8/21/2019 Learning Theories (1)
1/95
Learning Theories
Dr Shahram Yazdani
2002ATGCI
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
2/95
2002ATGCI
DrShahramYazdani
2
General learning theories
Behaviorism
Cognitivism
Constructivism
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
3/95
2002ATGCI
DrShahramYazdani
3
Representations of the Learning
Process Behaviorism
Stimulus-Response
Reinforced Behavior
Antecedent Behavior Consequence
Sequenced knowledge and skills presented in
logical limited steps Cognitivism
Cognitivist Learning Perspective
Information Processing
Schema
Mental Models
Constructivism Inquiry-based
Discovery learning
http://www.atgci.org/http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
4/95
2002ATGCI
DrShahramYazdani
4
Relevant Frameworks
Behaviorism Programmed Instruction (logical presentation
of content, overt responses, immediateknowledge of correctness)
Cognitivism Events of Instruction (Conditions of Learning)
Constructivism
Cognitive Apprenticeship
Cognitive Flexibility
Situated Learning
Zone of Proximal Development
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
5/95
2002ATGCI
DrShahramYazdani
5
Key Principles: Behaviorism
Learning happens when a correct
response is demonstrated following
the presentation of a specificenvironmental stimulus Emphasis is
on observable and measurable
behaviors
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
6/95
2002ATGCI
DrShahramYazdani
6
Key Principles: Cognitivism
Learning is a change of knowledge state
Knowledge acquisition is described as amental activity that entails internal coding
and structuring by the learner. Learner is viewed as an active participant
in the learning process
Emphasis is on the building blocks of
knowledge (e.g. identifing prerequisiterelationships of content)
Emphasis on structuring, organizign andsequencing information to facilitate
optimal processing
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
7/95 2002ATGCI
DrShahramYazdani
7
Key Principles:
Constructivism Learners build personal interpretation of
the world based on experiences and
interactions Knowledge is embedded in the context in
which it is used (authentic tasks in
meaningful realistic settings)
Create novel and situation-specific
understandings by "assembling"
knowledge from diverse sources
appropriate to the problem at handflexible use of knowled e
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
8/95 2002ATGCI
DrShahramYazdani
8
Goal of Instruction: Behaviorism
Communicate or transfer behaviorsrepresenting knowledge and skills to thelearner (does not consider mentalprocessing)
Instruction is to elicit the desiredresponse from the learner who ispresented with a target stimulus
Learner must know how to execute theproper response as well as the conditionsunder which the response is made
Instruction utilizes consequences andreinforcement of learned behaviors
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
9/95 2002ATGCI
DrShahramYazdani
9
Goal of Instruction:
Cognitivism Communicate or transfer knowledge in the
most efficient, effective manner (mind-independent, can be mapped onto learners)
Focus of instruction is to create learning orchange by encouraging the learner to useappropriate learning strategies
Learning results when information is stored inmemory in an organized, meaningful way.
Teachers/designers are responsible for
assisting learners in organizing information inan optimal way so that it can be readilyassimilated
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
10/95 2002ATGCI
DrShahramYazdani
10
Goal of Instruction:
Constructivism Build personal interpretations of the world
based on individual experiences andinteractions (constantly open to change, cannotachieve a predetermined, "correct" meaning,knowledge emerges in relevant contexts)
Learning is an active process of constructingrather than acquiring knowledge
Instruction is a process of supportingknowledge construction rather than
communicating knowledge Do not structure learning for the task, but
engage learner in the actual use of the tools inreal world situations
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
11/95 2002ATGCI
DrShahramYazdani
11
Instructional/Learning Strategies:
Behaviorism Behaviorism
Instructional cues to elicit correct response
Practice paired with target stimuli
Reinforcement for correct responses
Building fluency (get responses closer and closerto correct response)
Multiple opportunities/trials (Drill and practice)
Discrimination (recalling facts)
Generalization (defining and illustrating concepts) Associations (applying explanations)
Chaining (automatically performing a specifiedprocedure)
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
12/95 2002ATGCI
DrShahramYazdani
12
Instructional/Learning Strategies:
Cognitivism
InformationProcessing Model
Explanations
Demonstrations
Illustrative examples
Gestalt Theory
Matched non-
examples Corrective feedback
Outlining
Mnemonics
Dual-Coding Theory
Chunking Information
Repetition
Concept Mapping
Advanced Organizers
Analogies
Summaries
Keller's ARCS Modelof Motivation
Interactivity
Synthesis
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
13/95 2002ATGCI
DrShahramYazdani
13
Instructional/Learning Strategies:
Constructivism
Modeling
Collaborative Learning
Coaching
Scaffolding Fading
Problem-Based Learning
Authentic Learning
REALs Anchored Instruction
Cognitive Flexibility Hypertexts
Object-based Learning
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
14/95 2002ATGCI
DrShahramYazdani
14
Theorists
Behaviorism Skinner
Bandura
Thorndike
Pavlov
Cognitivism Gagne
Bruner
Anderson
Gardner
Novak
Rummelhart
Norman
Constructivism
Vygotsky
Lave & Wenger
Piaget
Bransford,
Hasselbring,etc.
