Upload
richard-sutton
View
213
Download
0
Embed Size (px)
Citation preview
Open Education Networkhttp :// www . open - ed. net
Theories of Learning : sequential review of the main theories
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
Open Education Networkhttp :// www . open - ed. net
Theories of Learning : sequential review of the main theories
Paul Kawachi FRSA
Open University of China
kawachi @ open-ed.net
http://www.open-ed.net / library / theories.ppt
Open Education Networkhttp :// www . open - ed. net
1979 ~ 2012 :
- behaviourism- cognitivism- cognitive constructivism- social constructivism
- radical constructivism- constructionism- social constructionism
Open Education Networkhttp :// www . open - ed. net
Burrhus Fredric SKINNER 1904 ~ 1990
Theory of Behaviorism
Behavior is determined by its consequences ;through reinforcement or punishment thatmake it more or less likely to re-occur.
Open Education Networkhttp :// www . open - ed. net
Jerome S. BRUNER 1904 ~ 1990
Theory of Radical Behaviorism
Development is partially natural and partially through the help of scaffolding.Reality is made, not found.
Open Education Networkhttp :// www . open - ed. net
behaviourism :
Teacher-centredTeacher gives stimulusStudent response is assessedTeacher adapts stimulus, and re-tests
There are two types ; -- intrinsic- extrinsic
Open Education Networkhttp :// www . open - ed. net
cognitivism :
Teacher-sequenced inputs,
Response process (not product) is assessedConnections between parts – rather than whole
Teacher asks students to identify similarities or differences
Open Education Networkhttp :// www . open - ed. net
Jean PIAGET 1896 ~ 1980
Theory of Cognitive Constructivism
There are four stages of cognitive development ;sensori-motor, pre-operational, concrete operational, then formal operational and maybe in later adulthood a fifth stageof problem finding / framing.
Open Education Networkhttp :// www . open - ed. net
cognitive constructivism :
Students are pre-tested to be put into streams
Teacher says the connections to be madebetween new information input and past prior knowledge
Open-ended questions to large classes or multiple-choice to individuals
Open Education Networkhttp :// www . open - ed. net
Lev S. VYGOTSKY 1896 ~ 1934
Theory of Social Constructivism
There is a Zone of Proximal Developmentin which a person can achieve more whenin the presence of higher achievers. Learning cannot be separated fromthe social context.
Open Education Networkhttp :// www . open - ed. net
social constructivism :
Pre-task awareness-raising, check there is adequate knowledgeor teacher as moderator –so then cooperative
Groups discuss concepts, ideas, not facts
Parts must be understood only in terms of the whole
Open Education Networkhttp :// www . open - ed. net
Reuven FEUERSTEIN 1921 ~
Theory of Mediated Learning
Dynamic assessment of what student can learn, rather than what she has learnt, with theory of helping the student to learn-how-to-learn, and developed the concepts of metacognition. His theory bridges Piaget’s individual direct learning with Vygotsky’s social ZPD assisted learning.
Open Education Networkhttp :// www . open - ed. net
Ernst von GLASERSFELD 1917 ~ 2010
Theory of Radical Constructivism
The mind learns internally by accommodatingnew knowledge and re-organising the knowledgeand experience that it has already got. Knowledge is built up by the individual reflecting on old knowledge and experience to improve its own structure which constitutes understanding.
Open Education Networkhttp :// www . open - ed. net
Seymour PAPERT 1928 ~
Theory of Constructionism
“ Some of the most crucial steps in mental growth are based not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows.”
Open Education Networkhttp :// www . open - ed. net
Kenneth J. GERGEN 1935 ~
Theory of Social Constructionism
Meaning is conveyed through interactionsamong group members.Active participation through adequate interaction is sufficient for learning.
