Plato: learning involves introspection Confucius: a moral and ethical endeavor with the goal of becoming fully human
a change in human disposition or capacity that persists over a period of time and is not simply ascribable to processes of growth
cognitive gains knowledge in something, like figuring out your smart phone psychomotor is physiological, like learning to drive
Behaviorists believe that human behavior is a result of environmental stimuli. If a behavior is reinforced or rewarded, it will continue, if not it will not.
Observable behavior (not feelings), determines if learning has occurred.
Edward L. Thordike, who studied many aspects of learning theory and education practice including: intelligence testing, transfer learning
environmental vs innate causes of behavior how to measure quality of life
In this book it is ignored. :) Human resource managers by and large emphasize reward over punishment
and used to structure learning activities, in the behavioristic-oriented model permeating adult basic education.
Military, adult career and technical education, business, and industry
behavioristic principles are too mechanistic and too controlling too slavish adherence to behaviorism principles ignores the complexity of the human being in the learning process
humanistic psychology rejected both mechanistic and impersonal nature of behaviorism, and Freudian psychology, which presented behavior as determined by the subconscious mind
Behaviorism entails an externally enforced learning environment that is tested.
Humanism advocates the goal of achieving self-actualization to become a more fully functioning person.
It emphasizes personal choice and self-directed learning.
To achieve one’s full potential. To become everything one is capable of becoming.
Varies across individuals. Could be the ideal parent. The ideal teacher. The ideal athlete. The perfect inventor, etc.
The teacher is the facilitator of self-directed learning, rather than a mechanistic impersonal dispenser of knowledge.
That we become life-long learners. That we learn how to learn.
To become facilitators, or guides, as opposed to content experts.
The computer with its input, throughput, and output model.
Insight information processing problem solving memory
and the brain cognitive development, memory, and instructional design
Infancy: ’sensory-motor’ reponse to stimuli Childhood: ’preoperational’ - represent concrete objects in symbols and words
Middle childhood: ’concrete operational’ - concepts and relationshipos
Adult: ’Formal operational’ - reason hypothetically and think abstractly
Evidence of postformal thought - beyond problem solving to creative reformulating problems
Theory: adults can move among the four stages, based on what is most appropriate
Input/storage/output depends on memory Visualize, then map names to vision
Declining acuity in hearing and vision may impact sensory memory.
As people age they appear to become less efficient at both processing information into longer memoery, and retrieving material from long-term memory.
Unconclusive, possibly outweight by instructional methodology, and personal interest/effort
relevant and inclusvie introductory materials, provided in advance of the learning materials, that bridge gap between what learner knows and needs to know [priming]
Social cognitivists emphasize learning in a social environment.
Observing others prompts transfer of knowledge, rules, skills, strategies, beliefs, and attitudes
No, Bandura felt that cognitive component was only part of the picture.
He pictured a triangle, in which learning, the person, and environment are interactive, like a triangle
Yes, social cognitivism through mentorship and ’cognitive apprenticeships’ are important for adult learners, who learn a lot through immulation.
A collection of perspectives that share the assumption that learning his how people make sense of experience.
Constructivists do not see knowledge as something that is imparted, but rather as something that is constructed by learners.
A transaction takes place between the individual and the environment, the experience of which is the basis for genuine education.
Teaching and learning especially for adults is a process of negotiation, involving the construction and exchange of personally relevant and viable meanings.
To maximize learning through cognitive apprenticeships teachers are ’mediators of students and environments’ encouraging dialogue between teacher and learners and learners
building on what students already know active learning, hands-on learning
Behaviorism [external stimuli] Humanism [self-actualized and autonomous] Cognitivism [internal cognitive structuring]
Social Cognitivism [external interaction] Constructivism [internal construction of reality by individual]
Behaviorist
Cognitivist
Humanist
Social cognitivist
Constructivism
Behaviorist
Behaviorist
behaviorist
cognitivist
Cognitivist
Humanist
humanist
Humanist and Constructivist
Cognitivist
Social learning (social cognitivism)
Social learning (social constructivism)
Constructivist
constructivist
Constructivist