Human Learning Brian Newberry

Learning Theory Learning theory attempts to describe how humans learn. These theories can be tested in a variety of ways. The process of testing results in refinements to the theories, branches in the theories, and for some, rejection of the theory. Learning theory is the realm of the cognitive psychologist.

Three Main Schools Behaviorism Cognitivism Constructivism

Three Main Schools Behaviorism Holds that learning can be understood through observation. Watson, Skinner etc. Classical Conditioning Operant Conditioning Social Learning Theory

Three Main Schools Cognitivism Cognitivism was a reaction to or rejection of Behaviorism. Cognitivism holds that to understand human learning you must understand the systems, procedures, models and schemas of human intellect and thinking. Gagne’, Bruner, etc. Ideas such as long term and short term memory,

Three Main Schools Constructivism Constructivism puts emphasis on the role of prior knowledge, experience and the self creation of knowledge. Knowledge is constructed rather than acquired. Bruner, Vygotskey, etc.

Theory to Practice Behaviorism – Stimulus/Response, Reward Approximations to Desired Behavior, Small Goals/Rewards/Recognition, Cognitivism – Design Task in Light of Memory Transfer, Chunking, Sequencing, Simple to Complex Constructivism – Stimulate Prior Recall, Experiential, Complex Integrating Simple, Process Oriented, Understanding Cognitive Development

Learning Styles A learning style is a description of a mode or process or mechanism for individual learning. Learning styles attempt to come to terms with the fact that not everyone seems to learn the same way. Sensory (visual, auditory, tactile, kinesthetic), Multiple Intelligences (Verbal-Linguistic, Logical-Mathematical, Visual-Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Natural). Kolb, Gardner, etc.

Learning Styles Learning styles are attractive and popular. Learning styles are not well supported by research. Learning style seems to change with task, age, etc. Despite this learning styles can be useful as a framework for differentiating instruction and for varying approaches.

Motivation Motivation is that which compels or encourages one to initiate or continue an action or process. Internal vs. External motivation. There are many models for motivation, instinct, incentives, drive, needs, etc. Three components of motivation, Activation, Persistence, Intensity.

Motivation Motivation is that which compels or encourages one to initiate or continue an action or process. Internal vs. External motivation. There are many models for motivation, instinct, incentives, drive, needs, etc. Three components of motivation, Activation, Persistence, Intensity.

Motivation Keller ARCS Model Attention – Perceptual or Inquiry Relevance – Experience, Present Worth, Future Usefulness, Needs Matching, Modeling, Choice. Confidence – Objectives and Prerequisites, Meaningful Success, Feedback, Learner Control. Satisfaction – Use in Real Settings, Feedback and Reinforcement.

Bloom’s Taxonomy (Revised) Remember – List, Recognize, Recall, Identify Understand – Summarize, Classify, Clarify, Predict Apply – Respond, Provide, Carry Out, Use Analyze - Select, Differentiate, Integrate, Deconstruct Evaluate – Check, Determine, Judge, Reflect Create – Generate, Assemble, Design, Create

Human Learning and Instructional Design Instructional Design is a Systematic Process for the Development, Testing, Improvement, Use and Evaluation of Learning Materials, Resources and Environments. Instructional Design is informed by learning theory. Instructional Designers Draw from methods developed from learning theory. Instructional Designers need to understand and use motivation. Instructional Designers need to be able to develop learning across the full range of performance dimensions.