Open Education Networkhttp :// www . open - ed. net
radical constructivism :
Student-centredEach builds up own unique map of the world
Student’s mind changes to fit with experience
The outside world imposes constraintsbut mind acts within these constraints
Assess by problem-solving
Open Education Networkhttp :// www . open - ed. net
constructionism :
Learning alone independently
Knowledge is in the ethereal interactionsnot constructivist in the world andnot cognitivist in the individual mind
Learning occurs through interacting with own imaginative projectionS
Open Education Networkhttp :// www . open - ed. net
social constructionism :
Student learns through reflecting on own interactions with others
not from own experience, and not from other ideas
Diversity helps by enriching interactivity
Context-based ( not teacher- not student-based )
Open Education Networkhttp :// www . open - ed. net
low
…
pr
ior
know
ledg
e …
hi
gh
low … task complexity … high
- - - b e h a v i o u r i s m - - -
- - - - - -
c o g n i t i v i s m - -
-
- - - - - -
c o g n i t i v i s m - -
-
- - - c o n s t r u c t i v i s m - - -
- - - c o n s t r u c t i on i s m
Open Education Networkhttp :// www . open - ed. net
An online community of students studying together is often recommended. Why ?
First, let’s talk about the goals of education
and then we can see the role for social interactions online
Open Education Networkhttp :// www . open - ed. net
over all published reports, we can findthere are 5 Domains of Learning :
these 5 Domains or areas are :
- Cognitive knowledge and skills- Affective interest and love- Metacognitive satisfaction- Environment social aspects- Management coping with massive info
Open Education Networkhttp :// www . open - ed. net
following from Bloom’s Taxonomy,there are now 5 goals of education covering each of the 5 Domains :
- Cognitive- Affective- Metacognitive- Environment- Management
let’s look at each of these, in turn . . .
Open Education Networkhttp :// www . open - ed. net
- Cognitive knowledge and skills
this teaching and learning objective
involves increasing the student’s competence and proficiency
Open Education Networkhttp :// www . open - ed. net
- Affective interest and love
this teaching and learning objective
involves initiating and developing the motivations to learn
Open Education Networkhttp :// www . open - ed. net
- Metacognitive satisfaction
this teaching and learning objective
involves reflecting and self-awareness of achievements
Open Education Networkhttp :// www . open - ed. net
- Environmental social aspects
this teaching and learning objective
involves building awareness, deploying a responsive team-spirit and fostering a learning community
Open Education Networkhttp :// www . open - ed. net
- Management coping with massive info
this teaching and learning objective
involves the massive amounts of data now available ; determining the utility, the validities and the reliabilities of information, mastering necessary literacies including search,designing own learning, and designing research
Open Education Networkhttp :// www . open - ed. net
from these, you can see why some teachershave looked at student satisfaction, or at building an online social community
- Cognitive knowledge and skills- Affective interest and love- Metacognitive satisfaction- Environment social aspects- Management coping with massive info
Open Education Networkhttp :// www . open - ed. net
from these, you can see why some teachershave looked at student satisfaction, or at building an online social community
however, we should not think thatshort-term social interactions and satisfactioncan replace the need to acquire knowledge and critical thinking skillsfor lifelong learning
Open Education Networkhttp :// www . open - ed. net
now let’s look at Learning Models :
then we can see how a frameworkor scaffold can be used in practiceto reason which kinds interactions
- cooperative or collaborative -
are needed, and timing for each kind
Open Education Networkhttp :// www . open - ed. net
Transactional Distance Model : Kawachi 2003
this Model recognizes that learningstarts from what someone already knows through cooperative sharing,
and proceeds through collaborative reflectionabout new not-yet-learnt information
Open Education Networkhttp :// www . open - ed. net
decreasing
Transactional
Distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
cooperative sharing old
collaborative creative
collaborative disjunctive
cooperative experiential
Open Education Networkhttp :// www . open - ed. net
Transactional Distance Model : Kawachi 2003
1 elicit needs, sharing, brainstorming
2 rationalizing, theorizing, justifying
3 consider all possible alternatives, disjunctive thinking
4 test out new way, experiential, publish
Open Education Networkhttp :// www . open - ed. net
here we use the letters S and D to refer to :
