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LEARNING LEARNING PROCESS PROCESS DR.BRINDA VENKATRAMAN DR.BRINDA VENKATRAMAN TNMC,MUMBAI TNMC,MUMBAI

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Page 1: LEARNING PROCESS TNMC/LEARNING PROCESS.pdf · People learn new information more easily when they can relate it to something they ... websites, media or video clip Lectures, further

LEARNING LEARNING PROCESSPROCESS

DR.BRINDA VENKATRAMANDR.BRINDA VENKATRAMAN

TNMC,MUMBAITNMC,MUMBAI

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OBJECTIVESOBJECTIVES

�� To define learningTo define learning

�� To know the basic assumptions of learningTo know the basic assumptions of learning

�� To describe the nature of human memoryTo describe the nature of human memory

�� To describe the processes of storing and To describe the processes of storing and retrieving informationretrieving information

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�� To discuss the evolution of learning & To discuss the evolution of learning & levels of learninglevels of learning

�� To list the principles of learning and to To list the principles of learning and to appreciate basic principles of theories of appreciate basic principles of theories of learninglearning

�� To know the types of learningTo know the types of learning

�� To recognize the domains of learningTo recognize the domains of learning

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DEFINITIONDEFINITION

Learning is an active and continuous Learning is an active and continuous process that results in a relatively process that results in a relatively permanent change in the behavior of the permanent change in the behavior of the learner.learner.

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Learning is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences.

may involve synthesizing different types of information.

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�� Human learning may occur as part ofHuman learning may occur as part of

a. educationa. education

b. personal developmentb. personal development

c. schoolingc. schooling

d. trainingd. training

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The types of learning activities you develop for your course should be based on the particular learning outcomes that you would like to achieve.

Learning activities need to support students in the achievement of course learning outcomes.

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�� When choosing learning activities it is When choosing learning activities it is useful to reflect on the learning process useful to reflect on the learning process and what we actually do when we learn and what we actually do when we learn something.something.

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BASIC ASSUMPTIONS ABOUT BASIC ASSUMPTIONS ABOUT LEARNINGLEARNING

�� People learn new information more easily People learn new information more easily when they can relate it to something they when they can relate it to something they already know.already know.

�� People are selective about what they People are selective about what they process and learnprocess and learn

�� Meaning is constructed by the learnerMeaning is constructed by the learner

�� Active involvement in learningActive involvement in learning

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PROCESSES IMPORTANT IN PROCESSES IMPORTANT IN LEARNINGLEARNING

�� 1.Memory1.Memory

�� 2.Storage2.Storage

�� 3.Encoding3.Encoding

�� 4.Retrieval4.Retrieval

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COMPONENTS OF HUMAN COMPONENTS OF HUMAN MEMORY SYSTEMMEMORY SYSTEM

�� Input Sensory register lostInput Sensory register lost

short term memory lostshort term memory lost

inin--depth depth processingprocessing

long term memory long term memory ––(retained & recalled) (retained & recalled)

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TRANSFER FROM SHORT TRANSFER FROM SHORT TERM TO LONG TERM TERM TO LONG TERM

MEMORYMEMORY

�� Automatic conversion Automatic conversion –– if associated with if associated with strong emotions or great intereststrong emotions or great interest

�� Voluntary fixing Voluntary fixing –– with conscious effort, i.e.with conscious effort, i.e.

repeating each information, word by wordrepeating each information, word by word

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ENCODING OF INFORMATIONENCODING OF INFORMATION

�� mentally processedmentally processed

ATTENTIONATTENTION plays a major role in this plays a major role in this process.process.

Relevant information presented in an Relevant information presented in an exciting manner by using a variety of exciting manner by using a variety of instructional methods that are lively & instructional methods that are lively & enthusiastic receives better attention of enthusiastic receives better attention of students students

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RETRIEVING INFORMATIONRETRIEVING INFORMATION

�� Spontaneous recallSpontaneous recall

�� Recall by effortRecall by effort

�� Recall triggered by one or more Recall triggered by one or more associations associations –– more the associations, more the associations, better will be the retention & recallbetter will be the retention & recall

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CHARACTERISTICS OF CHARACTERISTICS OF LONGLONG--TERM MEMORYTERM MEMORY

�� indefinitely long durationindefinitely long duration

�� unlimited capacityunlimited capacity

�� interconnectednessinterconnectedness

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GROUP ACTIVITYGROUP ACTIVITY

Factors that facilitate & Factors that facilitate & factors that hinder the learning factors that hinder the learning

processprocess

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EVOLUTION OF LEARNINGEVOLUTION OF LEARNING

�� 2 ways in which an animal gains knowledge:2 ways in which an animal gains knowledge:

LEARNINGLEARNING: This is when an animal gathers : This is when an animal gathers information about its surrounding environment information about its surrounding environment and then proceeds to use this information.and then proceeds to use this information.

