1. learningPGCAP Programme Team

2. To discuss how people learn Introduce major learning theoriesaims 3. Discuss how people learn Discuss major theories in educationobjectives 4. Write a definitionWhat is learning? 5. understanding theory throughboxes... 6. understanding theory throughboxes... 7. Driscoll (2000) defines learning as apersisting change in human performance orperformance potential[which] must comeabout as a result of the learnersexperience and interaction with the world(p.11).Driscoll, M. (2000). Psychology of Learning for Instruction. NeedhamHeights, MA, Allyn & Bacon.learning, a definition 8. you dont you knowconscious competence learning matrixknow whatwhat youyou dontdont knowknowhttp://www.businessballs.com/consciouscompetencelearningmodel.htm unconscious consciousincompetence incompetence5th stage: Reflective Competenceunconscious consciouscompetence competence you dont you knowhave to thinkwhat youwhat you are knowdoing4 stages of learning 9. Unconscious incompetence - This basically means that youdont know what you dont know.Conscious incompetence - This is where the learner is awarethat s/he does not know something or can learn something new.Put more plainly, you realize that you are not as expert as perhapsyou thought.Conscious competence - This is where you have to think about atask or exercise in order to complete it correctly.Unconscious competence - Eventually you reach a point whereyou no longer have to think about what you are doing in order tocomplete it correctly. True experts often do things very well withoutthinking about it.4 stages of learning 10. What is it? How can we nurture it in the classroomand beyond? How does learning power relate to values?Learning Power 11. Knowledge skills and understandingAttitudes,values,feelings,dispositions,motivationsDouble Helix of Learning(McGettrick 2002) 12. Values carried in the relationships of life with self with others with an O/otherHolding it all together 13. factor analysis: what impacts on learning?Institutional EthosCurriculum and Assessment Practices Worldviews and Pedagogy TraditionsSelf-regulation Self EsteemAwareness Skills and CapacitiesSense of SelfAs LearnerLearning Power InterestSelf-efficacy Effort Dispositions Locus of ControlGoal OrientationHome, Family and CommunityPeer CultureCultural Tools 14. Changing andBeing Stuck andweaknessstrength LearningStatic Meaning MakingData Critical CuriosityAccumulation CreativityPassivity LearningBeing Rule Bound Relationships Isolation & Strategic Dependence Awareness Being Robotic ResilienceFragility & Dependencethe 7 dimensions of learningpower 15. Belief & professional Covering thefacilitatinginhibiting visioncurriculum positive classroomresults and targets culture performance collaborative teachingmanagement positive relationshipsworkload professional dialogue large numbers of & choicestudents golden momentsOFSTED being empowered as alarge numbers of professionalclasses in week lack of time lack of know howfacilitating/inhibiting learnercentredness 16. provide the vocabulary and a conceptual framework for interpreting the examples of learning that we observe suggest where to look for solutions to practical problemsabout learning theories 17. from transmission 18. to constructing 19. to co-constructing... 20. The half-life of knowledge is the time span fromwhen knowledge is gained to when it becomesobsolete. Half of what is known today was notknown 10 years ago. The amount of knowledge inthe world has doubled in the past 10 years and isdoubling every 18 months according to theAmerican Society of Training and Documentation(ASTD). To combat the shrinking half-life ofknowledge, organizations have been forced todevelop new methods of deploying instruction.Source: http://www.elearnspace.org/Articles/connectivism.htmknowledge today 21. The shelf life of information isnow so short that knowingwhere to find information ismore valuable than knowingany particular piece ofinformation. (p. 10)Source: Mason, R (2008) Chapter 1: Social networking as an educationaltool, in: Mason, R, E-learning and social networking handbook: resources forhigher education, Routledge, p.1-24Shelf life 22. Many learners will move into a variety of different, possibly unrelatedfields over the course of their lifetime. Informal learning is a significant aspect of our learning experience.Formal education no longer comprises the majority of our learning.Learning now occurs in a variety of ways through communities ofpractice, personal networks, and through completion of work-relatedtasks. Learning is a continual process, lasting for a lifetime. Learning and workrelated activities are no longer separate. In many situations, they are thesame. Technology is altering (rewiring) our brains. The tools we use define andshape our thinking. The organization and the individual are both learning organisms.Increased attention to knowledge management highlights the need for atheory that attempts to explain the link between individual andorganizational learning. Many of the processes previously handled by learning theories (especiallyin cognitive information processing) can now be off-loaded to, orsupported by, technology. Know-how and know-what is being supplemented with know-where (theunderstanding of where to find knowledge needed).Trends in learning 