learning_paradigms
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learning_paradigms [2011/01/17 13:01] admin [Learning paradigms] |
learning_paradigms [2011/01/18 09:47] admin [Learning paradigms] |
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| * [[Behaviorism]]: | * [[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: [[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]]: | * [[Social Learning]]: | ||
| * Time line: Since 1950s | * Time line: Since 1950s | ||
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| * [[Cognitivism]]: | * [[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]] | ||
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| * [[Humanism]]: | * [[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]] | ||
| - | |||
| * [[Constructivism]]: | * [[Constructivism]]: | ||
| - | * Time line: Since 1990s | ||
| - | * What is learning: Construction of new knowledge | ||
| - | * Control locus: Learner | ||
| - | * Learner role: Active, constructing his representation of knowledge using preferred learning styles | ||
| - | * Learning process: Construction of subjective representation of knowledge based on prior knowledge and experience | ||
| - | * Critics: There is little evidence for some constructivist views, and some even contradict known findings | ||
| - | * 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 1990s | ||
| - | * What is learning: Process of network-forming | ||
| - | * Control locus: Learner | ||
| - | * Learner role: | ||
| - | * Learning process: The act of encoding and organizing nodes to facilitate data, information, and knowledge flow | ||
| - | * Critics: | ||
| - | * Authors: | ||
| - | * [[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) | ||
learning_paradigms.txt · Last modified: 2023/06/19 18:03 (external edit)
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