The following is a description of Week 3 (Class) of the Learning Theories module.
Description
Today’s class represented the third class of five classes that will constitute the core teaching section of Module 1 (Learning Theories). The lecturer for today was Dr Jen Harvey.
Today’s class dealt with the two major learning theories: Behaviourism and Cognitivism.
BEHAVIOURISM
However, to add more detail, Jen dealt with the following ideas associated with behaviourism:
Features of Behaviourism:
(1) Classical Conditioning: Reinforcement/Law of Effect (Thorndike)
(2) Origins of Behaviourism (Watson)
(3) Operant Conditioning (Skinner)
Reference: Skinner, B.F. (1983). A Matter of Consequences. New York
(4) Observational Learning Bandura (1961)
Reference: The Brain: A Secret History – The Bobo Doll (BBC 4)
Note: Albert Bandura chose to study aggression. His work formed the basis for social learning theory.
…..and the following psychologists/authors:
Behaviourism (psychologists):
(1) Edward Thorndike (1874 – 1949)…..associated with classical conditioning
(2) John Watson (1878 – 1958)…..associated with the origins of behaviourism
(3) B.F. Skinner (1904 – 1990)…..associated with operant conditioning
(4) Albert Bandura (1925 – Present)…..associated with observational learning.
Criticisms of Behaviourism
Oversimplifies human behaviour
Sees human beings as automatons.
COGNITIVISM
Features of Cognitivism:
Focuses on internal mental processes
Learners are not passive receivers of stimuli
Assumes discrete stages through which information is processed
Learners actively process, store and retrieve information for use
Learners organise the material
Principles of Cognitivism:
Sensation
Perception
Attention
Encoding
Memory
Perception – some implications
Pattern recognition (Gestalt theorists)
Proximity, Similarity, Continuity, Closure.
The Information Processing Model views learning as information processing.
Memory
Model of Memory (Based on Atkinson and Shiffrin, 1968).
Boud (1981) – desire to learn something by the student influences the outcome of their learning.
The following is a comparison of behaviourism and cognitivism in relation to teachers and students:
Behaviourism (Teacher-Centred Learning)
Content coverage
Low level of student choice
Student passive
Power is primarily with the teacher
Cognitivism (Student-Centred Learning)
Student as problem-solvers
High level of student choice
Student active
Power is primarily with the student
MSc students should look at:
The Personalised System of Instruction (PSI) a.k.a. the Keller Plan (1968).
In relation to designing Behavioural Learning Outcomes, we can look to:
Blooms taxonomy
Biggs SOLO taxonomy
Blooms Taxonomy (1956) of the Cognitive Domain starting from the simplest cognitive process and going to the most complex are:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Note: Check out iPad apps to support Blooms revised taxonomy (assembled by Kathy Schrock)
My link: http://www.schrockguide.net/bloomin-apps.html
N.B. SAMR (Substitution, Augmentation, Modification, Redefinition)
The class was presented with the following video which illustrated how Gagne’s Nine Events of Instructional Design can be used to teach a child how to make a cup of tea:
The nine events are:
(1) Gain attention
(2) Inform learner of objective
(3) Stimulate recall of prior learning
(4) Present the content
(5) Provide learning guidance
(6) Elicit performance
(7) Provide feedback
(8) Assess performance
(9) Enhance retention and transfer to the job.