23. Behaviourism CognitivismHumanism ConstructivismSocio- Connectivismconstructivism CommunitiesGestalt Theoryof practice 24. filling empty bucketstransmission of knowledge 25. Behaviourism is a theory of animal and human learning that onlyfocuses on objectively observable behaviours Learning is an acquisition of new behaviour throughconditioning. Stimulus-response Learner is passive Uses reinforcement techniques (positive and negative)Pavlov: behaviourism 26. learner is actively engaged in the formation of ideas. constructing knowledge experiential, based on previous knowledge sense-making in naturally embedded activities (active learning) andproblem-solving authentic tasks in a meaningful context constructing and re-constructing through personal experienceconstructing knowledge 27. development comes before learningfocus on human cognitive development (children) throughadaptation and organisationJust being exposed to something new doesnt mean we willchange, there will be resistancesChanges are conceptualKnowledge expands and widens from withinBuilding knowledge structures through progressiveinternalization of actions based on previous knowledge andexperiencePiaget: constructivism 28. Building knowledge structures through progressiveinternalization of actions (constructivism)focus on learning through making, less on cognitivepotential diving-in approachhow ideas get formed and transformed within a contextworked out by individual minds through reflection onexperiencesituated and pragmaticself-directed learningPapert: constructionism 29. learning comes before development co-constructing knowledge within a community orculture learning as a dialogical process the connection between people collaborative construction of knowledge through socialnegotiationVygotsky: socio-constructivism 30. Old concept, new nameCommunities of practice are groups of peoplewho share a concern or a passion for somethingthey do and learn how to do it better as theyinteract regularly.Etienne Wenger:communities of practice 31. The domain: A community of practice is not merely a club of friends or a network ofconnections between people. It has an identity defined by a shared domain ofinterest. Membership therefore implies a commitment to the domain, and thereforea shared competence that distinguishes members from other people.The community: In pursuing their interest in their domain, members engage in jointactivities and discussions, help each other, and share information. They buildrelationships that enable them to learn from each other.The practice: A community of practice is not merely a community of interest--peoplewho like certain kinds of movies, for instance. Members of a community of practiceare practitioners. They develop a shared repertoire of resources: experiences,stories, tools, ways of addressing recurring problemsin short a shared practice.This takes time and sustained interaction.Etienne Wenger:communities of practice,3 characteristics 32. Connectivism is the integration of principles explored by chaos,network, and complexity and self-organization theories. Learningis a process that occurs within nebulous environments of shiftingcore elements not entirely under the control of the individual.Learning (defined as actionable knowledge) can reside outside ofourselves (within an organization or a database), is focused onconnecting specialized information sets, and the connectionsthat enable us to learn more are more important than ourcurrent state of knowing.Connectivism is driven by the understanding that decisions arebased on rapidly altering foundations. New information iscontinually being acquired. The ability to draw distinctionsbetween important and unimportant information is vital. Theability to recognize when new information alters the landscapebased on decisions made yesterday is also critical.Siemens: connectivism 33. Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or informationsources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continuallearning. Ability to see connections between fields, ideas, and concepts is acore skill. Currency (accurate, up-to-date knowledge) is the intent of allconnectivist learning activities. Decision-making is itself a learning process. Choosing what to learnand the meaning of incoming information is seen through the lens of ashifting reality. While there is a right answer now, it may be wrongtomorrow due to alterations in the information climate affecting thedecision.Siemens: connectivism, principles 34. The pipe is more important than the content within the pipe.Our ability to learn what we need for tomorrow is moreimportant than what we know today. A real challenge for anylearning theory is to actuate known knowledge at the point ofapplication. When knowledge, however, is needed, but notknown, the ability to plug into sources to meet therequirements becomes a vital skill. As knowledge continuesto grow and evolve, access to what is needed is moreimportant than what the learner currently possesses.Siemens, G. (2004) Connectivism, A learning theory for the digital age,available at http://www.elearnspace.org/Articles/connectivism.htmtoday and tomorrow? 