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- | Learning theories are usually divided into several paradigms which represent different perspectives on the learning process. Theories within the same paradigm share the same point of view. | + | ===== Learning paradigms ===== |
- | Currently, the most accepted learning paradigms are behaviorism, cognitivism, constructivism, connectivism, social learning and humanism. | + | Learning theories are usually divided into several [[glossary#paradigm|paradigms]] which represent different perspectives on the learning process. [[glossary#theory|Theories]] within the same paradigm share the same point of view. Currently, the most accepted learning paradigms are behaviorism, cognitivism, constructivism, connectivism and humanism but there are others as well. |
- | Learning paradigms: | + | Here we will refer to the following learning paradigms and related learning and instructional design theories: |
- | * Behaviorism | + | * [[Behaviorism]] |
- | * Constructivism | + | * [[Cognitivism]] |
- | * Cognitivism | + | * [[Humanism]] |
- | * Connectivism | + | * [[Constructivism]] |
- | * Social learning | + | * [[Connectivism]] |
- | * Humanism | + | * [[Other Learning Theories]] |
- | * Other theories | + | |
+ | A more detailed description can be found by clicking on the name of any of given paradigms, and a brief explanation of each of them follows: | ||
+ | |||
+ | * [[Behaviorism]]: | ||
+ | * Time line: Since 1910s | ||
+ | * What is learning: Development of desired behavior | ||
+ | * Control locus: Environment | ||
+ | * Learner role: Passive | ||
+ | * Learning process: Support of desired or punishing undesired behavior | ||
+ | * Critics: Ignores learner and his mental processes, depends exclusively on overt behavior | ||
+ | * Authors: | ||
+ | |||
+ | * [[Cognitivism]]: | ||
+ | * Time line: Since 1960s | ||
+ | * What is learning: Acquisition of new knowledge and developing adequate mental constructions | ||
+ | * Learner role: Active and central to the process | ||
+ | * Learning process: An active process of acquiring and processing new information using prior knowledge and experience | ||
+ | * Critics: Views knowledge as objective and external to the learner | ||
+ | |||
+ | * [[Humanism]]: | ||
+ | * Time line: | ||
+ | ===== Instructional design theories ===== | ||
+ | |||
+ | |||
+ | We will also refer to some instructional design principles: | ||
+ | |||
+ | |||
+ | * [[Cognitive Apprenticeship]] | ||
+ | |||
+ | |||
+ | ===== Other related theories ===== | ||
+ | |||
+ | |||
+ | Some theories that are not directly orientated on explaining of the learning process, but are also worth mentioning can be found here: | ||
+ | |||
+ | |||
+ | * [[Gestalt Theory]] (Wertheimer) | ||
+ | * [[Theory of Cognitive Development]] (Piaget) | ||
+ | * [[http://www.ewenger.com/theory/|Communities of Practice]] (Lave and Wenger) | ||