(CTGV) Grabinger
Spiro and
colleagues
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
15/95
Constructivist Theory
Jerome Bruner
8/21/2019 Learning Theories (1)
16/95 2002ATGCI
DrShahramYazdani
16
Constructivist Theory
Learning is an active process in which learnersdiscover and construct new ideas/conceptsbased on their current/prior knowledge. Theissues that guide this process must bepersonally or societally relevant. Brunerbelieved that the learner selects information,constructs ideas based on that information and
makes decisions by relying on their owncognitive structure of information.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
17/95 2002ATGCI
DrShahramYazdani
17
Constructivist Theory
Bruner believed that instruction shouldallow the learner to discover principles
for themselves through active dialog.Instructors should become informationfacilitators instead of information
transmitters.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
18/95
2002ATGCI
DrShahramYazdani
18
Constructivist Theory
Instruction should address four majoraspects:
1. predisposition toward learning2. the ways in which knowledge can be
structured so that it is readily grasped by
the learner
3. effective sequencing of the material
4. the nature and pacing of rewards
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
19/95
2002ATGCI
DrS
hahramYazdani
19
Constructivist Theory
To Bruner, knowledge is the activity ofthe person in the content domain and
learning is the struggling of the learnerwith the issues within that domain.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
20/95
2002ATGCI
DrS
hahramYazdani
20
Constructivist Theory
Principles:1. Instruction must be concerned with the
experiences and contexts that make the studentwilling and able to learn.
2. Instruction must be structured so that it can beeasily grasped by the student (spiralorganization).
3. Instruction should be designed to facilitateextrapolation and/or fill in the gaps (goingbeyond the information given).
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
21/95
Cognitive Development
Jean Piaget
8/21/2019 Learning Theories (1)
22/95
2002ATGCI
DrS
hahramYazdani
22
Cognitive Development
Piaget believed that cognitivedevelopment occurs through a
sequence of successive qualitativechanges in cognitive structures.
C iti D l t
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
23/95
2002ATGCI
DrS
hahramYazdani
23
Cognitive DevelopmentPiagets Four Stages:
Sensorimotor Stage (birth - 2 yrs): actions become more intentional and integrated intopatterns, there is an increased awareness of self andsurroundings.
Preoperational Thought Stage (2 - 7yrs): development of language and conceptual thought
occurs.
Concrete Operations Stage (7-11yrs): increased ability to apply logical thought to concrete
problems, thinking is still primarily related toimmediate experience.
Formal Operations Stage (11yrs on): ability to apply logic to a variety of problems; higher
order thinking occurs.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
24/95
2002ATGCI
DrS
hahramYazdan
i24
Cognitive DevelopmentInstructional Implications:
1. There should be plenty of opportunity forassimilation and accommodation in orderfor students to proceed from one stage to thenext.
