Week 2 LEARNING Learning: a relatively permanent change in mental processing, emotional functioning, and behaviour as a result of experience. Learning Theory: a coherent framework and set of integrated constructs and principles directed toward describing, explaining, and predicting learning. Five Major Theories of How People “Learn” Retrieved from: http://www.bioteams.com/2012/11/05/the_five_major.html Guiding Questions 1. How does the environment and the internal dynamics of the individual influence learning? 2. Is the learner viewed as passive or active? 3. What is the educators task? BEHAVIOURIST THEORY How does the environment and the internal dynamics of the individual influence learning? Is the learner viewed as passive or active? What is the educator’s task? Behaviourist Dynamics Motivation: drives to be reduced, incentives offered Educator: active role; manipulates environmental stimuli and reinforcements to direct change Transfer of knowledge: by practice and in providing similarity in stimulus conditions and responses with a new situation Respondent Conditioning Learning occurs as the organism responds to stimulus conditions and forms associations. A neutral stimulus is paired with an unconditioned stimulus–unconditioned response connection until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response Figure 3–1 Respondent Conditioning Model of Learning Retrieved from: https://davidseddl511.files.wordpress.com/2010/02/pavlovs-dog.jpg Examples of Respondent Conditioning - Systematic desensitization Stimulus generalization Discrimination learning Spontaneous recovery Operant Conditioning - Learning occurs as the organism responds to stimuli in the environment and is reinforced for making a particular response. A reinforcer/stimulus is applied after a response strengthens the probability that the response will be performed again under similar conditions. Changing Behaviour Using Operant Conditioning To increase behaviour - positive reinforcement negative reinforcement (escape or avoidance conditioning) To decrease behaviour - Non-reinforcement punishment The Placebo Effect - Not a lot of thinking, it’s the idea of you do this, this will happen Behaviourism: Adult Education - By early 1970s used in many areas (e.g., environmental education -Walter, 2009) Alter stimulus/environment or change -what happens after a response occurs may change people’s attitudes. Focus on outcome or learning expressed as behaviour. What is the value of this theory in patient education??? (In your education?) Critiques of Behaviourism Does not account for processes taking place in the mind that cannot be observed Advocates for passive student learning in a teacher-centric environment One size fits all Knowledge itself is given and absolute Programmed instruction & teacher-proofing BehaviourismSummarized How does the environment and the internal dynamics of the individual influence learning? Internal dynamics not considered Motivation comes from conditioning (Pavlov) or reward and/or punishment (Skinner) . Is the learner viewed as passive or active? Passive . What is the educator’stask? Environment and motivating factors are manipulated by teacher good rewards must be waiting for these dogs… COGNITIVE LEARNING THEORY . Key to learning is changing the individual’s cognition (perception, thought, memory, and ways of processing) . Reward not necessary for learning . Focus is on processof learning Key Concepts Defined Cognition= thinking - Missing piece in behaviourism Metacognition= thinking about thinking - Why am I thinking this? how am processing this? am I missing anything? Gestalt= ‘the whole is greater than the parts’ - Learning little pieces of things Putting the pieces together to figure out what the bigger picture means, how it apply to other things, and how it all works together to inform what you’re doing Information processing –thinking processes, reasoning, critical thinking, clinical reasoning, clinical judgment Cognitive development –based on developmental stage (Jean Piaget) Cognitive Dynamics Motivation: goals, expectations, disequilibrium, cultural and group values Educator: actively organize experiences and make them meaningful; encourage insight and reorganization within the learner Transfer of knowledge: focus on internal processes and provide common patterns with a new situation Cognitive Learning Theory Information Processing Thinking processes, thought, reasoning; the way information is encountered and stored; memory functioning 1. Paying attention to environmental stimuli. 2. Processing by the senses 3. Information transformed and incorporated (encoded) into short-term memory -assess/correct errors, disregard/forget or store in long-term memory. 4. Action or response based on how information stored - Memory processing and retrieval can be enhanced by organizing information and making it meaningful o Part of pedagogy, needing to know why we care? Bastable (2021) Retrieved from: http://www.wright.edu/~kevin.bennett/teaching/Cognireal.htm Cognitive Learning Theory Gestalt perspective: Importance of perception in learning which is the foundation for other cognitive perspectives Learner wants to ‘keep it simple” … psychological organization is directed toward simplicity, equilibrium, and regularity Reorganization of elements to form a new ‘whole’ Cognitive Learning Theory Cognitive development Piaget –‘ages and stages’ Aim of teaching is to provide a rich environment so the learner can construct knowledge and discover Cognitive Learning Theory Vygotsky’s Cognitive Development Theory . Includes the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD) . A level of development attained when children engage in social behaviour . Full ZPD depends upon Social interaction . Range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone . Bastable (2021) Cognitive Learning Theory Cognitive Load Theory 3 types of cognitive load . Extraneous load caused by simple distractions that force working memory to focus away from building schemas into long-term memory . Intrinsic load is caused by the pure complexity of elements interacting in working memory . Germane load is caused by effortful learning which results in Schema constructions and connections . The key to learning is