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learning_paradigms [2011/01/17 09:45] admin [Learning paradigms] |
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* Critics: Ignores learner and his mental processes, depends exclusively on overt 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]] | * 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]] | ||
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+ | * [[Social Learning]]: | ||
+ | * Time line: Since 1950s | ||
+ | * What is learning: Acquisition of new models of behavior or social competences | ||
+ | * Control locus: Split between both learner and environment (//reciprocal determinism//) | ||
+ | * Learner role: Acquisition and interpretation of new knowledge through social interaction | ||
+ | * Learning process: Prerequisite for meaningful learning is learners engagement in social activities | ||
+ | * Critics: Offers no insight into complex cognitive processes (later improved by social/cognitive theory) | ||
+ | * Authors: [[http://psych.fullerton.edu/jmearns/rotter.htm|Julian Rotter]], [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]] | ||
* [[Cognitivism]]: | * [[Cognitivism]]: | ||
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* 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. | * 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]] | * Authors: [[http://www.nrogers.com/carlrogers.html|Carl Rogers]], [[http://webspace.ship.edu/cgboer/maslow.html|Abraham Maslow]] | ||
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- | * [[Social Learning]]: | ||
- | * Time line: Since 1970s | ||
- | * What is learning: Acquisition of new models of behavior | ||
- | * Control locus: Split between both learner and environment | ||
- | * Learner role: Acquisition and interpretation of new behavior | ||
- | * Learning process: | ||
- | * Critics: | ||
- | * Authors: [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]], | ||
* [[Constructivism]]: | * [[Constructivism]]: | ||
- | * Time line: Since 1960s | + | * Time line: Since 1990s |
- | * What is learning: | + | * What is learning: Construction of new knowledge |
- | * Control locus: Split between both learner and environment | + | * Control locus: Learner |
- | * Learner role: | + | * Learner role: Active, constructing his representation of knowledge using preferred learning styles |
- | * Learning process: | + | * Learning process: Construction of subjective representation of knowledge based on prior knowledge and experience |
- | * Critics: | + | * Critics: There is little evidence for some constructivist views, and some even contradict known findings |
- | * Authors: | + | * Authors: [[http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html|John Dewey]], [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]], [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]], [[http://www.cilip.org.uk/get-involved/special-interest-groups/community-services/subgroups/information-literacy/events/lilac/lilac-2006/Documents/ProfessorPhilipCandy.pdf|Philip Candy]], [[http://www.education.leeds.ac.uk/research/cssme/rosalind_driver.pdf|Rosalind Driver]] |
* [[Connectivism]]: | * [[Connectivism]]: | ||
- | * Time line: Since 1960s | + | * Time line: Since 2000s |
- | * What is learning: | + | * What is learning: Process of network-forming |
- | * Control locus: Split between both learner and environment | + | * Control locus: Mostly learner but also environment |
- | * Learner role: | + | * Learner role: Knowledge acquisition in form of establishing connections to other nodes |
- | * Learning process: | + | * Learning process: Learning can also reside outside a person (within a database or an organization) and is focused on establishing connections |
- | * Critics: | + | * Critics: A relatively new and according to some not fully developed theory |
- | * Authors: | + | * Authors: [[http://www.elearnspace.org/about.htm|George Simens]] |
- | * [[Other Learning Theories]]: | + | [[comparison|A brief comparison]] of main assumptions that underline this paradigms can be used to better understand their differences and similarities. |
- | * | + | |
- | * | + | |
- | ===== Instructional design theories ===== | + | |
- | + | ||
- | + | ||
- | We will also refer to some instructional design principles: | + | |
- | + | ||
- | + | ||
- | * [[Cognitive Apprenticeship]] | + | |
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Some theories that are not directly orientated on explaining of the learning process, but are also worth mentioning can be found here: | Some theories that are not directly orientated on explaining of the learning process, but are also worth mentioning can be found here: | ||
+ | * [[Cognitive Apprenticeship]] | ||
* [[Gestalt Theory]] (Wertheimer) | * [[Gestalt Theory]] (Wertheimer) | ||
* [[Theory of Cognitive Development]] (Piaget) | * [[Theory of Cognitive Development]] (Piaget) |