2. The richer the experience, the moreelaborate the cognitive structuredevelopment.
3. Materials and activities should be geared forthe appropriate level of cognitivedevelopment.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
25/95
Elaboration Theory
Reigeluth
8/21/2019 Learning Theories (1)
26/95
2002ATGCI
DrS
hahramYazdan
i 26
Elaboration Theory
Elaboration Theory details a generalmodel of organizing instruction from a
simple to more complex structure.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
27/95
2002ATGCI
DrS
hahramYazdan
i 27
Elaboration Theory
Features of the Model (Ragan & Smith,1996):
1. An epitome at the beginning of theinstruction
2. A learning-prerequisite sequence withineach level of elaboration
3. A learner-control format4. The use of analogies, summarizers and
sythesizers.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
28/95
2002ATGCI
DrS
hahramYazdan
i 28
Elaboration Theory Courses can have 3 different structurings
which are based on the goals of the course.1. Conceptual:A course structure that is based upon
concepts. There are three types: parts, kinds, andmatrices
2. Procedural:A course structure wherelearning/teaching is based on knowing theprocedures for how to do something. There are twodifferent kinds of procedural knowledge: proceduralorder and procedural decision.
3. Theoretical:A course structure wherelearning/teaching is based on theory. There are twotypes: theory that describes a natural phenomena(descriptive) and those that affect a desired outcome(prescriptive).
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
29/95
Problem-Based Learning
Roger Schank
8/21/2019 Learning Theories (1)
30/95
2002ATGCI
DrS
hahramYazdan
i 30
Problem-Based Learning
Learning that is situated around anevent, case, problem, or scenario.
P bl B d L i
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
31/95
2002ATGCI
DrS
hahramYazdan
i 31
Problem-Based LearningFive Strategies for Using PBL (Duffy &
Cunningham, 1996):
1.The Problem as a Guide:the problem ispresented in order to gain attention
prior to presenting the lesson.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
32/95
2002ATGCI
DrS
hahramYazdan
i 32
Problem-Based Learning
Five Strategies for Using PBL
2. The Problem as an Integrator or Test:theproblem is presented after readings are
completed and/or discussed -- these areused to check for understanding.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
33/95
2002ATGCI
DrS
hahramYazdan
i 33
Problem-Based Learning
Five Strategies for Using PBL
3. The Problem as an Example:the problemis integrated into the material in order
to illustrate a particular principle,concept or procedure.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
34/95
2002ATGCI
DrS
hahramYazdan
i 34
Problem-Based Learning
Five Strategies for Using PBL
4. The Problem as a Vehicle for Process:theproblem is used to promote critical
thinking whereby the analysis of howto solve it becomes a lesson in itself.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
35/95
2002ATGCI
DrS
hahramYazdan
i 35
Problem-Based LearningFive Strategies for Using PBL
5. The Problem as a Stimulus for AuthenticActivity:the problem is used to developskills necessary to solve it and otherproblems -- skills can include physicalskills, recall of prior knowledge, andmetacognitive skills related to the
problem solving process. A form ofauthentic assessment of the skills andactivity necessary in the content domain.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
36/95
2002ATGCI
DrS
hahramYazdan
i 36
Problem-Based Learning
Design PBL Instruction:1. Task Analysis:analysis must take place
not only within the content domain butshould also determine the actual settingwhere the learning will be authentic.
2. Problem Generation:The problems must
be constructed so they include theconcepts and principles that are relevantand they must be set in a real context.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
37/95
2002ATGCI
DrS
hahramYazdan
i 37
Problem-Based Learning
Learning Sequence:
1. Collaborative Analysis session where
groups work together to solve theproblem.
2. Self-directed Learning where the studentsidentify the information and resourcesthat are necessary to solve the problem.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
38/95
2002ATGCI
DrS
hahramYazdan
i 38
Problem-Based Learning
The instructor in PBL only acts as afacilitator to learning, instead of a
transmitter of the necessaryinformation.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
39/95
2002ATGCI
DrS
hahramYazdan
i 39
Problem-Based Learning
Assessment:assessment of learningmust occur within the context of the
problems and should be in the form ofboth self assessment and peerassessment.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
40/95
Conditions of Learning
Robert Gagne
8/21/2019 Learning Theories (1)
41/95
2002ATGCI
DrS
hahramYazdan
i 41
Conditions of Learning
Gagnes theory defines five majorcategories of learning that each require
a different type of instruction in orderfor learning to occur. The five categoriesare: verbal information, intellectual
skills, cognitive strategies, motor skills,and attitudes.