THROUGH INNATE KNOWLEDGE THROUGH INNATE KNOWLEDGE : This : This knowledge is genetically inherited. The animal knowledge is genetically inherited. The animal automatically knows it without any prior automatically knows it without any prior experience. experience.

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LEVELS OF LEARNING LEVELS OF LEARNING (GAGNE)(GAGNE)

�� Signal learningSignal learning

�� StimulusStimulus--response learningresponse learning

�� Motor chainingMotor chaining

�� Verbal chainingVerbal chaining

�� Discrimination learningDiscrimination learning

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�� Concept learningConcept learning

�� Rule learningRule learning

�� Problem solvingProblem solving

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Stage of learningStage of learning

�� Be introduced to itBe introduced to it

�� Get to know more about itGet to know more about it

Examples of related Examples of related learning activitieslearning activities

�� Overviews, preliminary Overviews, preliminary reading, listening to reading, listening to discussion, presentation, discussion, presentation, websites, media or video clipwebsites, media or video clip

�� Lectures, further reading, Lectures, further reading, group discussion, group discussion, demonstrations, asking demonstrations, asking questions, relating to earlier questions, relating to earlier learning experience, learning experience, interactive websites, interactive websites, audiovisual material, media, audiovisual material, media, research projectsresearch projects

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�� Try it outTry it out

�� Get feedbackGet feedback

�� Reflect, adjust and try Reflect, adjust and try againagain

�� Practical projects, discussion Practical projects, discussion of ideas with peers and of ideas with peers and teachers, design tasks, teachers, design tasks, structured experiences, role structured experiences, role play, skills laboratories, writingplay, skills laboratories, writing

�� Informal and formal feedback Informal and formal feedback with criteria from self, from with criteria from self, from peers, from teachers, from peers, from teachers, from colleagues, from family and colleagues, from family and friendsfriends

�� Through contemplation, Through contemplation, writing, reflective journals, writing, reflective journals, discussiondiscussion

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Types of learning1.1 Non-associative learning

1.1.1 Habituation1.1.2 Sensitization

1.2 Associative learning1.2.1 Operant conditioning1.2.2 Classical conditioning

1.3 Play1.4 Enculturation1.5 Episodic learning1.6 Multimedia learning1.7 E-learning and augmented learning

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1.8 Rote learning1.9 Meaningful learning1.10 Informal learning1.11 Formal learning1.12 Nonformal learning1.13 Nonformal learning and combined approaches1.14 Tangential learning1.15 Dialogic learning

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THEORIES OF LEARNINGTHEORIES OF LEARNING

1.1. Conditioning theoryConditioning theory

2.2. Theory of connectionism (Thorndike)Theory of connectionism (Thorndike)

3.3. Field theoryField theory

4.4. Learning modelsLearning models

a) Ausubel`s advance organizer modela) Ausubel`s advance organizer model

b) Inquiry training modelb) Inquiry training model

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PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING

�� Goal settingGoal setting

�� Relevance of learning experienceRelevance of learning experience

�� MotivationMotivation

�� Personal styles of learningPersonal styles of learning

�� Active involvement of learnersActive involvement of learners

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PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING--CONTD.CONTD.

�� Meaning orientationMeaning orientation

�� Application of knowledgeApplication of knowledge

�� Realistic learningRealistic learning

�� Facilitative instructional sequenceFacilitative instructional sequence

�� feedbackfeedback

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Laws of LearningLaws of Learning

�� DoingDoing

�� EffectEffect

�� ExerciseExercise

�� PrimacyPrimacy

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Methods of Instruction Methods of Instruction

TellingTelling�� 70% recall 3 hrs70% recall 3 hrs

�� 10% recall 3 days10% recall 3 days

ShowingShowing�� 72% recall 3 hrs72% recall 3 hrs

�� 20% recall 3 days20% recall 3 days

Show & TellShow & Tell�� 85% recall 3 hrs85% recall 3 hrs

�� 65% recall 3 days65% recall 3 days

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How we LearnHow we Learn--Auditory, Visual, Auditory, Visual, KinestheticKinesthetic

We learn: We Remember:

• 1% through taste • 10% of what we read

• 1.5% through touch

• 20% of what we hear

• 3.5% through smell

• 30% of what we see

• 11% through hearing

• 50% of what we see and hear

• 83% through sight • 80% of what we say

• 90% of what we say as we act

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LetLet’’s Practice!s Practice!

