what is learning?
DESCRIPTION
What is Learning?TRANSCRIPT
What is learning?
Your thoughts
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What is your learning (and
teaching) philosophy?
How do you think people learn?
- 40 minute reflection/writing
Reading of texts:
Reading 1: Carlile, O., & Jordan, A. (2012).
Learning. In J. Arthur & A. Peterson (Eds.), The
Routledge Companion to Education (pp. 97-106).
London: Routledge
Reading 2: Hewitt, D. (2010). How do people learn?
In J. Arthur & I. Davies (Eds.), Education Studies
Textbook (pp. 107-120). Abingdon, Oxon: Routledge
Some thoughts on learning…
From transmission
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To construction
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Behaviourism
?
Classical conditioning
Behaviourism focuses on observable behaviours
Learning is an acquisition of new behaviour through
conditioning.
Stimulus-response
Learner is passive - clean slate
Uses reinforcement techniques (positive and negative;
withdrawal or application of stimuli)
Behaviourism
Learning is a change
in behaviour;
A part of one’s
cognitive development
Skinner
Piaget:
cognitive constructivism :
How learning occurs
rather than what
influences it.
Piaget:
cognitive constructivism
• Learning through schemas
• Assimilation (organising)
• Accommodation (transforming)
• Equilibrium (environment)
Adaptation
Piaget: cognitive constructivism
Discovery
Learners construct knowledge meaningful to
them based on their experiences
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Piaget:
stages of cognitive development
Vygotsky: social constructivism
Learning and
development happen
in tandem.
Vygotsky
Vygotsky: socio-constructivism
Shares its roots with cognitive constructivism,
places emphasis on the social context
Meanings and understandings
social encounters
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Vygotsky: socio-constructivism
Culture gives the child the cognitive tools needed
for development
Learning/ development is a social, collaborative
activity
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Vygotsky: socio-constructivism
The learner is an active meaning-maker
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The zone of proximal
development
Current achievements ZPD
Future
The zone of proximal development is the
distance between the actual development
level as determined by independent problem
solving and the level of potential
development as determined through problem
solving under adult guidance or in
collaboration with more capable peers.
(Vygotsky, 1978)
an essential part of the learning
process.
Peer interaction
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Socio-constructivism
Emphasis on the
place of
experience in
learning
John Dewey
(Deep) learning
…education consist in the formation of wide-awake, careful,
thorough habits of thinking. Of course, intellectual learning
includes the amassing and retention of information. But information is an undigested burden unless it is
understood. (…). And understanding, comprehension, means
that the various parts of the information acquired are grasped
in their relations to one another – a result that is attained only
when acquisition is accompanied by constant reflection upon
the meaning of what is studied.
Dewey, J. (1933) How We Think Boston MA: Houghton Mifflin
Company
environment
Social
experience
–
situation learners
Other points of interest
Dewey
democracy and education
learners’ rights
Paulo Freire
Critical pedagogy
Dialogical learning
Praxis (informed learning, lived experience
linked to values (cultural capital)
Social Capital (learning with others)
learning as a form of
empowerment
Jean Lave
Situated learning
Learning embedded in practice,
context and culture
Authentic
Cognitive apprenticeship
Legitimate peripheral
participation
Wenger
Communal learning
Learning embedded in
communities of practice
Social capital connected by a
concern, interest, passion
Domain (topic)
Community (learning relationship)
Practice (practitioners)
References
Lave, Jean (1988). Cognition in practice: mind, mathematics
and culture in everyday life. New York: Cambridge University
Press
Wenger, Etienne and Richard McDermott, and William
Snyder (2002) Cultivating communities of practice: a guide to
managing knowledge. Cambridge, Mass.: Harvard Business
School Press.
Wenger, Etienne (1998). Communities of Practice: Learning,
Meaning, and Identity. Cambridge: Cambridge University
Press.