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Behaviorism

Behaviorism. Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm. Structure. Exercise: Activity 1 Overview precursors and typical behaviorists: activity 2 (Thorndike) Pairwise discussion: activity 3 Define learning goals: activity 4 Feedback ~ feedback model

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Behaviorism

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  1. Behaviorism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

  2. Structure • Exercise: Activity 1 • Overview precursors and typical behaviorists: activity 2 (Thorndike) • Pairwise discussion: activity 3 • Define learning goals: activity 4 • Feedback ~ feedback model • Applying feedback model: activity 5

  3. Activity 1 Black Britney Stetos Bed Zoötrope Christmas

  4. Precursors: associationists • Associations: a connection between ‘psychological’ contents. These can be feelings, perceptions or representations • Philosophy! Aristoteles, Locke, Berkeley, Hume • But developed into a complete theory (e.g., David Hartley, Thomas Brown, James Mill, John Stuart Mill, enz. )

  5. Associationism • Associationist laws: • Contiguity principle (time/space) • Similarity principle • Contrast principle

  6. Precursor: Thorndike • Connectionism (Stimulus-Response) • Four laws • Law of effect: reinforce behavior • Law of readiness: when learner is ready, faster connections between S-R • Law of exercise: repeat connection S–R • Associative shifting: R is applicable to new S that is slightly different from initial S

  7. Associative shifting

  8. Apply Thorndike: activity 2 • Group 1 & 2: Basic knowledge course • Group 3 & 4: CPR training

  9. Skinner http://www.pbs.org/wgbh/aso/databank/entries/bhskin.html

  10. ‘Learning’ according to Skinner • Learning: observable change in behavior • Not the stimulus, nor the response is important. It is the way we manipulate the reinforcement that is important.

  11. Reinforcement = Immediate feedback

  12. ‘Learning’ according to Skinner • ‘Operant learning‘: manipulate reinforcer to influence frequency of behavior. • ‘Contingency principle’: reinforcerin time and space sufficiently connected to the behavior • Positive reinforcement! • ‘Shaping' - 'successive approximation

  13. Shaping • ‘Shaping' - 'successive approximation’ • Reinforcement schemas • Open tasks/questions (active production instead of recognizing)

  14. Design “Skinnerian” education: • Describe final desired behavior • Describe initial behavior • Task analysis • Lead learner through sequens: reinforce step by step • Contingent feedback • Continuous evaluation • Individual tempo!

  15. Defining learning objectives Behaviorism: focus on BEHAVIOR • Example 1815What could you ask students to DO with/in relation to the date 1815 • X • Y • z

  16. Defining learning objectives • Learning objectives • Content category: example 1815 = facts • Behavior category: example Remember, tell story about, depict the circumstances that led to the Battle of Waterloo, make a painting that evokes the tragedy of 1815 … • Mager (1962) operational learning objectives: • Describe the behavior in observable terms • Write a separate objective for each different behavioral level • Bloom revised: most famous taxonomy

  17. Bloom: content categories • Importance of foundation knowledgebasiskennis!

  18. Feedback • Activity 3 • Two preparatory question about “feedback” • Kind of feedback during task execution • Kind of feedback after task execution • Develop short integrated answer on flipboard. • Discussion of answers

  19. The “feedback scene” Timperly & Hattie, 2007, p. 83

  20. The “feedback scene” • Towards a “model” for giving feedback Timperly & Hattie, 2007, p. 84

  21. Towards a “model” for giving feedback

  22. Activity 4 • Choose one of the observed “feedback” appraoches • Re-engineer according to the “feedback model” • Apply as much as possible elements of the feedback model.

  23. Behaviorism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

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