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DOMAINS OF DOMAINS OF LEARNING(BENJAMINE LEARNING(BENJAMINE

BLOOM)BLOOM)

•• CognitiveCognitive –– To recall, calculate, discuss, To recall, calculate, discuss, analyze, problem solve, etc. analyze, problem solve, etc.

•• PsychomotorPsychomotor –– To dance, swim, ski, dive, To dance, swim, ski, dive, drive a car, ride a bike, etc. drive a car, ride a bike, etc.

•• AffectiveAffective –– To like something or someone, To like something or someone, love, appreciate, fear, hate, worship, etc. love, appreciate, fear, hate, worship, etc.

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TRENDS THAT DEFINE THE TRENDS THAT DEFINE THE FUTURE OF LEARNING FUTURE OF LEARNING

�� COLLABORATIVECOLLABORATIVE

�� TECHNOLOGYTECHNOLOGYPOWEREDPOWERED

�� BLENDED LEARNINGBLENDED LEARNING

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Take Home MessagesTake Home Messages

�� Humans have the greatest ability to learnHumans have the greatest ability to learn

�� Learning is an active & a continuous Learning is an active & a continuous process process

�� It is the outcome of oneIt is the outcome of one’’s interactive s interactive experience with the environmentexperience with the environment

�� Various theories of learning are not Various theories of learning are not mutually exclusive but are complementary mutually exclusive but are complementary to each other.to each other.

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�� There are many types of learning. There are many types of learning.

�� The principles of learning can be applied The principles of learning can be applied in learning activities to enhance learning.in learning activities to enhance learning.

�� Components of learning includeComponents of learning include

cognition (what to learn)cognition (what to learn)

affect (why learn)affect (why learn)

meta cognition ( how to learn)meta cognition ( how to learn)

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REFERENCESREFERENCES•• Brown, Peter C.; Brown, Peter C.; Roediger, Henry L.Roediger, Henry L.; McDaniel, Mark A. ; McDaniel, Mark A.

(2014). (2014). Make It Stick: The Science of Successful Make It Stick: The Science of Successful LearningLearning. Cambridge, MA: . Cambridge, MA: Belknap PressBelknap Press. . ISBNISBN 978978--00--674674--7290172901--88. .

•• Holt, John (1983). Holt, John (1983). How Children LearnHow Children Learn. UK: Penguin . UK: Penguin Books. Books. ISBNISBN 00--1414--022570022570--66. .

•• Mayer, R.E. (2001). Mayer, R.E. (2001). Multimedia learningMultimedia learning. New York: . New York: Cambridge University Press. Cambridge University Press. ISBNISBN 00--521521--7874978749--11. .

•• Paivio, A. (1971). Paivio, A. (1971). Imagery and verbal processesImagery and verbal processes. New . New York: Holt, Rinehart, and Winston. York: Holt, Rinehart, and Winston. ISBNISBN 978978--00--0303--085173085173--55. .

•• Vosniadou, Stella. Vosniadou, Stella. How Children LearnHow Children Learn. UK: UNESCO. . UK: UNESCO.

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•• DunlapLehtila_umn_0130E_10349.pdf. at DunlapLehtila_umn_0130E_10349.pdf. at <<http://conservancy.umn.edu/bitstream/51978/1/http://conservancy.umn.edu/bitstream/51978/1/DunlapLehtila_umn_0130E_10349.pdfDunlapLehtila_umn_0130E_10349.pdf> >

•• Mery, Frederic; Kawecki, Tadeusz J. 0003Mery, Frederic; Kawecki, Tadeusz J. 0003--3472, 3472, <<http://dx.doi.org/10.1016/j.anbehav.2003.12.00http://dx.doi.org/10.1016/j.anbehav.2003.12.0055> >

•• OdlingOdling--Smee, L. and Braithwaite, V. A. (2003), Smee, L. and Braithwaite, V. A. (2003), The role of learning in fish orientation. Fish and The role of learning in fish orientation. Fish and Fisheries, 4: 235Fisheries, 4: 235––246. doi: 10.1046/j.1467246. doi: 10.1046/j.1467--2979.2003.00127.x 2979.2003.00127.x

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