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

Neural Network Theory (Hinton 1992)

Instructional Systems Design (ISD)

• Complex tasks is built step by step from simpler units of knowledge or skill, finally adding coordination.

• Successful instruction depends on placing constraints on the amount of new structure that must be added at any one stage (Gagne)

ISD consists of several steps;1. Analyze the domain into a hierarchy of small units.

2. Sequence the units so that a combination of units is not taught until its component units are grasped individually.

3. Design an instructional approach for each unit in the sequence.

The Associationist Perspective

Complex Task

EDCBA

Organize

Task

Task

TaskTask

TaskMiddle

Easiest

=Complex

Task ] Hie

rarc

hy

Hard

The Associationist Perspective

Analysis of complex tasks into Gagne’s learning hierarchy involves the assumption that knowledge and

skill need to be taught from the bottom up.

Learning

Learning

Learning

Bottom

Up

The Associationist Perspective

Most of people believe the e-learning is individualized instructions for each students which means Student Centered Learning rather than Teacher Centered Learning. That is why the e-learning is widely discredited.

There are different ideas regarding this.

The Associationist Perspective

The main concept of this paragraph talks about the bellow points;

Associationist Theory

Neural Network Theory

Instructional System Design

e-Learning

Behaviorism

Constructivist Theory

Thanks a lot from your close attention to my presentation.

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 Phenomena

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.gschematherapy, 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