1. Human Learning Adham Jad

2. Learning Theory Conceptual frameworks describing how information is absorbed, processed and retained during learning. Learning theory describes how human learn. Learning theories help us understand the inherently complex process of learning

3. Learning Theory Categories There are 3 main schools of learning theory: Behaviorism Cognitivism Constructivism

4. Learning Theory Categories Behaviorism Operates on the principle of stimulus response All behavior is caused by external stimuli (operant conditioning) All behavior can be explained without the need to consider internal mental state or consciousness Learning is the acquisition of a new behavior through conditioning and social learning. Watson and Skinner 3 types of conditioning; classical, operant and social conditioning

5. Learning Theory Categories Cognitivism A reaction to rejection of behaviorism This paradigm argues that the “black box” of mind should be opened and understood. Learner is considered an information processor, like computer. Theoretical framework for understanding the mind that gained credence in the 1950s Gestalt Psychology

6. Learning Theory Categories Constructivism Observation and scientific study about how people learn Emphasizes the importance of the active involvement of learners in constructing knowledge for themselves Focuses building new ideas or concepts based upon current knowledge and past experience People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Piaget and Bruner

7. Learning Styles Learning Styles group common ways that people learn Individuals differ in how they learn Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. Visual, aural, verbal, physical, logical, social, solitary

8. Learning Styles and Instructional Design Learning styles are critical to understanding your audience. While there are many factors that impact how a person learns, there are basically three major categories of acquiring knowledge. These include auditory, visual, and kinesthetic. The instructional design shall conform with these learning styles in order to achieve maximum benefit. A safe place to navigate in designing a course is to find balance among the three styles for your audience.

9. Motivation A theoretical construct used to explain behavior. Motivation is literally the desire to do things. The difference between waking up before dawn to pound the pavement and lazing around the house all day. The scientific word used to represent the reasons for our actions, our desires, and our needs

10. Motivation Model-ARCS ARCS Model by John M. Keller The ARCS Model of Motivational Design is a well-known and widely applied model of instructional design. ARCS is a systematic model for designing motivating instruction.

11. Motivation Model-ARCS The ARCS Model identifies four essential strategy components for motivating instruction: A ttention strategies for arousing and sustaining curiosity and interest; R elevance strategies that link to learners' needs, interests, and motives; C onfidence strategies that help students develop a positive expectation for successful achievement; and S atisfaction strategies that provide extrinsic and intrinsic reinforcement for effort (Keller, 1983).

12. Use of ARCS in Instructional Design The ARCS Model of Motivational Design is an easy-to-apply, heuristic approach to increasing the motivational appeal of instruction. ARCS provides a useful framework for both the design and improvement of the motivational quality of a range of informational entities--from classroom instruction to Internet resources--and increases the likelihood that these entities will be used and enjoyed.

13. Bloom’s Taxonomy

14. Research has shown that the key is to produce materials that force students to synthesize and evaluate ideas, thus moving them higher on Bloom's Taxonomy. Relating this fact to current educational objectives, driven by student- centered learning, the most important outcome is the learner's ability to move up the "pyramid" and begin to achieve new knowledge and deeper levels of understanding.

15. Instructional Design and Bloom’s Taxonomy Activities should be developed that are simply for building knowledge - laying the foundation for learning. These steps can be completed in ANGEL with a simple fact-based quiz or uploading a PowerPoint walkthrough. The next building blocks, comprehension and application, can be achieved through a read-and-respond activity or a practice problem set, using a drop box or a more elaborate quiz. Analysis and synthesis activities can be created using the discussion forums, by giving the student a scenario in which he or she must post an answer and respond to someone else, or by having project teams look at submissions and summarize with a (SWOT) model.

16. Conclusion The three learning theories, behaviorism, cognitivism and constructivism are widely used in Instructional Design curriculum. Learning theories define instructional components that can be used to define instructional prescriptions more precisely. The instructional design shall conform with learning styles in order to achieve maximum benefit. The ARCS Model of Motivational Design is an easy-to-apply, heuristic approach to increasing the motivational appeal of instruction Bloom's Taxonomy is a guide for selecting the skill level in which you want the learners to perform.

17. References http://www.nwlink.com/~donclark/hrd/learning/id/bloom_taxonomy.jpg http://www.nwlink.com/~donclark/hrd/learning/id/bloom_taxonomy.jpg http://www.learning-theories.com/ http://en.wikipedia.org/wiki/Learning_theory_(education)