learning and e learning
Post on 05-Jul-2015
146 Views
Preview:
DESCRIPTION
TRANSCRIPT
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
top related