Transcript Learning Theories with Technology

Learning Theories with
Technology
By: Jessica Rubinstein
Learning Theory
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What is learning? Is it a change in behavior or
understanding? Is it a process? Here we learn
three common models.
Three Learning Paradigms
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Behaviorism
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Cognitive (Information
Processing)
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Positive and Negative
Reinforcement
Punishment
Classical (Pavlov) and Operant
(Skinner) Conditioning
Chunking, TOTE, Schema
Three-Stage Information
Processing Model
Constructivism
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5 Assumptions
Behaviorist Theory
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The theory of behaviorism concentrates on the study of overt
behaviors that can be observed and measured. It views the mind as
a "black box" in the sense that response to stimulus can be
observed quantitatively, totally ignoring the possibility of thought
processes occurring in the mind.
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Internal processes not visible, so cause and effect relationships
become the focus, because they can be observed through behavior.
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Behavior can be modified through contingencies of reinforcement
whereby a learner can be conditioned to exert the desired response.
Three Situations Shaping
Behavior
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Positive Reinforcement: an
increase in a desired behavior
resulting from a stimulus:
reward, praise, grades
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Negative Reinforcement: an
increase in a desired behavior
resulting from avoiding or a
removal of a stimulus: leaving
early to avoid traffic or a safety
belt buzz
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Punishment: a decrease in a
behavior will result from
undesirable consequences:
failing grade for cheating,
corporal punishment
Difference between Operant and
Classical Conditioning
Cognitive Theory
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Cognitive theorists recognize that much learning involves
associations established through contiguity and repetition. They also
acknowledge the importance of reinforcement, although they stress
its role in providing feedback about the correctness of responses
over its role as a motivator.
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Uses the analogy of a computer to illustrate how the mind processes
information. Focuses on internal processes instead of strictly
external events.
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Proposes that the mind has three different memory stores that work
in succession to register, process, store, and retrieve information.
Three-Stage Information
Processing Model
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Sensory Register: receives input from senses which lasts from
less than a second to four seconds and then disappears through
decay or replacement. Much of the information never reaches
short term memory but all information is monitored at some level
and acted upon if necessary.
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Short-Term Memory (STM): sensory input that is important or
interesting is transferred from the sensory register to the STM.
Memory can be retained here for up to 20 seconds or more if
rehearsed repeatedly. Short-term memory can hold up to 7 plus or
minus 2 items. STM capacity can be increased if material is
chunked into meaningful parts.
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Long-Term Memory and Storage (LTM): stores information from
STM for long term use. Long-term memory has unlimited capacity.
Some materials are "forced" into LTM by rote memorization and
over learning.
Information Processing Theory
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Three-Stage Information Processing Model: input first enters a
sensory register, then is processed in short-term memory, and then
is transferred to long-term memory for storage and retrieval.
Key Concepts of Cognitive
Theory
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Chunking: a chunk is any meaningful unit. It refers to digits, words, chess
positions, or people’s faces. The concept of chunking and the limited
capacity of short term memory became a basic element of all subsequent
theories of memory.
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TOTE (Test-Operate-Test-Exit): in a TOTE unit, a goal is tested to see if it
has been achieved and if not an operation is performed to achieve the goal.
This cycle of test-operate is repeated until the goat is eventually achieved or
abandoned. The TOTE concept provided the basis of many subsequent
theories of problem solving and production systems.
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Schema: An internal knowledge structure. New information is compared to
existing cognitive structures called "schema". Schema may be combined,
extended or altered to accommodate new information.
Constructivism Theory
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Constructivists believe that learners construct their own reality or at
least interpret it based upon their perceptions of experiences, so an
individual's knowledge is a function of one's prior experiences,
mental structures, and beliefs that are used to interpret objects and
events.
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Humans construct all knowledge in their minds by participating in
experiences; learning occurs when a person constructs the
mechanisms for learning and their own unique version of that
knowledge.
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Constructivists recommend that students participate in activities that
are meaningful so that learners can generate their own knowledge.
The Assumptions of Constructivism
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knowledge is constructed from experience
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learning is a personal interpretation of the world
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learning is an active process in which meaning is developed on the
basis of experience
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conceptual growth comes from the negotiation of meaning, the
sharing of multiple perspectives and the changing of our internal
representations through collaborative learning
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learning should be situated in realistic settings; testing should be
integrated with the task and not a separate activity
Behaviorism
Cognitivism
Constructivism
A behaviorist believes that
learning occurs as the
result of conditioning from
external environmental
events. Learning is a
strengthening of the
relationship between
stimuli and responses.
Cognitive theorists
recognize that much
learning involves
associations established
through contiguity and
repetition. They also
acknowledge the
importance of
reinforcement.
Constructivists believe
that learners construct
their own reality or at least
interpret it based upon
their perceptions of
experiences, so an
individual's knowledge is a
function of one's prior
experiences, mental
structures, and beliefs that
are used to interpret
objects and events.
Behaviorists view
Cognitivists believe that
Constructivists view
technology as the basis for
human minds and
technology as tools for
innovations such as
computers (technology) are
analyzing the world,
teaching machines,
similar enough that a single
accessing information,
computer assisted
theory (the theory of
interpreting and organizing
instruction, instructional
computation) could guide
their personal knowledge,
design, situated cognition,
research in both
and representing what
and social constructivism. psychology and technology
they know to others.
through computer science.
Behaviorism, Cognitive and
Constructivism - The Basics
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Behaviorism: Based on observable changes in behavior.
Behaviorism focuses on a new behavioral pattern being repeated
until it becomes automatic.
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Cognitive: Based on the thought process behind the behavior.
Changes in behavior are observed, and used as indicators as to
what is happening inside the learner's mind.
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Constructivism: Based on the premise that we all construct our
own perspective of the world, through individual experiences and
schema. Constructivism focuses on preparing the learner to problem
solve in ambiguous situations.
Want More Information?
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Behaviorism Learning Theory:
 http://plato.stanford.edu/entries/behaviorism/
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Cognitive Learning Theory:
 http://web.cocc.edu/cbuell/theories/cognitivism.htm
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Constructivism Learning Theory
 http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
References
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http://chiron.valodsta.edu/whuitt/col/cogsys/infoproc.html
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http://ejite.isu.edu/Volume2No1/nanjappa.htm
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http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
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http://www.infed.org/biblio/b-learn.htm

http://www.usask.ca/education/coursework/802papers/mergel/brend
a.htm