1Learning Theory ContinuumLearning Theory Continuum 11Learning Theory Learning Theory Marshall Jones, Lisa Harris, Marshall Jones, Lisa Harris, Suzanne Sprouse, Lisa Johnson Suzanne Sprouse, Lisa Johnson Winthrop UniversityWinthrop UniversityLearning Theory ContinuumLearning Theory Continuum 22Based on ReadingsBased on ReadingsErtmerErtmer, P. A & Newby, T. J. (1993). , P. A & Newby, T. J. (1993). Behaviorism, Behaviorism, CognitivismCognitivism, , Constructivism: Comparing critical Constructivism: Comparing critical features from an instructional design features from an instructional design perspective. Improvement Quarterly, perspective. Improvement Quarterly, 6(4), (pp. 506(4), (pp. 50--72)72)RoblyerRoblyerText Book, chapter 2, (pp. Text Book, chapter 2, (pp. 3333--52)52)Learning Theory ContinuumLearning Theory Continuum 33How does learning theory inform How does learning theory inform teaching?teaching?Source of instructional strategies, Source of instructional strategies, tactics, and techniques.tactics, and techniques.Provide a foundation for appropriate Provide a foundation for appropriate strategy selection.strategy selection.Provide information about Provide information about relationships among instructional relationships among instructional strategies and instructional contexts.strategies and instructional contexts.Allow teachers to select strategies Allow teachers to select strategies that are the most likely to work.that are the most likely to work.2Learning Theory ContinuumLearning Theory Continuum 44Learning theories help explain Learning theories help explain ……How learning occurs.How learning occurs.Factors that influence learning.Factors that influence learning.The role of memory.The role of memory.How students transfer information to How students transfer information to other contexts.other contexts.How instruction should be structured How instruction should be structured to facilitate learning.to facilitate learning.Learning Theory ContinuumLearning Theory Continuum 55Ways of knowingWays of knowing1.1.Knowledge has a separate, real existence Knowledge has a separate, real existence of its own outside the human mind. of its own outside the human mind. Learning happens when this knowledge is Learning happens when this knowledge is transmitted to people and they store it in transmitted to people and they store it in their minds. (their minds. (RoblyerRoblyer, page 37) , page 37) ObjectivistObjectivist2.2.Humans construct all knowledge in their Humans construct all knowledge in their minds by participating in certain minds by participating in certain experiences; learning happens when one experiences; learning happens when one constructs both mechanisms for learning constructs both mechanisms for learning and his or her own unique version of the and his or her own unique version of the knowledge. (knowledge. (RoblyerRoblyer, page 37), page 37)ConstructivistConstructivistLearning Theory ContinuumLearning Theory Continuum 66Three Major BranchesThree Major BranchesBehaviorism/ Direct Behaviorism/ Direct InstructionInstructionCognitivismCognitivismConstructivismConstructivism3Learning Theory ContinuumLearning Theory Continuum 77BehaviorismBehaviorismLearning occurs when students are Learning occurs when students are able to provide the proper response able to provide the proper response to the given stimulusto the given stimulusMethods include the use of Methods include the use of instructional cues, reinforcement and instructional cues, reinforcement and practice.practice.Students learn basic skills before Students learn basic skills before moving to more complex processes.moving to more complex processes.Instructional goal Instructional goal ––elicit the desired elicit the desired response from the learner who is response from the learner who is presented with a given stimuluspresented with a given stimulusLearning Theory ContinuumLearning Theory Continuum 88Behaviorism ContinuedBehaviorism ContinuedTeacher roleTeacher role: Transmitter of knowledge/expert : Transmitter of knowledge/expert sourcesourceStudent roleStudent role: Receive information; demonstrate : Receive information; demonstrate competence competence ––all students learn the same materialall students learn the same materialCurriculumCurriculum: Skills are taught in a set sequence: Skills are taught in a set sequenceLearning goalsLearning goals: Stated in terms of mastery learning: Stated in terms of mastery learningTypes of activitiesTypes of activities: Lecture, demonstration, : Lecture, demonstration, seatwork, practice, testingseatwork, practice, testingAssessment strategiesAssessment strategies: Written tests, same : Written tests, same measures for all studentsmeasures for all studentsLearning Theory ContinuumLearning Theory Continuum 99Examples of Content Taught Examples of Content Taught using Behaviorismusing BehaviorismMultiplication TablesMultiplication TablesBranches of GovernmentBranches of GovernmentProcedural tasksProcedural tasks––Driving a stick shiftDriving a stick shiftListing State CapitalsListing State Capitals4Learning Theory ContinuumLearning Theory Continuum 1010CognitivismCognitivismShift in thinking about learningShift in thinking about learning––Behaviorists: learning as observable behavior Behaviorists: learning as observable behavior ––CognitivistsCognitivists: learning as complex cognitive : learning as complex cognitive processes processes How people reason, problem solve, learn How people reason, problem solve, learn language and process informationlanguage and process informationLearnersLearners’’thoughts, beliefs, attitudes and thoughts, beliefs, attitudes and values impact learningvalues impact learningFocus on relationships between pieces of Focus on relationships between pieces of information (ex. chunking)information (ex. chunking)Learning Theory ContinuumLearning Theory Continuum 1111CognitivismCognitivismContinuedContinuedTeacher roleTeacher role: Construct appropriate learning environments : Construct appropriate learning environments and materials, scaffolding the learning processand materials, scaffolding the learning processStudent roleStudent role: Actively involved in the learning process : Actively involved in