Module 1: Theory of Learning for ISOM

Ph.D. StudentsDr. Aprille Black

Spring 2012

Spring 2012 2

Overview

• Introduction – Background, assumptions, expectations

• Review of syllabus• Intro to learning theories• Learning theories and Course Design• Exercise• Q&A

Spring 2012 3

Introduction

• Background– What brings you to this course?

• Assumptions– What are your thoughts about

learning, theory, and instruction

• Expectations– What do you want out of this course?

Spring 2012 4

Review of syllabus

• Questions and Comments• Readings• Activities

Spring 2012 5

Beliefs & Assumptions

• Scientific approaches to the study of learning and cognition

• No single learning theory is adequate to account for all aspects of learning

• A theory does not necessarily prescribe the best instructional methodology

• What people learn through formal instruction is only a small subset of what they know

6

Course Deliverables

• Summary of Theory and Associated Theorist(s)

• Learning activities• Personal theory of learning

7

Personal Learning Theory

• Focus on inputs, means, results• Take a stand on the merits and

limitations of one or more particular theories

• Determine applicability to the ISOM teaching area.

8

Driscoll (2005), p.1

9

Definitions

• Learning: A persisting change in performance (or performance potential) that results from experience and interaction

• Cognition: Processes by which sensory input is transformed, reduced, elaborated, stored, recovered, & used

10

• Theory: Set of interrelated constructs, definitions, and propositions that present a systematic view of phenomena for the purpose of explaining, predicting, and controlling

• Learning theory: A set of constructs linking observed changes in performance with what is thought to bring about those changes

11

• Theories originate with questions or counter evidence

• Motivation leads to conducting systematic observations, on the basis of which plausible answers can be constructed

• Theories don't give us "the truth of the matter," only a conceptual framework for making sense of the data collected so far

• A particular theory stems from a particular perspective; therefore, theories carry "worldviews"

12

• Different paradigms approach phenomena with different assumptions and beliefs– Behaviorism: quasi-experimental, a priori– Cognitivism: quasi-experimental, emergent– Constructivism: emergent, naturalistic

• Two apparently competing theories may not even be directed at the same phenomena

13

Epistemology & Theory

Driscoll (2005), p.15

14

Theory Building

• Questions Addressed in the theory-building process:– What kinds of assumptions and beliefs will you bring

to the question? – What specific questions would you start with? – What sort of observations or data collection would

you use? – How would the results of your data collection help

you in the next step of building your "theory"?

15

Theory Building

Driscoll (2005), p.5

16

Learning Theory and Teaching

• Assumption: Effective instruction is informed by theories of learning

• Goal is to identify conditions for learning and then design instruction

• But:– Theory is descriptive– Instruction is prescriptive

• Consequently, it is difficult to convert descriptive understandings to prescriptive intentions for change…