Transcript P2Presentation

How Do We
Learn?
-Learning Theories-
Zekeriya Aktürk
Atatürk University Medical Faculty
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http://aile.atauni.edu.tr
How do people learn?
• Before starting this session ask yourself the
following question:
– What do I think about the learning methods of
people?
– What is my best learning experience? What was
the main factor leading to learning?
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Objectives
• At the end of this presentation, participants
should have information about learning
theories.
• At the end of this presentation, the
participants should;
– Explain three learning theories
– Explain and discuss the assumptions of
Knowles on adult learning
– Explain the experiential learning theory
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What is the use of learning theories?
• Learning theories have two chief values :
– One is in providing us with vocabulary and a
conceptual framework for interpreting the
examples of learning that we observe.
– The other is in suggesting where to look for
solutions to practical problems.
• The theories do not give us solutions, but they
do direct our attention to those variables that
are crucial in finding solutions.
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https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Learning_theory_%28education%29.html
Winfred Farrington Hill. Learning: A survey of psychological interpretation (7th ed), Allyn and Bacon, 2002, Boston, MA.
Three Main Learning Theories
• The behavioral learning theory
• Cognitive learning theory
• Constructive learning theory
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Behavioral Theory
John Broadus Watson (1878 – 1958)
Burrhus Frederic Skinner (1904)
• For behaviorism, learning is the acquisition of a
new behavior through conditioning.
• There are two types of conditioning:
– Classical conditioning, where the behavior becomes
a reflex response to stimulus (Pavlov).
– Operant conditioning, where there is reinforcement
of the behavior by a reward or a punishment.
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http://en.wikipedia.org/wiki/Learning_theory_%28education%29#Behaviorism
• Behaviorists view the learning process as a
change in behavior, and will arrange the
environment to elicit desired responses
through such devices as behavioral
objectives, competency-based learning, and
skill development and training.
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Cognitive Learning Theory
Boyd Henry Bode (1873 – 1953)
• Proposes looking at the patterns rather than
isolated events
• Two key assumptions underlie this cognitive
approach:
– that the memory system is an active organized
processor of information and
– that prior knowledge plays an important role in learning
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Bode, Boyd Henry (1929). Conflicting Psychologies of Learning. Boston: D.C. Heath and Company.
• Cognitive theories look beyond behavior to
consider how human memory works to promote
learning, and an understanding of short term
memory and long term memory is important to
educators influenced by cognitive theory.
• They view learning as an internal mental
process (including insight, information
processing, memory and perception) where the
educator focuses on building intelligence and
cognitive development.
• The individual learner is more important than
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the environment.
Stages of cognitive competence
1.
2.
3.
4.
5.
Unconsciously unskilled.
Consciously unskilled.
Consciously skilled.
Unconsciously skilled.
Consciously skilled.
Noel Burch, Linda Adams. Learning a New Skill is Easier Said than Done. Gordon Training International.
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http://www.gordontraining.com/free-workplace-articles/learning-a-new-skill-is-easier-said-than-done/
The Social Cognitive Theory
(Albert Bandura)
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Constructivist Model (Jean Piaget)
(1896 – 1980)
• Emphasizes the importance of the active
involvement of learners in constructing
knowledge for themselves, and building new
ideas or concepts based upon current
knowledge and past experience.
Gibbons, B. (2004). "Supporting science education for English learners: promoting effective instructional techniques.".
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Electronic Journal of Literacy through Science 3: 1–17.
• Free investigation and effort by the trainee
is encouraged
• The trainer is in a facilitator role. Student
discovers problem solving using real life
examples.
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http://www.canarypete.be/
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Example
• Learning competency: to stop when signal is red.
– Behavioral learning:
– Cognitive learning:
– Constructive learning:
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Some other theories
• Androgogic learning theory (Malcolm Knowles)
• Reflective learning (Donald Schön)
• Experiential learning (David Kolb)
• Zone of Proximal Development (Lev Vygotsky)
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Androgogic learning theory
(Malcolm Knowles)
1. Need to know: Adults need to know the reason for learning.
2. Foundation: Experience (including error) provides the basis
for learning activities.
3. Self-concept: Adults need to be responsible for their
decisions on education; involvement in the planning and
evaluation of their instruction.
4. Readiness: Adults are most interested in learning subjects
having immediate relevance to their work and/or personal
lives.
5. Orientation: Adult learning is problem-centered rather than
content-oriented.
6. Motivation: Adults respond better to internal versus external
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motivators.
http://www.qotfc.edu.au/resource/?page=65375
Reflektive Learning
• Reflection-on-action
– a process in which individuals reflect on actions and
thoughts after they have taken place.
• Reflection-in-action
– takes place as the action occurs.
• Reflection-for-action (Killion & Todnem 1991).
– This type of reflection guides future action based on
past thoughts and actions. It combines reflection-onaction and reflection-in-action.
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Experiential learning
 David Kolb
 It has four components
“tell me and I will forget, show me and I may remember, involve me and
I will understand”.
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Zone of Proximal Development
• is the difference between what a learner can
do without help and what he or she can do
with help.
Lev Semyonovich Vygotsky
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Neuronal learning
• Our brain has appr. 100 billion neurones
• Each neurone makes synapse with 1000 – 10 000
other neurones
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The hierarchy of needs
http://chiron.valdosta.edu/whuitt/COL/motivation/motivate.html
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Summary
• Which learning theories can you list?
• Explain the assumptions of Knowles’s adult
learning.
• Explain Kolb’s experiential learning cycle.
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