Conditions of Learning
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
42/95
2002ATGCI
DrS
hahramYazdan
i 42
Conditions of LearningNine events of Instruction
(Ragan & Smith, 1996)1. Gain Attention
2. Inform the learner ofthe objective
3. Stimulate recall ofprior knowledge
4. Present stimulusmaterial
5. Provide learningguidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retentionand transfer
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
43/95
2002ATGCI
DrS
hahramYazdan
i 43
Conditions of Learning
Major Principles of Gagnes Theory (Kearsley,1998)1. Different instruction is needed for different
learning outcomes.2. Events of learning operate on the learner in ways
that constitute conditions of learning.
3. The specific operations that constitute
instructional events are different for each type oflearning outcome.
4. Learning hierarchies define what intellectual skillsare to be learned and a sequence of instruction.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
44/95
Assimilation Theory
David Ausubel
8/21/2019 Learning Theories (1)
45/95
2002ATGCI
DrS
hahramYazdan
i 45
Assimilation Theory
Assimilation Theory:Concerned withhow individuals learn large amounts of
meaningful material. The primaryprocess in learning is that newinformation is related to relevant
knowledge that is already existing in anindividuals cognitive structure.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
46/95
2002ATGCI
DrS
hahramYazdan
i 46
Assimilation Theory
The steps to this process are:1. Subsumptive:meaning and new
examples are added to an existing concept
2. Superordinate:ideas and concepts aresythesized and therefore new inclusiveconcepts are created
3. Combinatorial:additional background isadded to achieve a more globalunderstanding of the concept.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
47/95
2002ATGCI
DrS
hahramYazdan
i 47
Assimilation Theory
Ausubel differs from Gestalt theories,schema theory and Bruners spiral
learning model in that he emphasizesthe reorganization of existing cognitivestructures. Ausubel believed that you
should ascertain the cognitivestructures of your learners and teachthen accordingly.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
48/95
2002ATGCI
DrS
hahramYazdan
i 48
Assimilation Theory
Principles:1. The most general ideas of a subject should
be presented first and then progressivelydifferentiated in terms of detail andspecificity.
2. Instructional materials should attempt to
integrate new materials with previouslylearned material by comparing new andold ideas and concepts.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
49/95
Meaningful Learning
David Ausubel
8/21/2019 Learning Theories (1)
50/95
2002ATGCI
DrS
hahramYazdan
i 50
Meaningful Learning
Meaningful learning occurs when learnersactively interpret their experience usinginternal, cognitive operations.
Prior knowledge is the most significant indetermining what new learning will occur.
"The model of cognitive organizationproposed for the learning and retention ofmeaningful materials assumes the existenceof a cognitive structure that is hierarchicallyorganized." (Ausubel, 1963, p. 217)
Meaningful Learning
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
51/95
2002ATGCI
DrS
hahramYazdan
i 51
Meaningful LearningKey Concepts
Cognitive Structure: the learner's overallmemory structure or integrated body ofknowledge.
Anchoring Ideas: the specific, relevant ideasin the learner's cognitive structure thatprovide the entry points for new informationto be connected.
Reception Learning: the entire content ofwhat is to be learned is presented to thelearner in its final form.
Meaningful Learning
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
52/95
2002ATGCI
DrS
hahramYazdan
i 52
Meaningful LearningKey Concepts
Discovery Learning: learners are required torearrange a given array of information,integrate it with existing cognitive structures,and reorganize the integrated combination insuch a way as to create a desired end product.
Rote Learning: the learner memorizes andmakes no connection between what wasknown and what was memorized.
