1. Module 1: Theory of
Learning for ISOM Ph.D.
Students
Dr. Aprille Black
Spring 2012
2. Spring 2012 2
Overview
• Introduction
– Background, assumptions, expectations
• Review of syllabus
• Intro to learning theories
• Learning theories and Course Design
• Exercise
• Q&A
3. Spring 2012 3
Introduction
• Background
– What brings you to this course?
• Assumptions
– What are your thoughts about learning,
theory, and instruction
• Expectations
– What do you want out of this course?
4. Spring 2012 4
Review of syllabus
• Questions and Comments
• Readings
• Activities
5. Spring 2012 5
Beliefs & Assumptions
• Scientific approaches to the study of learning
and cognition
• No single learning theory is adequate to
account for all aspects of learning
• A theory does not necessarily prescribe the
best instructional methodology
• What people learn through formal instruction
is only a small subset of what they know
7. 7
Personal Learning
Theory
• Focus on inputs, means, results
• Take a stand on the merits and
limitations of one or more particular
theories
• Determine applicability to the ISOM
teaching area.
9. 9
Definitions
• Learning: A persisting change in
performance (or performance
potential) that results from experience
and interaction
• Cognition: Processes by which sensory
input is transformed, reduced,
elaborated, stored, recovered, & used
10. 10
• Theory: Set of interrelated constructs,
definitions, and propositions that present a
systematic view of phenomena for the
purpose of explaining, predicting, and
controlling
• Learning theory: A set of constructs linking
observed changes in performance with what
is thought to bring about those changes
11. 11
• Theories originate with questions or counter
evidence
• Motivation leads to conducting systematic
observations, on the basis of which plausible
answers can be constructed
• Theories don't give us "the truth of the matter,"
only a conceptual framework for making sense of
the data collected so far
• A particular theory stems from a particular
perspective; therefore, theories carry
"worldviews"
12. 12
• Different paradigms approach phenomena
with different assumptions and beliefs
– Behaviorism: quasi-experimental, a priori
– Cognitivism: quasi-experimental, emergent
– Constructivism: emergent, naturalistic
• Two apparently competing theories may not
even be directed at the same phenomena
14. 14
Theory Building
• Questions Addressed in the theory-building
process:
– What kinds of assumptions and beliefs will you bring to the
question?
– What specific questions would you start with?
– What sort of observations or data collection would you use?
– How would the results of your data collection help you in
the next step of building your "theory"?
16. 16
Learning Theory and
Teaching
• Assumption: Effective instruction is informed by
theories of learning
• Goal is to identify conditions for learning and
then design instruction
• But:
– Theory is descriptive
– Instruction is prescriptive
• Consequently, it is difficult to convert
descriptive understandings to prescriptive
intentions for change…
Hinweis der Redaktion
What assumptions we make about learning and instruction.
What methodologies do you use to gather data?
Michael is here for his second semester. Background Psychology
You will need to pick one or two theories/views and understand your justifications for those theories.
Travis, short hair , big guy
Thomas, caucasian, male, glasses
Amber from Chico, Cal, nose ring, cute with chin length sandy hair
Tess
Young Dung
William, Korean, born in china, glasses
Marshall guy with long red hair
Lisa Austan, Cal. Mechanical Engineer, Black Female
Wendy China with Glasses