This document discusses learning theory and pedagogical design in e-learning. It summarizes three broad perspectives on learning: 1) The associationist perspective views learning as building associations through experience and feedback. 2) The cognitive perspective sees learning as the outcome of interactions between new experiences and existing knowledge structures. 3) The situative perspective emphasizes that learning is influenced by social and cultural factors and occurs through participation in communities of practice.

2.  Learning is the acquisition of knowledge
or skills through experience, practice, or
study, or by being taught.
E-learning is Internet-enabled learning
http://www.cisco.com

7. Theory
Constructive Alignment
Constructivist Theory

9. Presentation on Learning Theory and
Pedagogical Design in e-Learning Theory.
Prepared by: Azada Maqsoodi
08 February, 2013

11. Learning Theory and
Pedagogical Design
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective

12. Learning Theory and Pedagogical
Design
 Certain Traditions in Educational theory derived from different
Ideas
Theory as set of compatible explanation Competing Ideas for the
same Phe
Theory Theory Theory Theory
Phenomena Phenomena Phenomena Phenomena

13. Learning Theory and Pedagogical
Design
The approach of Greeno et al. (1996) which identified 3
Clusters or Broad Perspectives;
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective

14. The Associationist Perspective
 The associationist approach models learning as the gradual building
of patterns of associations and skill components.
 The learning happened through connecting elementary mental and
behavoural units by different activities/feedback.
 Associationist theory requires subject matter to be analyzed
(developed by Gagne “1985”) Analyzed;
1. Discriminations
2. Classification
3. Response sequences
Separating
Learning tasks are arranged based on their complexity as per the task
analysis, with simpler components as prerequisites.
Showing connecting

15. The Associationist Perspective
The Associationist Theory
Neural Network Theory (Hinton 1992)
 It models knowledge states as patterns of activation in a network of
elementary units.
 This approach is not applied to educational issues, although it is very
significant.
 It suggests as analysis of knowledge, rather than in term of task
components
Connecting Basic Ideas

16. The Associationist Perspective
The Associationist Theory
Neural Network Theory (Hinton 1992)

17. Thanks a lot from your close
attention to my presentation.

18. Cognitive Perspective
 Perception, thinking,
GENERAL language & reasoning became
seen as output of individual’s
SHIFT IN attention, memory & concept
formation processes.
1960S  Gave rise to new approaches
to pedagogy.

19. Sub-area of cognitive research
Highlighted as  Knowledge acquisition was
particularly viewed as the outcome of an
interaction between new
influential e.g
experiences & the structures
schema theory, for understanding that have
information been already taken.
processing etc.,

20. PIAGET’S
ASSUMTION  Vygotsky’s emphasis (1978)
 Duffy & Cunningham (1996)

21. BUILDING EXPERTISE
Activities of constructing:
1. Interaction with material systems &
concepts in the domain.
2. Interactions in which learners discuss their
developing, understanding with
competence.

22. SITUATIVE PERSPECTIVE
 Subjected to social & cultural influences
 Shifts onto patterns of successful practice.

23. Barab & Duffy (2000) distinguishes as
Socio-psychological view
Concept of a community of
practice

24. Lave & Wenger (1991)
 It is not just the meaning  CMC – Computer
to be attached to an Meditated
activity….. Communication.
 ………. Relationship to
the community itself

25. Social -
anthropological
Situatedness
relationship

26. Overt activity
Include Blended Element

27. Focus on different perspective
Learning as iterative
Proceeds from Novice to Expert
Pedagogy based

28. Three perspectives as cycle

29. Application of the New Learning
 Current landscape e-learning another kind of
model suggest itself
 Start with social – motivation- community and
peers-situative perspective
 Gradually, personal ownership of the learning
activities become necessary for the derivation of
meaning and construction of understanding

30. The TESEP Project
 Scottish e-learning transformation project
 Effective –learning through application of a
pedagogy
 Raising awareness and skill level in internet-
based learning