1. Human Learning
Brian Newberry

2. 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.

3. Three Main Schools
Behaviorism
Cognitivism
Constructivism

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

5. 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,

6. 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.

7. 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

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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

14. 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.