
environment and a delivery
environment.
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Instructional Transaction Theory
Critical Concepts:
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Instructional Transaction Theory
Critical Concepts:
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Instructional Transaction Theory
Critical Concepts:
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Situated Learning
Jean Lave
Situated Learning
Learning is a function of the activity, context,
and culture in which it occurs.
All material that is taught should be situated
in real-world contexts from the start. (Winn &
Snyder, 1996, p.124)
Cognitive Apprenticeships
All instruction should mimic the real life
Dr Shahram Yazdani
Howard Gardner
Multiple Intelligence Theory
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Multiple Intelligence Theory
Eight Intelligences:
1. Verbal/Linguistic
2. Logical/Mathematical
3. Spatial
4. Bodily/Kinesthetic
5. Interpersonal
Dr Shahram Yazdani
6. Intrapersonal
7. Musical
8. Naturalistic
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Multiple Intelligence Theory
Instructional Implications:
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Multiple Intelligence Theory
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Component Display Theory
David Merrill
Component Display Theory
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Component Display Theory
Fact Concept Procedure Principle
Find
Use
Dr Shahram Yazdani
Remember
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Component Display Theory
Albert Bandura
Social Learning Theory
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Observational Learning
A. Learn by watching: you don't have to
do something in order to learn it
B. Abstract, decide, engage: learners see
something in the environment, abstract
what they've seen, decide if it is
important and then repeat the behavior.
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Social Learning Theory
Reciprocal Determinism: Interpersonal
and nonsocial environmental factors
come together. The behavior of
individuals occurs because of prior
interactions with other people AND
with the immediate environment.
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Bloom’s Taxonomy
Benjamin Bloom
Bloom’s Taxonomy
new ways
6. Evaluation: the learner can make judgements
based on their knowledge about the value of
methods and materials for some purpose.
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