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A view on how we learn…

A view on how we learn…. Project 2: Learning Theories Presentation For EDTC 3320 –Instructional Design for the Corporate Trainer By Lidia Coronado Summer Session I 2011 . What is learning?. Is learning a change in behavior or understanding?

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A view on how we learn…

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  1. A view on how we learn… Project 2: Learning Theories Presentation For EDTC 3320 –Instructional Design for the Corporate Trainer By Lidia Coronado Summer Session I 2011

  2. What is learning? • Is learning a change in behavior or understanding? • Learning is described in various ways depending on which educational psychologist you research you will get different answers.

  3. Behaviorist View on learning • Behaviorist view on learning stress the role of reinforcement in this process, with learning being seen as a result of certain responses being reinforced & therefore occurring with greater frequency in the future. (Cardwell,2004) • Learning is a permanent change in behavior as a result of experience. (Thorndike, 1928) • The behaviorist focus is on how the environment helps to shape the learning process of an individual.(Jackson, 2009)

  4. Behaviorist Psychologist "The consequences of behavior determine the probability that the behavior will occur again" --B. F. Skinner

  5. Background :Burrhus Frederic Skinner (1904 –1990) • Influenced by readings on early behavioral ideas • Graduated with a PhD in Psychology in 1931 from Harvard University • Published various books based on his research but is more commonly known for his work on operant conditioning • Some awards he acquired thought his career were: • 1971 - Gold Medal of the American Psychological Foundation • 1990 - Citation for Outstanding Lifetime Contribution to Psychology

  6. Skinner on Operant Conditioning • Operant Conditioning -is an explanation of learning where the consequences of a response determine the probability in the future. (Cardwell, 2003) • He emphasized that the basic association in operant conditioning is between the operant response and the reinforcer.(Behlol, 2010) • Punishment and reinforcement must come after the response.(Huffman, 2004) • It is essential to view if the respondents behavior increases or decreases.(Huffman, 2004)

  7. How Operant Conditioning can impact teaching and training

  8. Applications of Operant Conditioning • Every day we encounter learning settings where operant conditioning is applied. • An employee practicing safety in the workplace and as a reward receiving a quarterly performance bonus. • In a classroom a group of children finishing their project and as a reward receiving a pizza party.

  9. Cognitive views on learning • The cognitive domain involves the knowledge and the development of intellectual skills. • In cognitive learning structures or patterns consisting of organized ideas grow and differentiate with experience. (Huffman,2003)

  10. Cognitive Psychologist “To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition.” -Jean Piaget

  11. Jean William Fritz Piaget (1896-1980) • Swiss Psychologist • Known for his epistemological studies with children. • His contribution in psychology was that intelligence was the product of a natural & inevitable sequence of developmental stages. • He is one of the most influential in developmental psychology influencing in the work of Lev Vygotsky and Lawrence Kohlberg, and others.

  12. Piaget’s 4 Stages of Cognitive Development

  13. Piaget’s Impact on Teaching & Training Pros Cons • Piaget had a tremendous influence on psychology for many years. • Piagets ideas have been instrumental in much of the educational thinking of the latter part of the 20th century. • Piaget's influence is strongest in early education and moral education, based on his theory of cognitive development. • Piaget believed that children developed best in a classroom where interactivity was involved. • Critics claim that Piaget underestimates the abilities of young children. • His theory is usually described as anti-educational because it describes a sequence not alterable by education or training. (Cardwell, 2003)

  14. Examples of how both these theories impact how community colleges teach adults. Skinners’ contribution to educational implications Piagets’ contribution to educational implications • Mastery LearningThis is an approach to learning in which a student must learn one lesson well before proceeding to the next lesson.  Some components include:logical sequence -- units are sequenced so that each basic concept is foundation to later units demonstration of mastery at the completion of each unit -- before going on, students get feedback and reinforcement that they have "mastered" the content by taking and passing a test • Interactive teaching: • Use visual aids and models. • Laboratories, workshops and technologies that encourage interactivity such as multimedia, hypermedia and virtual reality fit in with Piagetian thought. (Ginn) • Provide opportunities to discuss social, political, and cultural issues. Example- online discussion forums • Teach broad concepts rather than facts. • Learning concepts are situated in context to be meaningful and relevant to the learner.

  15. In summary • We learn in various ways, based on the research psychologist have been able to evaluate and come up with different theories. • Both theories are effective in that we apply both behavior and cognitive learning in our daily living. In high school when the bell rang we all rushed to our next class even though that didn’t require much learning it is a behavior that every student had conditioned since middle school. • As humans we also realize that we are not just passive thinkers but are capable of finding meaning in what we are taught and are able to apply this new information to previous experience and that is cognitive learning.

  16. References BehlolMalikGhulam, Dr. "International Journal of Psychological Studies." Concept of Learning 2.2 (2010): 231-239. Web. 15 Jun 2011. <www.ccsenet.org/ijps>. "B.F. Skinner." Web. 23 Jun 2011. <http://faculty.weber.edu/pstewart/images/skinner.jpg>. Cardwell, Mike. Schaum's A-Z Psychology. New York, NY: Schaum, 2003. 140-169. Print. Barkley, Elizabeth, Kathryn Cross, and Claire Major. Collaborative learning techniques: a handbook for college faculty. 1st. Hoboken, NJ: Jossey-Bass Inc Pub, 2005. 59-60. Print. Ginn, W. Y. Jean Piaget - Intellectual Development. Retrieved from http://www.sk.com.br/sk-piage.html Huffman, Karen. Psychology in Action: Active Learning Edition. 7th. Hoboken, NJ: Wiley, 2004. 229-243. Print. Jackson Londell D."Adult Learning." Revisiting Adult Learning Theory through the Lens of an Adult Learner. Vol. 20 .3/4 (2009): 20-22. Web. 15 Jun 2011. "Jean Piaget." Wickipedia. Creative Commons Attribution, 06/06/2011. Web. 16 Jun 2011. <http://en.wikipedia.org/wiki/Jean_Piaget>. "Jean Piaget ." Piaget, Jean. Web. 23 Jun 2011. <http://memoonline.com/Dossier.asp?ID=681>. Skinner, B.F. (1955). The behavior of Organisms. New York:D. Appleton-Century Co., 1938. Thorndike, E.L., Bregman, E.O., Tilton, J.W. & Woodyard,E.(1928).Adult Learning. New York: Macmillan.

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