S Structure : the educative structure imposed by the teacher, textbook or institution
D Dialogue : the educative guiding conversation ( not idle or social chat )
Open Education Networkhttp :// www . open - ed. net
decreasing
Transactional
Distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
cooperative sharing old
collaborative creative
collaborative disjunctive
cooperative experiential
Open Education Networkhttp :// www . open - ed. net
Stage 1 cooperative
Stage 2collaborative
Stage 4cooperative
Stage 3collaborative
Open Education Networkhttp :// www . open - ed. net
Stage 1
is characterized by cooperative sharing of prior old knowledge and prior experience,eliciting views, brainstorming and divergent thinking to gather various differentframes of context
Open Education Networkhttp :// www . open - ed. net
Stage 2
is characterised by collaborative creation and discovery of new theory rationalizing and underlying prior knowledge, developing metaphors, horizontal and lateral thinking
Open Education Networkhttp :// www . open - ed. net
Stage 3
is characterised by collaborative testing out of hypotheses to co-discover some new potential knowledge, problem solving, vertical and disjunctive thinking
Open Education Networkhttp :// www . open - ed. net
Stage 4
is characterised by cooperative presenting new ideain real-life, experiential,personal meaning-making,social-constructivist,dissemination, reflecting, judging, publishing
Open Education Networkhttp :// www . open - ed. net
decreasing
Transactional
Distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
cooperative sharing old
collaborative creative
collaborative disjunctive
cooperative experiential
Open Education Networkhttp :// www . open - ed. net
now the main points in thisTransactional Distance Model :
are that initially the student chats, ( not educatively, so here D- and without teaching tasks S- )to share own background, to reduce anxiety,and to become comfortable and able then to engage S+ reasoning
Open Education Networkhttp :// www . open - ed. net
now the main points in thisTransactional Distance Model :
then the student explains to othersand must engage S+ reasoning
at this Stage 2, social interactions may be fun or desirable but is no longer needed
Open Education Networkhttp :// www . open - ed. net
now the main points in thisTransactional Distance Model :
then the teacher engages ( D+ )and raises alternatives to be explored ( S+ ),
and finally the student tries out a new ideain her own context ( S- )with teaching guidance and assessment ( D+ )
Open Education Networkhttp :// www . open - ed. net
this Transactional Distance Model
succeeds through bringing the student from not knowing ( greatest Transactional Distance )
to knowing something ( zero Transactional Distance )
Open Education Networkhttp :// www . open - ed. net
Learning Transaction =requires 4 interactions
1 student’s prior knowledge and need are identified
2 the text or teacher gives an amount of information
3 the student outputs an own construction
4 the teacher or society confirms the meaning
Three encounters / passes are needed to ‘learn’
Open Education Networkhttp :// www . open - ed. net
decreasing
Transactional
Distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
Cooperative sharing old
Collaborative creative
Collaborative disjunctive
Cooperative experiential
Open Education Networkhttp :// www . open - ed. net
Four Categories in Transactional Distance Theory
less
Transactional
Distance
1 S- D-
2 S+ D-
3 S+ D+
4 S- D+
added
Structure
added
Dialogue
Open Education Networkhttp :// www . open - ed. net
now we have the scaffold or frameworkconsisting of the four distinct Stageson which to put theessential kinds of interactions
that we need to bring about learning, through reducing the Transactional Distance
Open Education Networkhttp :// www . open - ed. net
difficulties are reported in achieving Stage 3
Renner 1976 found only 81% of final-year law students in 2 law schools reached Stage 3
Piaget 1977 acknowledged many people never reached Formal Operations level Stage 3 even in adulthood
McKinnon 1976 found only 50% of college students at 7 colleges could reach Stage 3
Gunawardena 1997 and 2001 found in graduate students and teachersthat the Stage 3 “collaboration simply did not happen”
Meyer 2003 found only 29% of graduate students reached Stage 3and Anderson 2007 only 13% of two graduate courses
Open Education Networkhttp :// www . open - ed. net
How do other theories such as constructivismfit with this Transactional Distance Model ?
Most theories each have their own special practice
Behaviorism, and objectivism each suitsthe cooperative Stage 1 plus Stage 4 While cognitive constructivism suits Stage 2and social constructivism suits Stage 3
Overall, constructionism suits the whole Modelinvolving all four stages in sequence
Open Education Networkhttp :// www . open - ed. net
let’s open up these points a little . . .
