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This chapter introduces the role of the instructor in providing planned and delivered instruction to support learning. It discusses the process of learning, knowledge about learning through research, and research terminology. The text highlights the significance of learning principles derived from experimental data and the study of internal processes. It explores learning theories, including behaviorist and modern models, and their implications in planning, conducting, and assessing lessons for effective teaching.
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Essentials of Learning for Instruction Gagné and Driscoll Chapter 1 Introduction
The Role of the Instructor • Provides instruction • Set of events designed to initiate, activate, & support learning • Planned • Delivered
What is learning? • A process • Typically involves interaction with external environment • Inferred by a change or modification in behavior • Persistent over time
Knowledge about Learning • Through research that must be both valid and reliable • By observational studies that may lead to • Correlational studies show negative or positive effects • Experimental studies show variable effects
Knowledge about Learning(continued) • Experimental data yields inferences about non-observable process of learning. • These inferences give rise to generalized knowledge about learning (called learning principles). • These inferences are verified by predicting additional learning outcomes in a new situation.
Example of the Study of Learning .. 6 Map! What map??
Research Terminology • Reliability • addressed by repeated observations • leads to replicable data • Validity • measures or evaluates what it says it does • Controlling conditions
Research Terminology:Inferences about internal processes • Use many studies to validate premise For example: Research Conclusion: Facts are learned more readily when they can be meaningfully related by the learner, i.e. Generalized Inference: A story has framework / schema to “hang facts on”
Learning Theory Basics • Research on learning produces data • The data accumulates and allows the formulation of learning principles • As the knowledge grows, ways are suggested to organize disparate facts into a single conceptualization called a theory
Learning Theory(continued) • A learning theory is designed to explain several specific facts that have been independently observed by relating these facts to a conceptual model • Models are designed to generate predictions of behavior • when predictions are not verified the theory is either modified or rejected
Behaviorist Learning Theory • 1913 E.L. Thorndike • Law of Effect (stimulus, response, reinforcement) • Restated by B.F. Skinner in the 50s • Law of reinforcement • all conditions were “external” or observable
Modern Learning Theory & Its Model • Analogous to the workings of a computer • Information is transformed • These transformation are called learning processes • Model represents learning as we know it
Information Processing ModelLindsay & Norman, 1977 Executive Control Expectancies Effectors Response Generator Environment Sensory Register Short-Term Memory Long-Term Memory Receptors
Purpose of Learning Theories • Planning lessons • Discloses the limits of what is possible • Conducting lessons • Guides you in an appropriate course of action • Assessing lessons • Makes it possible to compare what students know and what they can demonstrate
