Learning Theories

 Below are just a few keywords on the main learning theories as a reminder prompt for myself.

BEHAVIOURISM

• Learning is a perminant change in behaviour
•  Conditioning
• Operant conditioning - participant - follows through with an action i.e. pulls a lever - behavioural chaining - learnt steps to reach desired behaviour
• Classic conditioning - introduced stimulant - something happens to the participant
• Observable & measurable
• Change in behaviour
• Black box
• Lower level thinking
• Behavioural psychology
• Objectivism ( claimed at least)
• Programmed
• Automatic
• Conditioning
• Routing skill development
• Teacher centred 
• Outside source of knowledge
• Reinforced
• Practised
• Repetitive
• Processes - steps -stages
• Programmed instruction

http://www.flickr.com/photos/psychpics/4542749171/ 

           COGNITIVISM

• Learning is a change in understanding or reorganisation of cognitive structures
• Knowledge is abstract and symbolic
• Focus on how the brain works - improving memory and increasing meaning
• 3 stage information processing model, sensory memory, short term memory, long term memory

1. Sensory memory:

• information absorb from the environment through the senses.
• Filtered
• Forgotten after a few seconds unless it triggers interest or relevance

 2.   Short term memory:

•  Retained for up to 20 seconds
• Rehearsing can increase retention
• Can retain up to 7 items
• The 7 items can be clusters of information.n

3.    Long term memory: 

• Unlimited capacity 
• Rote memorisation can help information reach this level but it is easier if the information is interesting.  

• Shema = pre-existing knowledge - internal knowledge structures - base knowledge that allows new knowledge to be absorbed. 
• Meaningful information is easier to absorb
• Retention works better when - new knowledge is linked to prior knowledge - information is grouped in 'chuncks'
• Combining new with old information leads to deeper levels of processing. 
• Learner centred. 

           CONSTRUCTIVISM

• Learning process:

1.  share a common understanding of content
2. Use a suitable cultural, physical or virtual tool
3. Exchange ideas
4. Internalise the new information

• Very student centred
• Teachers role is to model and scaffold
• Learning to occur in realistic settings
• Prior experiences are used to construct new meaning
• Knowledge is gained from internal sources.
• Emphasis on problem solving
• Intrinsic motivation
• Observational learning
• Encourages social interactions with experts. 

• 3 levels of proximal development:

1. Current ability
2. Possible with support
3. Unachievably even with outside help

These dot points have been sourced from the Pedagogical Content Knowledge week 2 readings  and 

Merger, B., (1998). Instructional Design & Learning Theory.