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Human Learning Ryan Glidden.

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Presentation on theme: "Human Learning Ryan Glidden."— Presentation transcript:

1 Human Learning Ryan Glidden

2 Learning Theory How individuals attain, process, and retain information How humans learn and acquire knowledge Learning theories change as they are evaluated and refined

3 Learning Theory Categories
Behaviorism Rewards increase the chances of behavior recurring Punishment decreases the chances of behavior recurring Cognitivism Looks at patterns as opposed to isolated events Memory system is an active organized processor of information Prior knowledge plays an important role in learning (Ex. Instruction presented in chunks, lesson sequencing) Constructivism Active involvement of learners in constructing knowledge for themselves Build new ideas or make connections based on current knowledge and past experiences

4 Learning Styles There is controversy about the concept of learning styles. Learning Style differences in how individuals’ acquire and process information in learning situations individuals rely on different senses to retain information they learn (ex. visual learning, kinesthetic learning, verbal learning, auditory learning, etc.) Controversy Not well supported by research Learning styles are not found to be universally true Style can change with assignment and age

5 Learning Styles and Instructional Design
Instructional designers rely on assessing the learning situation (or “problem”), and then working to develop an instructional / educational experience for the learner. They can design a better experience if they know how to appeal to the leaner. Individuals differ in how they acquire knowledge (ex. visual learning, kinesthetic learning, and auditory learning) so knowing what is easiest for the learner aids in the success of the design and development Encourages cognitive needs as a top-down instructional approach Helpful in mixing up the style of instruction to include multiple methods (designed to appeal to all students) Brings about new theories and approaches to teaching

6 Motivation Desire to initiate or continue an action
Intrinsic (internal) motivation self-desire to seek out new things and new challenges Ex. Students who read because they get enjoyment from it Extrinsic (external) motivation the performance of an activity in order to attain a desired outcome (influences come from outside of the individual) Ex. Students who read because they get rewarded for doing so Ex. Money, job, homework

7 Motivation ARCS Model of Motivational Design Attention
Interest displayed by learners (ex. desire to learn) Relevance Context that the learner is familiar with (ex. making content-to-student connections) Confidence Positive expectations for achieving success for the learner Satisfaction Reward from a learning experience Ex. Students feel successful (or positively reinforced) when applying that knowledge Instructional Design The ARCS Model (developed by Dr. John Keller) can be incorporated to help your design both understand as well as provide the motivation students require to make a developed instructional design successful

8 Bloom’s Taxonomy

9 Bloom’s Taxonomy If an Instructional Design Model is ineffective, students will not be able to meet learning objectives Bloom’s Taxonomy offers instructional designers Method of distinguishing the fundamental questions within the education system Identify learning objectives Create successful instructional designs Remember Involves reciting facts Understand Ability to organize, compare, interpret, summarize, clarify, and classify main points Apply Applying acquired knowledge, facts, and techniques to problems Analyze Identify motives and causes Evaluate Make judgments about information, validity of ideas, or quality of work Create Compile information together by combining elements to create a new product or solution

10 Conclusion The following aid in instructional design by:
Learning Theory Inform Instructional design (ex. people learn a certain way) Learning Style Help to come up with specific ways to get the message across (ex. visual learning, kinesthetic learning, and auditory learning) Motivation Identify motives and causes which drive learners Bloom’s Taxonomy develop learning across the full range of performance dimensions (ex. Remember, understand, apply, analyze, evaluate, create) Compile information together by combining elements to create a new product or solution

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