Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Dr Shahram Yazdani
© 2002 ATGCI
General learning theories
Behaviorism
Cognitivism
Constructivism
Dr Shahram Yazdani
2
© 2002 ATGCI
Representations of the Learning
Process
Behaviorism
– Stimulus-Response
– Reinforced Behavior
– Antecedent Behavior Consequence
– Sequenced knowledge and skills presented in
logical limited steps
Cognitivism
– Cognitivist Learning Perspective
–
Dr Shahram Yazdani
Information Processing
– Schema
– Mental Models
Constructivism
– Inquiry-based
3
– Discovery learning
© 2002 ATGCI
Relevant Frameworks
Behaviorism
– Programmed Instruction (logical presentation
of content, overt responses, immediate
knowledge of correctness)
Cognitivism
– Events of Instruction (Conditions of Learning)
Constructivism
Dr Shahram Yazdani
– Cognitive Apprenticeship
– Cognitive Flexibility
– Situated Learning
– Zone of Proximal Development
4
© 2002 ATGCI
Key Principles: Behaviorism
behaviors
5
© 2002 ATGCI
Key Principles: Cognitivism
Learning is a change of knowledge state
Knowledge acquisition is described as a
mental activity that entails internal coding
and structuring by the learner.
Learner is viewed as an active participant
in the learning process
Dr Shahram Yazdani
9
© 2002 ATGCI
Goal of Instruction:
Constructivism
Build personal interpretations of the world
based on individual experiences and
interactions (constantly open to change, cannot
achieve a predetermined, "correct" meaning,
knowledge emerges in relevant contexts)
Learning is an active process of constructing
rather than acquiring knowledge
Instruction is a process of supporting
knowledge construction rather than
Dr Shahram Yazdani
communicating knowledge
Do not structure learning for the task, but
engage learner in the actual use of the tools in
real world situations
10
© 2002 ATGCI
Instructional/Learning Strategies:
Behaviorism
Behaviorism
Instructional cues to elicit correct response
Practice paired with target stimuli
Reinforcement for correct responses
Building fluency (get responses closer and closer
to correct response)
Multiple opportunities/trials (Drill and practice)
Dr Shahram Yazdani
REALs
Anchored Instruction
Cognitive Flexibility Hypertexts
Object-based Learning
13
© 2002 ATGCI
Theorists
Behaviorism Constructivism
– Skinner
– Bandura
– Vygotsky
– Thorndike – Lave & Wenger
– Pavlov – Piaget
Cognitivism – Bransford,
– Gagne
Hasselbring,etc.
Dr Shahram Yazdani
– Bruner
(CTGV)
– Anderson
– Gardner – Grabinger
– Novak – Spiro and
– Rummelhart colleagues
– Norman 14
© 2002 ATGCI
Constructivist Theory
Jerome Bruner
Constructivist Theory
16
© 2002 ATGCI
Constructivist Theory
transmitters.
17
© 2002 ATGCI
Constructivist Theory
the learner
3. effective sequencing of the material
4. the nature and pacing of rewards
18
© 2002 ATGCI
Constructivist Theory
19
© 2002 ATGCI
Constructivist Theory
Principles:
1. Instruction must be concerned with the
experiences and contexts that make the student
willing and able to learn.
2. Instruction must be structured so that it can be
easily grasped by the student (spiral
Dr Shahram Yazdani
organization).
3. Instruction should be designed to facilitate
extrapolation and/or fill in the gaps (going
beyond the information given).
20
© 2002 ATGCI
Cognitive Development
Jean Piaget
Cognitive Development
22
© 2002 ATGCI
Cognitive Development
Piaget’s Four Stages:
Sensorimotor Stage (birth - 2 yrs):
– actions become more intentional and integrated into
patterns, there is an increased awareness of self and
surroundings.
Preoperational Thought Stage (2 - 7yrs):
– development of language and conceptual thought
occurs.
Concrete Operations Stage (7-11yrs):
Dr Shahram Yazdani
development.
3. Materials and activities should be geared for
the appropriate level of cognitive
development.
24
© 2002 ATGCI
Elaboration Theory
Reigeluth
Elaboration Theory
26
© 2002 ATGCI
Elaboration Theory
3. A learner-control format
4. The use of analogies, summarizers and
sythesizers.
27
© 2002 ATGCI
Elaboration Theory
Courses can have 3 different structurings
which are based on the goals of the course.
1. Conceptual: A course structure that is based upon
concepts. There are three types: parts, kinds, and
matrices
2. Procedural: A course structure where
learning/teaching is based on knowing the
procedures for how to do something. There are two
different kinds of procedural knowledge: procedural
Dr Shahram Yazdani
Roger Schank
Problem-Based Learning
30
© 2002 ATGCI
Problem-Based Learning
Five Strategies for Using PBL (Duffy &
Cunningham, 1996):
31
© 2002 ATGCI
Problem-Based Learning
Five Strategies for Using PBL
32
© 2002 ATGCI
Problem-Based Learning
Five Strategies for Using PBL
33
© 2002 ATGCI
Problem-Based Learning
Five Strategies for Using PBL
34
© 2002 ATGCI
Problem-Based Learning
Five Strategies for Using PBL
36
© 2002 ATGCI
Problem-Based Learning
Learning Sequence:
1. Collaborative Analysis session where
groups work together to solve the
problem.
