1. Learning Theories
By: Paola Davila

2. B.F. Skinner
Skinner, invented the operant conditioning theory while at Harvard University.
He is known for his work in psychology, which led to the opening of his own school of Radical Behaviorism.
Besides his work in psychology, he invented an air crib, cumulative recorder, teaching machine, and pigeon guided missile.

3. Operant Conditioning
With operant conditioning, Skinner proposed that learning is the result of the application of consequences.
The learners connect certain responses with certain stimuli.
Thus, the connection that is made between the responses causes the probability of the response to change and learning occurs.

4. Outcome of Conditioning
Increase
Behavior
Decrease
Positive
Stimulus
Reinforcement
(Add Stimulus)
Response
Cost
(Remove Stimulus)
Negative
Punishment

5. Application of Operant Conditioning to Education
Operant conditioning has really impacted education in many ways. Because everyone around us (professors, classmates, and ourselves) has the potential to change our behaviors in a school or classroom setting, we are all susceptible of exhibiting change.
The behavioral studies have allowed for better experiences that facilitate the change of academic and social behavior. The changes cause the students to have an active role in the classroom and participate to reach their goals.

6. John Sweller
An Australian educational psychologist who is known for developing the cognitive load theory.
His Cognitive Load Theory builds upon the research of Miller.
He has authored over 80 academic publications, mainly on factors that influence instructional design.

7. Cognitive Load Theory
Cognitive Load Theory, as defined by Sweller, states that the best learning occurs when the load on working memory is kept to a minimum to help the changes in long term memory.
For example, it is often said that people learn best when they build on what they already know, however; if someone is asked to learn a lot of information in a short amount of time, it would be extremely difficult to process all the information into working memory.
Sweller also found that a connection must be made to the schematic structures of long term memory. If the connection is made then the information is retained, if not the information will be forgotten and learning will not occur.
In addition, based on the work by Miller, it is said that working memory is limited to seven chunks of information at one time.

8. The Effects of Cognitive Load Theory
The studies conducted by Sweller further indicate that the Cognitive Load Theory plays a very important role in the educational environment.
As a result of the familiarization of the Cognitive Load Theory, it is know that overextending working memory will confuse the brain and cause information to be forgotten.
Therefore, it has been determined that overworking the brain with more than seven chunks of information at one time will lead to failure in learning.

9. Cont.
It is recommended that instructional designers group smaller chunks of information so that working memory is not overloaded then information can be passed to long term memory more efficiently, which allows the learning to occur.
Other recommendations include:
Changing problem solving methods
Integrating multiple sources of information
Reducing repetitive information
Use various methods like auditory and visuals to enhance the learning.

10. Types of Cognitive Load
Intrinsic
Extraneous
Germane
Cannot be altered by instructional manipulations
Is greatly influenced by instructional designer
Influenced by instructional designer
Information can be broken down and then brought back
Interferes with learning
Enhances learning, promoted by instructors
Described as the difficulty of instruction
Described as unnecessary information presented incorrectly
Devoted to the processing and construction of schemata

11. References
B.F. Skinner. (n.d.) . Retrieved October 3, 2008, from
Huitt, W., & Hummel, J. (1997). An Introduction to Operant (instrumental) Conditioning. Educational Psychology Interactive. Retrieved September 28, 2008, from
Miller, Mike. Cognitive Load Theory. Encyclopedia of Educational Technology. The SDSU Department of Educational Technology. Retrieved September from
Paas, Fred & Renkl, Alexander. (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Retrieved September 30, 2008 from