Learning Principles and Approaches Chapter 2 presentation by Erika Liebel.
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Transcript of Learning Principles and Approaches Chapter 2 presentation by Erika Liebel.
![Page 1: Learning Principles and Approaches Chapter 2 presentation by Erika Liebel.](https://reader035.fdocument.pub/reader035/viewer/2022081518/55150b155503465e608b493c/html5/thumbnails/1.jpg)
Learning Principles and Approaches
Chapter 2 presentation by Erika Liebel
![Page 2: Learning Principles and Approaches Chapter 2 presentation by Erika Liebel.](https://reader035.fdocument.pub/reader035/viewer/2022081518/55150b155503465e608b493c/html5/thumbnails/2.jpg)
Principles and Approaches
• Behavioral Psychology Approaches
• Cognitive Psychology Principles
• Constructivist Psychology Principles
• Objectivist – Instructivist Approach
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Behavioral Psychology Principles
BasicBehavioral
Rules
• Positive Reinforcement – Increases Frequency
• Remove Negative Reinforcement – Increases Frequency
• Negative Reinforcement – Decreases Frequency
• Remove Positive Reinforcement – Decreases Frequency (extinction)
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Behavioral Psychologists
• Edward Thorndike• Ivan Pavlov• B.F. Skinner
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Instructional Systems Design (ISD)• Primarily for adult
learners• Teaching to specific
levels of learner performance
• Measurement of observable target behaviors
• Emphasis on:• Specifying behavior
objectives• Analyzing learning
tasks• Introduction to ISD
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Cognitive Psychology Principles
• Places emphasis on the observable constructs of:
• Mind • Memory• Attitudes• Motivation• Thinking• Reflection
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Cognitive Psychology2 Early Theories
• Semantic Networks
• Schema Theory
Developed by Sir Frederic Bartlett
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Cognitive PsychologyConsiderations for Multimedia Design and Evaluation• Perception and Attention• Encoding• Memory• Comprehension• Active Learning• Motivation• Locus of Control• Mental Models• Metacognition• Transfer of Learning• Individual Differences
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Cognitive PsychologyPerception & Attention• Information must be easy to receive.
• Position of information affects our attention to it and perception of it.
• Differences and changes attract and maintain our attention
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Cognitive PsychologyEncoding• Format of information
in environment • Medium of information• Interrelationship of
different informational elements
• Mayer’s Multimedia Effect
• Example: Verbal - English or Spanish
• Visual or Aural• Dual coding theory -
leaning is enhanced when complimentary information codes are received simultaneously
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Cognitive PsychologyMemory• Principle of
Organization• Information is
remembered better and longer when:
• information is organized, • when organization is
imposed on it, • when learner is made
aware of it.• More powerful than the
repetition principle
• Principle of Repetition• The more information is
practiced and used, the better and longer it is remembered.
• Use when organization principle is impossible
![Page 12: Learning Principles and Approaches Chapter 2 presentation by Erika Liebel.](https://reader035.fdocument.pub/reader035/viewer/2022081518/55150b155503465e608b493c/html5/thumbnails/12.jpg)
Cognitive PsychologyComprehension• More than definition • Learner has ability to:• Apply knowledge• Classify information• Evaluate• Discuss it• Manipulate it• Teach it to others
• Verbal Comprehension – restate in your own words
• Comprehension of Concepts – distinguish between examples and non-examples
• Comprehension of Rules and Principles – when to apply, demonstrate correct application
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Cognitive PsychologyActive Learning• Learn by doing – not
observing• Actions to facilitate learner
goals:• Human to computer• Human to human• Human to computer to
human• Human to paper• Human to equipment
• Design interaction strategies
• Are actions mental or physical
• How much mental or physical effort action requires
• Mental or physical action is automatic or intentional
• Extent to which actions support tasks
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Cognitive PsychologyMotivation• Malone’s Motivation Theory
• Keller’s ARCS Motivation Theory
Attention
Relevance
Confidence
Satisfaction
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Cognitive PsychologyLocus of Control• Whether control of
sequence, content, methodology, an other instructional factors are determined by the learner, the program or a combination of the two.
• High achieving learners = greater control
• Low achieving learners = less control
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Cognitive PsychologyMental Models• Representations in working memory that can be
run by the learner to understand a system, solve a problem or predict events.