Meaningful Learning: the process of relatingpotentially meaningful information to whatthe learner already knows in a substantiveway.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
53/95
2002ATGCI
DrS
hahramYazdan
i 53
Meaningful Learning
Representational Learning:learning themeanings of unitary symbols or words.This is the most basic form of learning andserves as a foundation for all other learning
to occur.
Conception Learning:knowing beyondrepresentation -- understanding the criticalattributes that surround a concept and
differentiate it from other concepts.
Prepositional Learning:the meanings of newideas expressed in verbal prepositions areacquired -- individual words and concepts
are now combined to form a new idea --
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
54/95
2002ATGCI
DrS
hahramYazdan
i 54
Meaningful Learning
Cognitive structure and anchoringideas within the cognitive structure arethe prerequisites to meaningfullearning.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
55/95
Social Development Theory
Zone of Proximal Development
Lev Vygotsky
8/21/2019 Learning Theories (1)
56/95
2002ATGCI
DrS
hahramYazdan
i 56
Social Development Theory
Vygotsky believed that socialinteraction played a role in the
development of cognition -- learningcould occur through social contact.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
57/95
2002ATGCI
DrS
hahramYazdan
i 57
Social Development Theory
Vygotsky (1978) states "every functionin the childs cultural development
appears twice: first, on the social level,and then, later, on the individual level;first, between people, then inside the
child."
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
58/95
2002ATGCI
DrS
hahramYazdan
i 58
Social Development Theory
Three types of Experience:
1. Historical: knowledge through generations
2. Social: knowledge obtained throughcontact with someone else
3. Adaptation: knowledge obtained by actingon the environment
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
59/95
2002ATGCI
DrS
hahramYazdan
i 59
Social Development Theory
Vygotsky believed that all higher orderfunctions begin as actual relations
between individuals -- this should befocused on because it is unique tohumans.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
60/95
2002ATGCI
DrS
hahramYazdan
i 60
Social Development Theory
Four Assumptions about Learning:1. Signalization: something that is common to all
organisms.
2. 2. Signification: humans have evolved to adifferent level; the stimulus is not the only thingconnected to the response. A symbol systembecomes part of the response. Meaning isassigned to an arbitrary stimulus.
3. Biological: part of the evolutionary process
4. Sociohistorical: creation and use of a culturallybased signs and symbol system.
Z f P i l D l t
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
61/95
2002ATGCI
DrS
hahramYazdan
i 61
Zone of Proximal Development
The distance between the actualdevelopmental level that is reflected
and the level that is accomplished -created in the interaction between adultand child.
Z f P i l D l t
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
62/95
2002ATGCI
DrS
hahramYazdan
i 62
Zone of Proximal Development
The basic premise is that the adultprovides the support and scaffolding
for the individual until the individualassimilates the knowledge into theirown cognitive structure. The ideabehind scaffolding is that the support
system is gradually taken away as thelearner begins to take over andunderstand the process.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
63/95
Cognitive Flexibility Theory
Rand Spiro
8/21/2019 Learning Theories (1)
64/95
2002ATGCI
DrS
hahramYazdani 64
Cognitive Flexibility Theory
CFT states that learning should befocused in complex and ill-structured
domains. (Kearsley, 1998)
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
65/95
2002ATGCI
DrS
hahramYazdani 65
Cognitive Flexibility Theory
"The theory is largely concerned withtransfer of knowledge and skills beyond
their initial learning situation. For thisreason, emphasis is placed upon thepresentation of information from
multiple perspectives and use of manycase studies that present diverseexamples." (Kearsley, 1998)
Cognitive Flexibility Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
66/95
2002ATGCI
DrS
hahramYazdani 66
Cognitive Flexibility Theory
Instructional Strategies (Grabinger, 1996)
1. CFT uses several cases and rich examples intheir full complexity.
2. CFT uses multiple forms of knowledge
representation, providing examples in severalkinds of media.
