learning_paradigms
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| ===== Learning paradigms ===== | ===== Learning paradigms ===== | ||
| - | 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. Currently, the most accepted learning paradigms are behaviorism, cognitivism, constructivism, connectivism, social learning and humanism but there are others as well. | + | 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 commonly accepted learning paradigms are behaviorism, cognitivism, constructivism, connectivism, social learning and humanism but there are others as well. |
| - | Here we will refer to the following learning paradigms and related learning theories: | + | Here we will refer to named learning paradigms and their related learning and instructional design theories. A brief overview of the paradigms follows, and more information can be obtained by clicking on each paradigm name. |
| - | * [[Behaviorism]] | + | * [[Behaviorism]]: |
| - | * [[Cognitivism]] | + | * Time line: Since 1910s |
| - | * [[Humanism]] | + | * What is learning: Development of desired behavior |
| - | * [[Constructivism]] | + | * Control locus: Environment |
| - | * [[Connectivism]] | + | * Learner role: Passive |
| - | * [[Other Learning Theories]] | + | * Learning process: Support of desired or punishing undesired behavior |
| + | * Critics: Ignores learner and his mental processes, depends exclusively on overt behavior | ||
| + | * Authors: [[http://www.ivanpavlov.com/|Ivan Pavlov]], [[http://www.bfskinner.org/BFSkinner/AboutSkinner.html|Burrhus Skinner]], [[http://www.muskingum.edu/~psych/psycweb/history/watson.htm|John Watson]] | ||
| + | * [[Cognitivism]]: | ||
| + | * Time line: Since 1960s | ||
| + | * What is learning: Acquisition of new knowledge and developing adequate mental constructions | ||
| + | * Control locus: Learner | ||
| + | * Learner role: Active and central to the process, he learns objective knowledge from external world | ||
| + | * 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 | ||
| + | * Authors: [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]], [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Meyer]], [[http://www.davidausubel.org/|David Ausbel]] | ||
| + | * [[Humanism]]: | ||
| + | * Time line: Since 1960s | ||
| + | * What is learning: A mean which should help learner in self-actualization and development of personal potentials | ||
| + | * Control locus: Learner | ||
| + | * Learner role: Active and discovery | ||
| + | * Learning process: Active learning through experience | ||
| + | * Critics: More psychologically then experimentally grounded approach based on assumptions of free will and a system of human values which are generally believed to be true, yet impossible to prove and sometimes discredited through counterexamples. | ||
| + | * Authors: [[http://www.nrogers.com/carlrogers.html|Carl Rogers]], [[http://webspace.ship.edu/cgboer/maslow.html|Abraham Maslow]] | ||
| + | |||
| + | * [[Social Learning]]: | ||
| + | * Time line: Since 1960s | ||
| + | * What is learning: | ||
| + | * Control locus: Split between both learner and environment | ||
| + | * Learner role: | ||
| + | * Learning process: | ||
| + | * Critics: | ||
| + | * Authors: | ||
| + | |||
| + | * [[Constructivism]]: | ||
| + | * Time line: Since 1990s | ||
| + | * What is learning: | ||
| + | |||
| + | * [[Connectivism]]: | ||
| + | * Time line: Since 1990s | ||
| + | * What is learning: | ||
| + | |||
| + | * [[Other Learning Theories]]: | ||
| + | * | ||
| + | * | ||
| ===== Instructional design theories ===== | ===== Instructional design theories ===== | ||
| Line 19: | Line 58: | ||
| - | * [[Component Display Theory]] (Merrill, cognitivist) | ||
| - | * [[Elaboration Theory]] (Reigeluth, cognitivist) | ||
| * [[Cognitive Apprenticeship]] | * [[Cognitive Apprenticeship]] | ||
| Line 31: | Line 68: | ||
| * [[Gestalt Theory]] (Wertheimer) | * [[Gestalt Theory]] (Wertheimer) | ||
| - | * [[Mental Models ]] (Johnson-Laird) | ||
| * [[Theory of Cognitive Development]] (Piaget) | * [[Theory of Cognitive Development]] (Piaget) | ||
| + | * [[http://www.ewenger.com/theory/|Communities of Practice]] (Lave and Wenger) | ||
learning_paradigms.txt · Last modified: 2023/06/19 18:03 (external edit)
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