35. Theories are best understood in their historicalcontext. They reflect the social climate or currentthinking at the time of their popularity. They first developed after the industrialisationwhen schools appeared and formal teachingbegan.Learning theories 36. There are two perspectives on how peoplelearn most effectively: PsychologicalSocialemphasis on the emphasis on theindividualsocial contextsituatedLearning theories 37. Behaviourism Cognitivism Humanism GestaltLearning theories-psychological 38. Behaviourism 39. Based on stimulus response (S-R) Dominant theory in the 19th century Based on application of science to Observable, measurable behaviour Why the popularity? Pavlov (Russian physicist 1849-1936)Behaviourism 40. Pavlov (1849-1936) Russian physicist experiments with dogs -conditionedreflexes - conditioningBehaviourists 41. Skinner FB 1904 - 1990 Skinner known for experiments with rats. Rejected reflex as the only source of behaviour recognised feelings as existing but not as causes of behaviourNeo-behaviourists 42. Skinners box 43. Give me a dozen healthy infants, well-formed,and my own specified world to bring them up inand Ill guarantee to take any one at random andtrain him to become any type of specialist Imight select doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief,regardless of his talents, penchants, tendencies,abilities, vocations, and race of his ancestors.J B Watson 1878-1958nature v nurture debate 44. A scientific approach is based on structureand measurement. What sort of teaching is a behaviouristapproach likely to encourage? How does behaviourism still influenceteaching?Behaviourism: Discuss! 45. Teacher-centred Aims & outcomes Schemes of work Lesson plans Feedback and reward systems Grading seen as important measurability paramountMain contributions 46. What do you think would be the criticismsof this approach? reductive humans are more complexthan animals.Criticisms 47. Cognitivism 48. Mid 20th century - A rejection ofbehaviourism in favour of a theory basedon the principle that learning occursthrough logically presented information inwhich the learner organises informationreceived and makes sense of it.Cognitivism 49. Used the analogy of the brain as acomputer people are able to sort andsift information and add it to previousknowledge Popular late 50s early 60s Why?Cognitivism 50. Dewey (1859-1952 Chair of Philosophy) Education is intelligent action Learning is based on meaning The classroom cannot be separated fromthe environment of which it is a part. Education is not a mere means to life.Education is a lifeCognitivism 51. Dewey Library cataloguing system Enquiry based learning Problem solving Learning outcomes which privilegethinking skillsCognitivism 52. How do you feel about this theory? What might the criticisms of this theorybe? Another example of reductionism human beings are more complex thanmachinesCognitivism 53. Humanism 54. Also a reaction to behaviourism Saw learners as whole people thereforeneeds and feelings important to theprocess of learning Popular 60s and early 70sHumanism 55. Developed in 1960s America as a reactionagainst behaviourism Maslow (1890-1970)(hierarchy of needs) Carl Rogers (also influential incounselling) Scientific approach sterile &dehumanising people should be viewedas whole beingsHumanism 56. Maslow 57. Teacher as facilitator Concept of readiness to learn How useful are these concepts in yourwork?Carl Rogers 1902- 1987 58. Gestalt 59. Gestalt means pattern or structure The theory is concerned with perception Also known as insight learning The eureka phenomenon Teachers must structure learning so thatlearners reach an understanding andoverview of the whole.Gestalt 60. German word for pattern or structure Stressed the importance of learnerperception of the overall pattern.Process:1. Learner explores and defines problem2. Incubates3. Illumination EurekaGestalt 61. What do you see? 62. What do you see? 63. What do you see? 64. What do you see? 65. Young girl or old woman? 66. How useful is a concept?Gestalt 67. Which of the theories weve looked atmost approximate to yours? Which of the theories weve examined doyou find most convincing?Learning theories 68. Social learning theories 69. This body of theorists reject the individualfocus of the preceding theories. The emphasis is on how people learn incommunal or community settings. Vygotsky Lave & WengerSocial learning theories 70. Vygotskys Zone of ProximalDevelopment: 71. Lave & WengersCommunities of practice People absorbthe practices, attitudes and beliefs of thecommunity they want to join. They learn how to be something teacher, doctor, dancer. Develop language, stance etc. initiallythrough peripheral involvement.Situated learning 72. GestaltSituated learningHumanist CognitivistExpertBehaviourist Proficient performer Competent performerAdvancedbeginner Novice Rule based learningLinks to learning theories 73. education was a sieve. The weaker students were seived outand they left the classroom for the world of work, while the ablestudents were retained for the next level. Drop outs wereplanned for, and seen not just as inevitable but as desirable. Putbluntly, the aim was to discover those who could not cope, andget rid of them. 74. Once learners were thought to have a genetic disposition for learning,or not, which was measured by their IQ. This placed an upper limit ontheir possible achievement. Some students were thought to reach theirceiling after which further teaching would be in vain.This is no longer thought to be the case. Experts on the brain andon learning now stress that everyone can learn more, if they aretaught appropriately, whatever they have previously achieved.A vivid illustration of this is provided by the work of Professor ReuvenFeuerstein (theory of Mediated Learning Experience MLE). 