2. Self-directed Learning where the students
Dr Shahram Yazdani
37
© 2002 ATGCI
Problem-Based Learning
38
© 2002 ATGCI
Problem-Based Learning
39
© 2002 ATGCI
Conditions of Learning
Robert Gagne
Conditions of Learning
41
© 2002 ATGCI
Conditions of Learning
Nine events of Instruction
(Ragan & Smith, 1996)
42
© 2002 ATGCI
Conditions of Learning
Major Principles of Gagne’s Theory (Kearsley,
1998)
1. Different instruction is needed for different
learning outcomes.
2. Events of learning operate on the learner in ways
that constitute conditions of learning.
3. The specific operations that constitute
Dr Shahram Yazdani
David Ausubel
Assimilation Theory
45
© 2002 ATGCI
Assimilation Theory
46
© 2002 ATGCI
Assimilation Theory
Principles:
1. The most general ideas of a subject should
be presented first and then progressively
differentiated in terms of detail and
specificity.
2. Instructional materials should attempt to
Dr Shahram Yazdani
48
© 2002 ATGCI
Meaningful Learning
David Ausubel
Meaningful Learning
to be connected.
Reception Learning: the entire content of
what is to be learned is presented to the
learner in its final form.
51
© 2002 ATGCI
Meaningful Learning
Key Concepts
54
© 2002 ATGCI
Social Development Theory
Zone of Proximal Development
Lev Vygotsky
Social Development Theory
56
© 2002 ATGCI
Social Development Theory
child."
57
© 2002 ATGCI
Social Development Theory
on the environment
58
© 2002 ATGCI
Social Development Theory
59
© 2002 ATGCI
Social Development Theory
61
© 2002 ATGCI
Zone of Proximal Development
Rand Spiro
Cognitive Flexibility Theory
64
© 2002 ATGCI
Cognitive Flexibility Theory
69
© 2002 ATGCI
Instructional Transaction Theory
Critical Concepts:
Instructional Transactions:
instructional algorithms and patterns of
learner interactions that have been
designed to enable the learner to
acquire a certain kind of knowledge or
skill. A mutual, dynamic interaction
Dr Shahram Yazdani
of 2 subsystems: an authoring
environment and a delivery
environment.
71
© 2002 ATGCI
Instructional Transaction Theory
Critical Concepts:
72
© 2002 ATGCI
Instructional Transaction Theory
Critical Concepts:
73
© 2002 ATGCI
Instructional Transaction Theory
Critical Concepts:
74
© 2002 ATGCI
Situated Learning
Jean Lave
Situated Learning
Learning is a function of the activity, context,
and culture in which it occurs.
All material that is taught should be situated
in real-world contexts from the start. (Winn &
Snyder, 1996, p.124)
Cognitive Apprenticeships
All instruction should mimic the real life
Dr Shahram Yazdani
Howard Gardner
Multiple Intelligence Theory
78
© 2002 ATGCI
Multiple Intelligence Theory
Eight Intelligences:
1. Verbal/Linguistic
2. Logical/Mathematical
3. Spatial
4. Bodily/Kinesthetic
5. Interpersonal
Dr Shahram Yazdani
6. Intrapersonal
7. Musical
8. Naturalistic
79
© 2002 ATGCI
Multiple Intelligence Theory
Instructional Implications:
80
© 2002 ATGCI
Multiple Intelligence Theory
81
© 2002 ATGCI
Component Display Theory
David Merrill
Component Display Theory
84
© 2002 ATGCI
Component Display Theory
Fact Concept Procedure Principle
Find
Use
Dr Shahram Yazdani
Remember
85
© 2002 ATGCI
Component Display Theory
Albert Bandura
Social Learning Theory
90
© 2002 ATGCI
Observational Learning
A. Learn by watching: you don't have to
do something in order to learn it
B. Abstract, decide, engage: learners see
something in the environment, abstract
what they've seen, decide if it is
important and then repeat the behavior.
Dr Shahram Yazdani
91
© 2002 ATGCI
Social Learning Theory
Reciprocal Determinism: Interpersonal
and nonsocial environmental factors
come together. The behavior of
individuals occurs because of prior
interactions with other people AND
with the immediate environment.
Dr Shahram Yazdani
92
© 2002 ATGCI
Bloom’s Taxonomy
Benjamin Bloom
Bloom’s Taxonomy
new ways
6. Evaluation: the learner can make judgements
based on their knowledge about the value of
methods and materials for some purpose.
95
© 2002 ATGCI