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Enactive Learning – Introduction of Learning Material
Iconic Learning – Subsequent presentations can rely less and less on physical cues
Abstract Learning – As learning progresses, presentation of information can become increasingly abstract
Bruner’s Bogus Stage Theory
CONSEQUENCES
Learner: Internal Processes and Perceived-Self-Efficacy
BEHAVIORAL MODEL
BEHAVIOR
Bandura’s Social Cognitive Theory
Actual Dev. Level
Potential Dev. Level
THOUGHT LANGUAGE VERBAL THOUGHT
DEVELOPMENT OF COGNITIVE SKILLS IN HUMANS
CROSS-SPECIES COMPARISONS SOCIOHISTORICAL FACTORS
Vygotsky
PIAGET, BRUNER, VYGOTSKY, SITUATED
COGNITION
EMPIRICAL FINDINGS
CONSTRUCTIVISM
CONDITIONS FOR LEARNING
METHODS OF INSTRUCTION
LEARNING GOALS
Person Inputs
Environ. Inputs
Outputs Attention Effort
Motivational Design &
Management
Motives (Values)
Expectancies
Performance
Learning Design &
Management
Indiv. Skills, Abilities, Knowl.
Consequences
Contingency Design &
Management
Attributions, Cognitive Eval.
Keller’s ARCS Model of Motivational Design
CIP, BEHAVIORISM
EMPIRICAL FINDINGS
GAGNE’S INSTRUCTIONAL THEORY
TAXONOMY OF LEARNING
OUTCOMES
LEARNING CONDITIONS
REQUIRED FOR OUTCOMES
9 EVENTS OF INSTRUCTION
Student -Centered
Teacher-Centered
Behaviorism
Cognition
Applied Cognition
Piaget
Bruner
Bandura
Vygotsky
Constructivism
Motivation
Gagne
But what about the individual?
• Learning Styles vs. Learning Preferences?
– Learning preference = students’ preferred mode of studying or encoding new information
– Learning style = mode in which students’ encoding of new information is most effective and/or efficient
• The Meshing Hypothesis – Pashler et al.
– When instructional style matches learning style, learning is optimal
What about other factors?
• Millennial Learners (a.k.a. Digital Natives)
– Some argue that repeated exposure to technology has resulted increase in “visual learners”
• But is this a skill or a preference based on experience?
– Assumptions about visual or digital literacy
• Brumberger (2011) defined this as “students’ use of and proficiency with visually-oriented technologies, as well as their skills in intepreting images and being informed and critical consumers of visual material.” (p. 21)
Figure 3. Perceived software skills. (1=no experience, 2=entry-level
amateur, 3=slightly skilled, 4=somewhat skilled, 5=very skilled, and
6=expert/professional
Figure 4. Evaluation of Images and Video. (1= never altered, 2= rarely
altered, 3= sometimes altered, 4= usually altered, 5= always altered)
So what does it mean to teach “digital natives”?
• Information and digital literacy
– Metacognitive skills
• Technology expectations vs. technology skills