• Conceptual models develop good mental models.
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Cognitive PsychologyMetacognition• Awareness of one’s cognition• Metamemory – awareness of how well one remembers• Metacomprehension – awareness of how well one
understands
Good Learners Poor Learners
Cognition High Low
Metacognition High or Low High or Low
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Cognitive PsychologyTransfer of Learning• Extent to which
performance in one situation is reflected in another
• Near transfer – applying info in similar situations
• Far transfer - use info in very different situations
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Cognitive PsychologyIndividual Differences• Capability to individualize learning style and
cognitive style.
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Cognitive Influence on Interactive Multimedia Design
• Designers must address:
• Screen design and presentation strategies
• Theories of attention and perception
• Incorporate motivational principles
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Constructivist Psychology Principles• Knowledge is constructed in
our heads.• Emphasizes:
Learning not teachingActions & thinking of learners, not teachersActive learningLearner choiceNegotiation of goals, strategies & evaluation
• Discovery or guided discovery methods
• Learner construction of info• Personal autonomy• Accept & reflect on complexity
of the world• Situated cognition & anchored
instruction• Cooperative & collaborative
activities• Purposeful authentic activities• Learner reflection• Ownership of learning and
activities• Authentic – relevant activities
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Constructivist PsychologyLearning vs. Teaching
• Downplay teacher presentation• Stress learner activity
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Constructivist PsychologyDiscovery Learning• Learner explores,
experiments, researches, questions & seeks answers
• Guided or structured discovery environments
• Teachers & learners as partners in the research experience
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Constructivist PsychologySituated Learning & Anchored Instruction• Situated Learning• Learning always
occurs in some context
• Context significantly affects learning
• Anchored Instruction• Learning environment
should be embedded in real world context with real imagery, goals, problems and activities
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Constructivist PsychologyCooperative & Collaborative Learning• Cooperative Learning• Learners help each
other• Different projects• Different goals
• Collaborative Learning• Learners work on a
shared project• Same goals
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Constructivist PsychologyAutonomy, Choice & Negotiation
• Learners given choices in their activities
• Learners are autonomous in their actions
• Learners & instructors negotiate goals and activities
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Constructivist PsychologyReflection & Strategic Thinking
• Environment should foster learning and learning how to learn
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Constructivist PsychologyReflecting on the Complexity of the World• Knowledge and skills taught should be:
– Transferable to other environments– Relevant to the learner– Real world situations
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Constructivist Influence on Interactive Multimedia Design• Traditional methods –
Tutorial, drills• Hypermedia,
simulations, virtual reality, open-ended learning environments
• Explore, apply their own learning style & use software as a resource
• Poor for developing life long learners
• More benefit to learner• Learner not the
teacher
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Criticisms of Behaviorism
• Not appropriate for multimedia design
• ISD• Learner responses• Does not include
– Learner Satisfaction– Self worth– Creativity– Social Values
• Attention only to observable learner behavior
• Non-motivating & non-transferable
• Reactive not proactive
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Criticisms of Cognitivism
• Strayed too far from active learning
• Educational software has too much reading, watching & listening
• Undervalue the principles of reinforcement
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Criticisms of Objectivism or Instructivism• Does not promote collaboration, self
autonomy, active learning or transfer of information
• Does support the “Banking Method” (Freire, 1970).
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Criticisms of Constructivism
• They feel that tutorial & drill activities are never appropriate
• Constructivist methods work better for learners with well developed metacognitive skills
• Good for individual activities – not whole school
• Advocates replacing current system through revolution not evolution
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People to Know
• Constructivists– Hannafin– Bransford– Reeves– Bereiter
• Behaviorists– Dick– Rieber– Reigeluth– Jacobson & Spiro
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Questions for Discussion
1. What are the implications for the use of computers/multimedia in each theory, Behaviorism, Cognitivism & Constructivism?
2. Which psychological principles (behaviorist, cognitivist or constructivist) do you use in your classrooms and why?
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References
• Alessi, S.M. & Trollip, S.R. (2001). Learning
principles and approaches. In
Multimedia for learning; methods and
development (pp. 16-47). Boston: Allyn
& Bacon.• Freire, P. (1970). Pedagogy of the
Oppressed (p. 53). New York: Continuum.