75. Education is a ladder, and we expect every learner to climb asfast and as high as they are able. Drop outs are seen as awasted opportunity, for the learners, and for society as a whole.Once teachers taught courses, subjects and classes. But nomore. Now they are teaching individuals 76. flashcards: learning power 77. Growth-orientation v being stuck & staticI see learning as something I can get betterat, and myself as an improving learner. Thisoften reflects a more general interest in self-improvement, and faith that this is possible. Ihave a sense of history and of hope. I tend totake ownership of my own learning, and liketo be responsible for what Im learning andhow I go about it. Im usually quite ready tosign up to learning tasks that are presentedto me 78. Meaning making v Data accumulationI tend to look for patterns, connectionsand coherence in what I am learning,and to seek links between newsituations and what I already know oram interested in. Im on the look-out forhorizontal meaning I like to makesense of new things in terms of my ownexperience, and I like learning aboutwhat matters to me. 79. Critical curiosity v passivity I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to understandbetter,ratherthan just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, Im attracted to learning and enjoy a challenge. I value getting at the truth. 80. Creativity v RuleboundI like new situations, and will sometimes createnovelty and uncertainty just to see what happens. Illspice things up to stop them being boring. I likeplaying with possibilities and imagining how situationscould be otherwise. I am able to look at problemsfrom different perspectives. I like trying things outeven if I dont know where they will lead. I sometimesget my best ideas when I just let my mind float freely,and I dont mind giving up mental control for a whileto see what bubbles up. I often use my imaginationwhen Im learning, and pay attention to images andphysical promptings as well as rational thoughts. 81. Positive learningrelationships v IsolationI like working on problems with other people, especiallymy friends. I have no difficulty sharing thoughts andideas with others, and find it useful. I am quite capableof working away at problems on my own, andsometimes prefer it. I dont feel I have to stick with thecrowd for fear of being lonely or isolated, when Imlearning. I have important people at home and in mycommunity who share with me in my learning. I amready to draw on these when it seems helpful. I feel thatI live within a supportive social context. 82. Strategic Awareness vRoboticI tend to think about my learning, and plan how I amgoing to go about it. I usually have a fair idea howlong something is going to take me, what resources Iam going to need, and my chances of beingsuccessful.I am able to talk about the process of learning how Igo about things and about myself as a learner what my habits, preferences, aspirations, strengthsand weaknesses are. 83. Resilience - dependence and fragilityI tend to stick at things for a while, even when they aredifficult. I dont give up easily. I often enjoy grappling withthings that arent easy.I can handle the feelings that tend to crop up duringlearning: frustration, confusion, apprehension and so on. Ihave quite a high degree of emotional tolerance when itcomes to learning. Im not easily upset or embarrassedwhen I cant immediately figure something outI dont immediately look for someone to help me out when Iam finding things difficult, or when I get stuck. Im usuallyhappy to keep trying on my own for a while. I dont mind iftheres nobody around to rescue me. 84. Banking modelThis model of education sees pupils or students asdepositories to be filled up by teachers who havealready been filled up. The contents are pre-produced as an abstract body of knowledge, byresearchers whose intellectual labour is alreadydivided by subject area, and distributed through thecurriculum by teachers in schools and otherinstitutions which are factories for filling minds. (p.79)Fox, S (2002) Studying Networked Learning: Some Implications from Socially SituatedLearning Theory and Actor Network Theory, in: Steeples, C, Jones C (eds.) NetworkedLearning: Perspectives and Issues, London: Springer, pp. 77-91. 85. Banking modelThis model of education sees pupils or students asdepositories to be filled up by teachers who havealready been filled up. The contents are pre-produced as an abstract body of knowledge, byresearchers whose intellectual labour is alreadydivided by subject area, and distributed through thecurriculum by teachers in schools and otherinstitutions which are factories for filling minds. (p.79)Fox, S (2002) Studying Networked Learning: Some Implications from Socially SituatedLearning Theory and Actor Network Theory, in: Steeples, C, Jones C (eds.) NetworkedLearning: Perspectives and Issues, London: Springer, pp. 77-91. 86. learning Core Module TeamChrissi Nerantzi & Neil Currant Twitter @pgcap