previous knowledge -"The mind is a computer with loaded information” Bastable (2021) Critiques of Cognitivism Like behaviourism, knowledge itself is given and absolute Input –Process –Output model is mechanistic and deterministic Does not account enough for individuality Little emphasis on affective characteristics COGNITIVISM Summarized How does the environment and the internal dynamics of the individual influence learning? Emphasis on how information is processed. Is the learner viewed as passive or active? Passive What is the educator’stask?actively organize experiences and make them meaningful; encourage insight and reorganization within learner SOCIAL LEARNING THEORY Concepts: - role modeling, - vicarious reinforcement, seeing someone do something and something good happens to the person, - self-system, - self-regulation To change behaviour: utilize effective role models who are perceived to be rewarded, and work with the social situation and the learner’s internal self-regulating mechanisms This Photoby Unknown Author is licensed under CC BY-SA-NC Social learning Dynamics Motivation: compelling role models perceived to be rewarded, self-system regulating behaviour, self-efficacy Educator: model behaviour and demonstrate benefits; encourage active learner to regulate and reproduce behaviour Transfer of knowledge: similarity of setting, feedback, self-efficacy, social influences Critiques of Social Learning Theory Does not take into accountindividuality, context, and experience as mediating factors Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners Emotions and motivation not considered important or connected to learning Social learning Summarized How does the environment and the internal dynamics of the individual influence learning? Observation is key 1. Is the learner viewed as passive or active? Passive What is the educator’stask?Role model desired behaviour Constructivism Constructivism Grew out of, and in response to Cognitivism: framed around metacognition Knowledge is actively constructed Learning is… A search for meaningby the learner Contextualized–heavily influenced by culture and interaction with others An inherently socialactivity Dialogic and recursive The responsibility of the learner –knowledge may not initially reflect reality, but with collaboration and negotiation, new understanding is gained Andragogy & Constructivis . Knowles (1979) def experience; focus on active Four assumptions: learning Assimilation and accommo Learning is an organic process, not mechanical Meaningful learning occurs through reflection; linking new to old knowledge Critiques of Social Constructivism Suggests that knowledge is neither given nor absolute Often seen as less rigorous than traditional approaches to instruction Does not fit well with traditional age grouping and rigid terms/semesters Constructivism Summarized How does the environment and the internal dynamics of the individual influence learning?Connection between individual previous experiences and new knowledge 1. Is the learner viewed as passive or active? Active What is the educator’stask?Create environment for learning Experiential Learning Characteristics of Experiential Learning Narrative Pedagogy . an interpretive approach to teaching and learning . uses the lived experience of teachers and learners to guide learning . supports critical thinking, problem solving and application of theoretical concepts to current practice through a facilitated learning process Narrative Pedagogy Allowustolearnaboutourselvesandourteaching approaches Allowustolearnwhatpatientslearningneedswhenwe take thetime tolisten totheirstories Oldestform of education Makesushuman Puts thoughtsandfeeling intoperspective . The head does not hear a thing until the heart listens. Anonymous Humanistic Learning Theory . Underlying assumption is that each individual is unique . Importance of emotions and feelings, right of individual to make their own choices, and human creativity . Learner centered . Focus on fostering curiosity, enthusiasm, initiative, responsibility over mastering information/facts HUMANISTIC LEARNING THEORY Concepts: Learning occurs on the basis of a person’s motivation, derived from needs, the desire to grow in positive ways, self-concept, and subjective feelings. Learning: facilitated by caring facilitators and a nurturing environment that encourage spontaneity, creativity, emotional expression, and positive choices. Humanistic learning Dynamics Motivation: needs, desire to grow, self-concept Educator: act as facilitator, listens more than talks, who respects learner’s uniqueness and provides freedom to feel, express, and grow creatively Transfer of knowledge: curiosity, positive self-concept, positive or negative feelings and choices, as well as freedom to learn, promote, or inhibit transfer Different Approaches: Learning Theories How is cognitivism, constructivism, behaviorism, humanism used to teach children spelling in the video? Is there one ideal approach? Provide rational to your answer. https://www.youtube.com/watch?v=6uhB9mALl1I Comparing Learning TheoriesTheory Procedures Assumptions Educator Role Motiva Behaviourist Change the environment (stimulus, reinforcement, response) The learner is passive, and will respond Manipulates environment in order to direct learning and change learners’ behaviour Drive r Cognitive Change thinking processes; change comes from internal perceptions Learner more active and thinksthings through to establish meaningful Structures learnerexperiences to encourage reorganization of thinking and acquisition Goals, Balanc and thoughtsof learner patterns of meaning Social Learning Change role models, Thelearner is active and perceived reinforcement , observes models to then and self-regulation; decide on behaviours external role modelling to reinforce learners’ internal influences Active modelling, gives perception of benefits,evaluates learning materials to control social message, tries to influence learner self-regulation Socializ models observ Humanistic Change feelings, self concept, needs; selfactualization and choices affect change Facilitativerole; encourage choice, self-growth, respects learner Need,d of self Active learner will try to increaseself concept; they want to grow