3. CFT links abstract concepts to case examplesand brings out the generalizable concepts and
strategies applicable to other problems or cases. 4. To avoid mistakes of oversimplification, CFT
presents a number of examples to makeapparent, rather than hide, the variability of
concepts and themes within the domain.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
67/95
Instructional Transaction
Theory (ID2)
Merrill, Li and Jones
8/21/2019 Learning Theories (1)
68/95
2002ATGCI
DrS
hahramYazdani 68
Instructional Transaction Theory
Purpose: In response to perceivedlimitations in existing instructional
design models and theories, Merrill, Liand Jones have developed what isreferred to as a "second generation
theory of instructional design" whosepurpose is to expedite the design of anautomated system or "ID expert."
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
69/95
2002ATGCI
DrS
hahramYazdani
69
Instructional Transaction Theory
Reasons for ID2:
1. To analyze, represent, and guide
instruction to teach integrated sets ofknowledge and skill
2. To produce pedagogic prescriptions aboutselection and sequence of instruction
3. To be an open system that can respond tonew theory
Instructional Transaction Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
70/95
2002ATGCI
DrS
hahramYazdani
70
Instructional Transaction Theory
Critical Concepts:
Instructional Transactions:instructional algorithms and patterns of
learner interactions that have beendesigned to enable the learner toacquire a certain kind of knowledge orskill. A mutual, dynamic interaction
between the instructional system andthe student in which there is anexchange of information.
Instructional Transaction Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
71/95
2002ATGCI
DrS
hahramYazdani
71
Instructional Transaction Theory
Critical Concepts:
Transaction Shell: the structure of atransaction that identifies the
interactions, parameters and knowledgerepresentations needs for a given classof transactions. These shells can consist
of 2 subsystems: an authoringenvironment and a deliveryenvironment.
Instructional Transaction Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
72/95
2002ATGCI
DrShahramYazdani
72
Instructional Transaction Theory
Critical Concepts:
Transaction Class: a set of similartransaction shells which have similar
interaction requirements and similarknowledge representationrequirements.
Instructional Transaction Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
73/95
2002ATGCI
DrShahramYazdani
73
y
Critical Concepts:
Transaction Family: all of thetransactions necessary to enable the
learner to acquire all of the necessaryknowledge and skill -- to establish aneffective mental model.
Instructional Transaction Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
74/95
2002ATGCI
DrShahramYazdani
74
y
Critical Concepts:
Enterprise Transaction: a higher levelinteraction which provides direction of
execution and integration of learning.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
75/95
Situated Learning
Jean Lave
8/21/2019 Learning Theories (1)
76/95
2002ATGCI
DrShahramYazdani
76
Situated Learning
Learning is a function of the activity, context,and culture in which it occurs.
All material that is taught should be situatedin real-world contexts from the start. (Winn &Snyder, 1996, p.124)
Cognitive Apprenticeships
All instruction should mimic the real life
situation in which that knowledge would beuseful. This will enable learners to storeinformation in such a way that is easilyretrievable. (Wilson & Cole, 1996, p.606)
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
77/95
Multiple Intelligence
Theory
Howard Gardner
8/21/2019 Learning Theories (1)
78/95
2002ATGCI
DrShahramYazdani
78
Multiple Intelligence Theory
The theory states that there are sevendistinct forms of intelligence (recently
an 8th was introduced) that eachindividual possesses to a differentdegree.
Multiple Intelligence Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
79/95
2002ATGCI
DrShahramYazdani
79
Multiple Intelligence Theory
Eight Intelligences:
1. Verbal/Linguistic
2. Logical/Mathematical
3. Spatial4. Bodily/Kinesthetic
5. Interpersonal
6. Intrapersonal
7. Musical
8. Naturalistic
Multiple Intelligence Theory
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
80/95
2002ATGCI
DrShahramYazdani
80
Multiple Intelligence Theory
Instructional Implications:
Teaching/learning should focus on the
strength (particular intelligences) ofeach person and assessment oflearning should measure all forms, not
just specific ones.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
81/95
2002ATGCI
DrShahramYazdani
81
Multiple Intelligence Theory
Principles (Kearsley, 1998):
1. Individuals should be encouraged to usetheir preferred intelligences in learning.
2. Instructional activities should appeal todifferent forms of intelligence.
3. Assessment of learning should measuremultiple forms of intelligence.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
82/95
Component Display Theory
David Merrill
8/21/2019 Learning Theories (1)
83/95
2002ATGCI
DrShahramYazdani
83
Component Display Theory
Component Display Theory is aconditions-based theory of instructionaldesign that is an extension of GagnesConditions of Learning (Ragan & Smith,1996).
