Download - Learning and e learning
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
Theory
Constructive Alignment
Constructivist Theory
Presentation on Learning Theory and
Pedagogical Design in e-Learning Theory.
Prepared by: Azada Maqsoodi08 February, 2013
Learning Theory and Pedagogical Design
1. The Associationist Perspective
2. The Cognitive Perspective
3. The Situative Perspective
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
PhenomenaPhenomenaPhenomena
Theory Theory Theory
Phenomena
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
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. Discriminations2. Classification3. Response sequences
Learning tasks are arranged based on their complexity as per the task analysis, with simpler components as prerequisites.
SeparatingShowing connecting
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
The Associationist Perspective
The Associationist Theory
Neural Network Theory (Hinton 1992)
Thanks a lot from your close attention to my presentation.
GENERAL SHIFT IN 1960S
Perception, thinking, language & reasoning became seen as output of individual’s attention, memory & concept formation processes.
Gave rise to new approaches to pedagogy.
Cognitive Perspective
Highlighted as particularly influential e.gschema theory, information processing etc.,
Knowledge acquisition was viewed as the outcome of an interaction between new experiences & the structures for understanding that have been already taken.
Sub-area of cognitive research
ASSUMTION Vygotsky’s emphasis (1978)
Duffy & Cunningham (1996)
PIAGET’S
Activities of constructing:
1. Interaction with material systems & concepts in the domain.
2. Interactions in which learners discuss their developing, understanding with competence.
BUILDING EXPERTISE
Subjected to social & cultural influences
Shifts onto patterns of successful practice.
SITUATIVE PERSPECTIVE
Socio-psychological view
Concept of a community of practice
Barab & Duffy (2000) distinguishes as
It is not just the meaning to be attached to an activity…..
………. Relationship to the community itself
CMC – Computer Meditated Communication.
Lave & Wenger (1991)
Social -anthropological
Situatedness
relationship
Overt activity
Include Blended Element
Focus on different perspective
Learning as iterative
Proceeds from Novice to Expert
Pedagogy based
Three perspectives as cycle
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
Application of the New Learning
Scottish e-learning transformation project
Effective –learning through application of a pedagogy
Raising awareness and skill level in internet-based learning
The TESEP Project