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Learningtheorymatrix1 110216134913 Phpapp02
Learningtheorymatrix1 110216134913 Phpapp02
Connectivism Adult
Definitive Cognitive Constructivist Social Learning Learning
Questions Theory Learning Theory Theory
Theory
for Learn-
ing Theo- Behaviorist
ries Theory
How does Stimuli and Re- Transfer of learning oc- Facilitation, openness (Moslow and Connecting to adding Critical reflection
transfer oc- sponses curs due to previous en- Socialization (Piaget, Vygotsky). Rogers) nodes, growing the net- Reflection/think time.
cur? (Thorndike, countered situations. Build personal interpretations of work. Social/conceptual (Garvin 1993).
Pavlov, Watson, (Thorndike 1928). the world based on individual ex- Behavior reproduction supported and biological.
Guthrie, Hull, Tol- periences and interactions (con- by self-efficacy and regulation. (Siemens, Downes) Development – the ability
man, Skinner). Ac- Communicate or transfer stantly open to change cannot (Bandura, 1986).
to think critically. (Merriam
cording to Tolman, knowledge in the most ef- achieve a predetermined, "correct"
meaning, knowledge emerges in and Caffarella 1999)
a new stimulus ficient, effective manner
relevant contexts).
(the sign) becomes (mind-independent, can
associated with al- be mapped onto learners)
Learning is an active process of
ready meaningful constructing rather than acquiring
stimuli (the signifi- Focus of instruction is to knowledge.
cate) through a se- create learning or change
ries of pairings. by encouraging the learn- Instruction is a process of support-
er to use appropriate ing knowledge construction rather
Result of learning strategies than communicating knowledge.
generalization.
Situations Learning results when infor- Do not structure learning for the
mation is stored in memory task, but engage learner in the ac-
involving identical
in an organized, meaningful tual use of the tools in real world
or similar features way. Teachers/designers are situations. (Lave & Wenger, Pi-
allow behaviors to responsible for assisting aget, Bransford, & Hasselbring,
transfer. (Ertmer learners in organizing infor- Grabinger and Spiro).
& Newby) mation in an optimal way so
that it can be readily assimi-
lated. (Koffka, Kohler,
Lewin, Piaget, Ausubel,
Bruner, Gagne)
Table of Definitive Questions for Learning Theories
What types Reasoning, clear objec- Social, vague (“ill-defined”). Classroom: k-12 and Adults Complex learning, rapid Self-directed and indepen-
of learning tives, problem solving Workplace: Adults changing core, diverse dent. (Moslow and Rogers).
are best ex- Task-based (Schunk, 1991) Jonnassen, 1991a, described Social: Child and Adult (Wilson, knowledge sources
learning. (Skinner, three stages of knowledge ac- 1980). (Heylighen, (2008), Andragogy and critical re-
plained by
quisition: introductory, ad- Siemens and Downes flection. (Knowles, M.
this theory? Bandura, Simplification and stan- vanced, and expert. He argues 2005).
Thorndike, dardization (Bednar et 1968).
Pavlov). that constructive learning envi- Multiple Intelligences (Gardner
al., 1991). ronments are most effective for 1983)
the stage of advanced knowl- Explain why specific things
Stimulus-response Multiple Intelligences are being taught (e.tg., cer-
Intelligence is a func- edge acquisition, where initial
association (Winn (Gardner 1983) tain commands, functions,
1990), which tion of the number of misconceptions and biases ac-
quired during the introductory operations, etc.)
include connections learned.
instructional cues, (Thorndike, 1927). stage can be discovered, negoti-
ated, and if necessary, modified Instruction should be task-
practice and oriented instead of memo-
reinforcement and/or removed.
rization
Multiple Intelligences
Jonnassee agrees that introduc-
Learning that (Gardner 1983) tory knowledge acquisition is Instruction should take
involves into account the wide range
better supported by more ob-
discriminations of different backgrounds of
jectivistic approaches (behavior
(recalling facts), learners. Since adults are
and/or cognitive).
generalizations self-directed, instruction
(defining and should allow learners to
illustrating discover things for them-
concepts, and selves providing guidance
associations Multiple Intelligences (Gard-
ner 1983) and help when mistakes are
(applying made. (Knowles, 1984).
explanations), and
chaining
Multiple Intelligences
(automatically
performing a (Gardner 1983)
specified
procedure).
(Schunk 1991).
Table of Definitive Questions for Learning Theories
Multiple
Intelligences Schema (Bartlett, Mathematical Learning theory Criterion referenced In-
How is ( Gardner 1983) 1932), arrived at the (R. C. Atkinson 1972), Intranet –internal online struction (R. Mager,
technology concept from studies of Maximize mean performance of information. 1975). Goal/task analysis
used for the whole class, Minimize the
memory he conducted LMS – Learning Man- —to identify what needs
learning in variance in performance for the
in which subjects re- whole class, Maximize the agement System, web to be learned, (2) perfor-
your indus- called details of stories conferencing. mance objectives—exact
number of students who score
try? that were not actually specification of the out-
at grade level, or maximize the The Cloud-based Ap-
there. Suggested that mean performance for each comes to be accom-
Information
memory takes the form individual. plication for non-tra- plished and how they are
Processing
Theories (g. Miller, of schema which pro- ditional learning. to be evaluated, (3) crite-
1956).chunking – vide a mental frame- rion references testing—
the idea that short- work for understanding Geo-everything, Per- evaluation of learning in
term memory and remembering infor- sonal Web, Semantic- terms of the
could only hold mation. knowledge/skills speci-
5-9 chunks of Aware Application – fied in the objectives, (4)
information (seven Bransford & Franks to solve difficult prob- development of learning
plus or minus two) (1971) involved in modules tied to specific
where a chunk is lems—bottom-up and
showing people pictures objectives.
any meaningful and asking questions to-down approaches.
unit. I.e., digits,
them about what the (The Horizon Self-paced course involv-
words, chess
positions, or story depicted; people Report-2009) ing a variety of different
people’s faces. would remember differ- media (e.g., workbooks,
ent details depending videotapes, small group
TOTE (Test- upon the nature of the discussion, and comput-
Operate-test-Exit) picture. er-based instruction).
(miller, Galanter &
Pribram (1960)),
Table of Definitive Questions for Learning Theories
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