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Understanding Learning

Understanding Learning. An overview for online instruction. Mary Beth Pozdol Sept. 10, 2012 EDU 232 Prof. Renae Buss. Objective. Participants will gain an overview of what learning is Differentiate three approaches to how students learn

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Understanding Learning

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  1. Understanding Learning An overview for online instruction Mary Beth Pozdol Sept. 10, 2012 EDU 232 Prof. Renae Buss

  2. Objective • Participants will gain an overview of what learning is • Differentiate three approaches to how students learn • Differentiate three types of learning (learning domains) • Draw correlations with how this impacts online education design and implementation

  3. What Is Learning • Making sense of our world by synthesizing new experiences into what we have previously understood • A relatively permanent change • In behavior • Or in mental representations • The change is brought about by experience • Can be subtle or observable change • Change will last for some time

  4. Learning is • Learning is a process that results in • a change in behavior, • an improvement in performance, • in the acquisition of knowledge, • in a disposition to act in particular ways

  5. Three Approaches to Learning • We want to understand these approaches in order to understand how to best achieve learning • Behaviorism – focuses on changed behavior • Cognitivism – focused on change in mental representations and associations • Constructivism – learners use their prior knowledge to construct a personally meaningful understanding of new content

  6. Which Approach is Best? • NOT advisable to follow only one approach • A blend of approaches is needed for successful e-Learning design and implementation • Variety of learners: learning styles, multiple intelligences • Variety of contexts • Variety of types of learning – cognitive, affective, psychomotor

  7. Behaviorism • New behaviors are learned through conditioning with no regard to mental processes • Focus is on external events that cause changes in observable behaviors • Shaping behavior through classic and operant conditioning • Classic – two stimuli simultaneously • Operant – response is followed by reinforcing stimulus • Learners are like blank slates

  8. Cognitivism • The increase in knowledge causes behavior change • Learners are not passively influenced by their environments but active participants in their own cognition • The mind works like a computer, learning takes place by applying set-in-place algorithms • Information processing, problem solving, memory, pattern recognition • Formation of judgments, critical thinking, decision making, creativity, emotions

  9. Constructivism • Constructivist approach emerged since 1990 • Roots in both psychology and philosophy • Knowledge is constructed by learners as they attempt to make sense of their experiences • Learners are not empty vessels waiting to be filled, but active organisms seeking meaning • Learners use prior knowledge to construct a personally meaningful understanding of new content

  10. ConstructivismDriscoll’s summary • Embed learning in complex, realistic, relevant environments • Involve social-relational activities as part of learning • Support multiple perspectives and multiple modes of representation • Encourage ownership in learning • Nurture self-awareness of the knowledge construction process

  11. Merrill’s First Principle • Learning is promoted when students are engaged in a problem-centered instructional strategy. • Learning is promoted when learners • Observe a demonstration • Apply new knowledge • Engage in task-centered instructional activity • Activate prior knowledge or experience • Integrate their new knowledge into their everyday world

  12. Bloom’s TaxonomyCognitive Domain • Cognitive domain: describes six levels of knowledge to be considered when planning learning events, writing objectives, or making assessments • Levels range from remembering without understanding to evaluating and making judgments • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  13. Affective Domain • Affective domain deals with emotional responses and reflect the commitment level of the learner • Least committed to most committed • Five levels: • Receiving • Responding • Valuing • Organizing • Characterizing value

  14. Simpson’s Psychomotor Domain • Psychomotor domain deals with physical abilities and skills from basic to more skilled • Perception • Set • Guided Response • Mechanism • Complex overt response • Adaptation • Origination

  15. Understanding Learning • As we understand how the human mind works • We need to allow this understanding to impact the way we design and implement e-Learning • Successful e-Learning is based on understanding different perspectives in learning approaches • Different learning approaches provide insights into how people learn • Use a blend of perspectives for a variety of learners and variety of subject matter

  16. Resources • Allen, Michael W.. Designing Successful e-Learning: Forget What You Know About Instructional Design and Do Something Interesting, Michael Allen's Online Learning Library . Pfeiffer & Company, 5/11/07. • Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. (2nd ed.). Upper Saddle River: Pearson. • Learning. (2008). In Key Concepts in Sport & Exercise Sciences. Retrieved from http://www.credoreference.com/entry/sageuksport/learning

  17. Resources • Merrill, D.M. (2008). Merrill on instructional design [Video file]. Retrieved from http://www.youtube.com/watch?v=i_TKaO2-jXA • Merrill, D.M. (2009). M. David Merrill- Utah State University [Video file]. Retrieved from http://www.youtube.com/watch?feature=endscreen&NR=1&v=xORZynFKsG4

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