Use of this theory is promoted by
Reigeluth as a means for designinginstruction at the micro or lesson levelin Elaboration Theory.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
84/95
2002ATGCI
DrShahramYazdani
84
Component Display Theory
CDT classifies learning objectives intwo dimensions: performance level
(remember, use or find) and contenttype (facts, concepts, principles, orprocedures) (Ragan & Smith, 1996).
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
85/95
2002ATGCI
DrShahramYazdani
85
Component Display Theory
Fact Concept Procedure Principle
Find
Use
Remember
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
86/95
2002ATGCI
DrShahramYazdani
86
Component Display Theory
Primary Presentation Forms: Content(generality or instance) and Approach(expository or inquisitory)
Secondary Presentation Forms: Prerequisites,context, helps, representation, mnemonics,feedback.
According to the theory, instruction is moreeffective when it contains all of the necessaryprimary and secondary presentation forms.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
87/95
2002ATGCI
DrShahramYazdani
87
Component Display Theory
Principles (Kearsley, 1998):1. Instruction will be more effective if all
three primary performance forms arepresent.
2. Primary forms can be presented by eitheran explanatory or inquisitory learningstrategy.
3. The sequence of primary forms is notcritical provided they are all present.
4. Students should be given control over thenumber of instances or practice items theyreceive.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
88/95
Social Learning Theory
Observational Learning
Albert Bandura
8/21/2019 Learning Theories (1)
89/95
2002ATGCI
DrShahramYazdani 89
Social Learning Theory
Social Learning Theory: people are notdriven by either inner forces orenvironmental stimuli in isolation;instead behaviors are learned throughcontinuous interaction of personal andenvironmental determinants and all
learning from direct experience occursby observing other peoples behavior.(Burton, Moore, & Magliaro, 1996).
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
90/95
2002ATGCI
DrShahramYazdani 90
Observational Learning
Observation Learning Process (Burton et al.,1996):
Attention Processes: determine what is selectivelyobserved and extracted
Retential Processes: patterns of behavior areattended to and retained
Motor Reproduction Processes: the behavior isreproduced and refined on a basis of feedback.
Motivation: the behavior is more likely adopted ifit is considered valuable or functional.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
91/95
2002ATGCI
DrShahramYazdani 91
Observational Learning
A. Learn by watching: you don't have todo something in order to learn it
B. Abstract, decide, engage: learners see
something in the environment, abstractwhat they've seen, decide if it isimportant and then repeat the behavior.
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
92/95
2002ATGCI
DrShahramYazdani 92
Social Learning Theory
Reciprocal Determinism: Interpersonaland nonsocial environmental factorscome together. The behavior of
individuals occurs because of priorinteractions with other people ANDwith the immediate environment.(Glover, Bruning, & Filbeck, 1983)
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
93/95
Blooms Taxonomy
Benjamin Bloom
8/21/2019 Learning Theories (1)
94/95
2002ATGCI
DrSh
ahramYazdani 94
Blooms Taxonomy
1. Knowledge: the remembering, identificationor recall of previously learned material.
2. Comprehension: the understanding of thematerial and its meaning -- the learner canput the material in their own words.
3. Application: The use of learned material in
new situations -- the learner can use andmake an abstraction of the material in aconcrete context
http://www.atgci.org/http://www.atgci.org/8/21/2019 Learning Theories (1)
95/95
DrSh
ahramYazd
Blooms Taxonomy
4. Analysis: The breaking down of the materialinto its component parts so its organizationalstructure can be understood
5. Synthesis: Putting all of the pieces of thematerial together to form a whole -- thelearner can put together old knowledge innew ways
6. Evaluation: the learner can make judgementsbased on their knowledge about the value ofmethods and materials for some purpose.
Top Related