ID AND LEARNING THEORY Chapter 13

Education is what survives when what has been learned has been forgotten. - B. F. Skinner

Types of Learning Theory Cognitive Theory Pp 350-355 Cognitive theorists focus on learning process inside our mind; how information received, processed, retained, and retrieved. CONTRUCTIVISM

Learning Theories Behaviorism Cognitivism Constructivism proponents B.F. Skinner Jerome Bruner Lev Vygotsky John Dewey Knowles applications training, e.g. flight simulators any deep processing: exploring, organizing, synthesizing content Collaborative learning instructional design focus Instructor designs the learning environmment. Instructor manages problem solving and structured search activities, especially with group learning strategies. Instructor mentors peer interaction and continuity of building on known concepts. view of learner basically passive, just responding to stimuli Learners process, store, and retrieve information for use. (Bruner's Discovery Learning)  Learners create their own unique education because learning is based on prior knowledge.

assets integrating complex muscular and cognitive activities Vygotsky's Zone of Proximal Development (ZPD) focuses on interactive problem solving. Learning is interactive, dialogic. implications Climate for Learning: Does the environment have the right stimuli to promote learning? Readiness: Students will learn concepts that are maturing.Opportunity: ZPD = area between what a learner can do individually vs. assist by peer interaction, research and teaching. Learners Customize Their Learning: Provide a range of learning activities and concepts for core course objectives. Prior Knowledge: Design learning to assist students to build on what they know. Inquirey Learning: Adult learners have a mutual vested interest in their learning and want to involve real experience; teachers are not the sole possessors of knowledge and perspective but co-learners and guides. (Knowles' andragogy)

Applications to Instructional Design Presentation vs. Participation Designing Instruction Moore: Inducing knowledge results from student participation sparked by the right questions. Instructors mentor students, consult on content, motivate, help students integrate and contextualize learning, and run classes through participatory management principles. Robert Gagne originated systematic instructional design, analyzing learners and course goals to make objectives, sequence instructional experiences, set the medium of instruction, and assess student performance and the course. Behavioral objectives are the basis of performance assessment--for the students and for the course. Learning activities engage the learner by providing chances for interaction with information sources (instructor, other experts, peers). 9 Events of Instruction (Gagne):  Each portion of instruction should engage learners, make them aware of objectives, trigger relevant prior knowledge, put students with material to be learned, guide students as needed, get students to use their learning and give feedback before assessing performance, and then help students to retain and transfer concepts.

Actually, cognitive and affective learning interact complexly in modern course goals and objectives. Learning may involve "just-in-time" database access in addition to sequenced study. Applying instructional technology requires applying up-to-date findings in communications, computer science, and learning theory. Applying instructional technology also requires faculty to balance the interaction of students with content, instructor, and peers, along with selecting appropriate learning and assessment strategies specific to particular technologies.

I never teach my pupils; I only attempt to provide the conditions in which they can learn. - Albert Einstein