learning_paradigms
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learning_paradigms [2011/01/17 09:54] admin [Learning paradigms] |
learning_paradigms [2011/01/27 13:48] 127.0.0.1 vanjsko uređivanje |
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| 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. | 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]]: | + | * [[learning_paradigms:Behaviorism]] |
| - | * Time line: Since 1910s | + | * [[learning_paradigms:Cognitivism]] |
| - | * What is learning: Development of desired behavior | + | * [[learning_paradigms:Humanism]] |
| - | * Control locus: Environment | + | * [[learning_paradigms:Constructivism]] |
| - | * Learner role: Passive | + | * [[learning_paradigms:Connectivism]] |
| - | * 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]]: | + | [[learning_paradigms:paradigm_comparison|A brief comparison]] of main assumptions that underline this paradigms can be used to better understand their differences and similarities. |
| - | * 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 1970s | + | |
| - | * What is learning: Acquisition of new models of behavior | + | |
| - | * Control locus: Split between both learner and environment (//reciprocal determinism//) | + | |
| - | * Learner role: Acquisition and interpretation of new behavior | + | |
| - | * Learning process: Prerequisite for meaningful learning is engagement in social activities | + | |
| - | * Critics: | + | |
| - | * Authors: [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura]], | + | |
| - | + | ||
| - | * [[Constructivism]]: | + | |
| - | * Time line: Since 1960s | + | |
| - | * What is learning: | + | |
| - | * Control locus: Split between both learner and environment | + | |
| - | * Learner role: | + | |
| - | * Learning process: | + | |
| - | * Critics: | + | |
| - | * Authors: | + | |
| - | + | ||
| - | * [[Connectivism]]: | + | |
| - | * Time line: Since 1960s | + | |
| - | * What is learning: | + | |
| - | * Control locus: Split between both learner and environment | + | |
| - | * Learner role: | + | |
| - | * Learning process: | + | |
| - | * Critics: | + | |
| - | * Authors: | + | |
| - | + | ||
| - | * [[Other Learning Theories]]: | + | |
| - | * | + | |
| - | * | + | |
| - | ===== 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) | ||
learning_paradigms.txt · Last modified: 2023/06/19 18:03 (external edit)
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