Stage 1 T input : behaviourismStage 4 T-moderated output : behaviourism Stage 1 + Stage 4 : behaviourismStage 2 Ss told connections : cognitivismStage 3 Ss discuss connections : constructivism
T or S knows : cooperativeso we lack collaborative – critical thinking skills so adopt constructionism
Open Education Networkhttp :// www . open - ed. net
in constructionism . . .
Learning is wholly within the student’s mindthrough interactions ( as in Conversation Model )
diversity helps to achieve collaborative Stage 3so adopt Transactional Distance Model
Open Education Networkhttp :// www . open - ed. net
Stage 1 cooperative
Stage 2collaborative
Stage 4cooperative
Stage 3collaborative
Open Education Networkhttp :// www . open - ed. net
the Transactional Distance Model is perfectly suited to early school education
the initial stage involves cooperative sharing . . .this can be from the student herself ( best ) or from other students ( suits large classes )or any source ( teacher, textbook or internet )
younger children might prefer doing some activitiesto generate own ideas to share with others
Open Education Networkhttp :// www . open - ed. net
1 each student first expresses her own ideas or own findings or experience
2 the teacher then asks students to express why they feel or think like they do
3 and then raises other new alternatives using a textbook or the internet
4 for the students to take away and try out themselves
Open Education Networkhttp :// www . open - ed. net
The Transactional Distance Model : Kawachi underpinned by the widely accepted
- Conversation Theory : Holmberg 1983 , Grogono 1993, Laurillard 2002
- Transactional Distance Theory : Peters 1973, Moore 1993
- Constructionism Theory : Papert 1991, Gergen 2001
Open Education Networkhttp :// www . open - ed. net
Conversation Theory : Mitchell & Grogono 1993
- postulates that learning occurs through guiding transactions between a desirable target concept map model of knowledge and a student’s externalized model of prior understanding.
- Such transactions include asking the student to articulate and make explicit own elaborations
Open Education Networkhttp :// www . open - ed. net
Conversation Model : learning transactions include
appropriation - whereby the teacher or a good student picks up points from weaker students and shows how they can fit into a larger picture, to model greater understanding for the weaker students to then see
elaboration - whereby conflicts, slight differences or diverging views are verbalized, and so lead to learning
justification - whereby thought processes and strategic knowledge initially implicit are made explicit through verbalization to help both the enquirer and the justifier to learn
Open Education Networkhttp :// www . open - ed. net
Harel, I., & Papert, S. (1991). Constructionism. Norwood, NJ : Ablex.
Holmberg, B. (1983). Guided didactic conversation in distance education. Distance education : International perspectives, (pp. 114-122). London : Croom Helm.
Gergen K.J., & Wortham, S. (2001). Social construction and pedagogical practice. In K.J. Gergen (Ed.), Social construction in context, (pp. 115-136). Thousand Oaks, CA : Sage.
Laurillard, D. (2002). Rethinking university teaching : A conversational framework for the effective use of learning technologies. London : RoutledgeFalmer.
Mitchell, P.D., & Grogono, P.D. (1993). Modelling techniques for tutoring systems. Computers & Education, 20 (1), 55-61.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed), Theoretical principles of distance education, (pp. 22-38). London : Routledge.
These plus my own Kawachi 1999 – 2012 published works available from me by email
Open Education Networkhttp :// www . open - ed. net
1979 ~ 2012 :
- behaviourism for teacher-based, and skills- cognitivism for sequential teaching- cognitive constructivism within inside - social constructivism from outside
- radical constructivism for student-centred- constructionism for e-learning- social constructionism for modern distance education
Open Education Networkhttp :// www . open - ed. net
2012 ~ 2025 :
- Student-created content shared in learner’s own languages- Continuous scaffolds for task, group size, mode, media- Externalise examinations away from universities- Share courses, increase diversity
Open Education Networkhttp :// www . open - ed. net
teachers accept a model depending on :
- own early school experience- loyalties during own teacher-training- support from professional networks
Open Education Networkhttp :// www . open - ed. net
teachers accept a model depending on :
- own early school experience- loyalties during own teacher-training- support from professional networks
hopefully we have all of these !
Open Education Networkhttp :// www . open - ed. net
You can download these slides freely from the website
http://www.open-ed.net / library / theories.ppt
or by email to me at
kawachi @ open-ed.net