Teaching and Learning Institute Pedagogy Workshops Series, Fall 2013 Learning about Learning

Theories and Models of Learning for Educational Research and Practice http://www.learning-theories.com/ This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped in somewhat arbitrary categories. Note that this website is an iterative project and these entries are a work in progress; please leave comments with suggestions, corrections, and additional references. Paradigms:

Behaviorism A worldview that operates on a principle of stimulus-response. All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness. Originators and important contributors: John B. Watson, Ivan Pavlov, B.F. Skinner, E. L. Thorndike (connectionism), Bandura, Tolman (moving toward cognitivism) Cognitivism The cognitivist paradigm essentially argues that the black box of the mind should be opened and understood. The learner is viewed as an information processor (like a computer). Originators and important contributors: Merrill-Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning) Constructivism Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective. Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner Design-Based Design-Based Research is a lens or set of analytical techniques that balances the positivist and interpretivist paradigms and attempts to bridge theory and practice in education. A blend of empirical educational research with the theory-driven design of learning environments, DBR is an important methodology for understanding how, when, and why educational innovations work in practice; DBR methods aim to uncover the relationships between educational theory, designed artefact, and practice. Originators: A. Brown (1992), A. Collins (1992), DBR Collective, and others Humanism Humanism is a paradigm/philosophy/pedagogical approach that believes learning is viewed as a personal act to fulfill ones potential. Key proponents: Abraham Maslow, Carl Rogers, Malcolm Knowles

Teaching and Learning Institute Pedagogy Workshops Series, Fall 2013 Learning about Learning
Behaviorist Theories: Behaviorism Overview Classical Conditioning (Pavlov) GOMS Model (Card, Moran, and Newell) Operant Conditioning (Skinner) Social Learning Theory (Bandura) Cognitivist Theories: Cognitivism Overview Assimilation Theory (Ausubel) Attribution Theory (Weiner) Component Display Theory Elaboration Theory (Reigeluth) Gestalt Psychology (Tolman) Mental Models (Johnson-Laird) Schema Theory Stage Theory of Cognitive Development (Piaget) Constructivist, Social, and Situational Theories: Constructivism Overview Case-Based Learning Cognitive Apprenticeship (Collins et al.) Communities of Practice (Lave and Wenger) Discovery Learning (Bruner) Goal Based Scenarios Social Development Theory (Vygtosky) Problem-Based Learning (PBL) Situated Learning (Lave) Motivational and Humanist Theories: Humanism Overview ARCS Model of Motivational Design (Keller) Experiential Learning (Kolb) Facilitative Teaching (Rogers) Invitational Learning (Purkey) Maslows Hierarchy of Needs (Maslow) Design Theories and Models (Prescriptive): Design-Based Research Overview ADDIE Model of Instructional Design ARCS Model of Motivational Design (Keller) Elaboration Theory (Reigeluth) Descriptive and Meta Theories: Activity Theory (Vygotsky, Leontev, Luria, Engstrom, etc.) Actor-Network Theory (Latour, Callon) Distributed Cognition (Hutchins) Identity Theories: Eriksons Stages of Development (Erikson) Identity Status Theory (Marcia) Self-Theories: Entity and Incremental Theory (Dweck) Miscellaneous Learning Theories and Models: Affordance Theory (Gibson) Multiple Intelligences Theory (Gardner)

Teaching and Learning Institute Pedagogy Workshops Series, Fall 2013 Learning about Learning

Overview of Learning Styles

http://www.learning-stylesonline.com/overview/ Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well. Using multiple learning styles and multiple intelligences for learning is a relatively new approach. This approach is one that educators have only recently started to recognize. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. It also uses a limited range of learning and teaching techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as bright. Those who use less favored learning styles often find themselves in lower classes, with various not-socomplimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is smart or dumb. By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning. The learning styles are:

Visual (spatial). If you use the visual style, you prefer using images, pictures, colors, and maps to organize information and communicate with others. You can easily visualize objects, plans and outcomes in your minds eye. You also have a good spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely get lost. When you walk out of an elevator, you instinctively know which way to turn. Aural (auditory-musical). If you use the aural style, you like to work with sound and music. You have a good sense of pitch and rhythm. You typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. You notice the music playing in the background of movies, TV shows and other media. You often find yourself humming or tapping a song or jingle, or a theme or jingle pops into your head without prompting.

Teaching and Learning Institute Pedagogy Workshops Series, Fall 2013 Learning about Learning

Verbal (linguistic). The verbal style involves both the written and spoken word. If you use this style, you find it easy to express yourself, both in writing and verbally. You love reading and writing. You like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. You know the meaning of many words, and regularly make an effort to find the meaning of new words. You use these words, as well as phrases you have picked up recently, when talking to others. Physical (kinesthetic). If the physical style is more like you, its likely that you use your body and sense of touch to learn about the world around you. Its likely you like sports and exercise, and other physical activities such as gardening or woodworking. You like to think out issues, ideas and problems while you exercise. You would rather go for a run or walk if something is bothering you, rather than sitting at home. Logical (mathematical). If you use the logical style, you like using your brain for logical and mathematical reasoning. You can recognize patterns easily, as well as connections between seemingly meaningless content. This also leads you to classify and group information to help you learn or understand it. You work well with numbers and you can perform complex calculations. You remember the basics of trigonometry and algebra, and you can do moderately complex calculations in your head. You typically work through problems and issues in a systematic way, and you like to create procedures for future use. You are happy setting numerical targets and budgets, and you track your progress towards these. You like creating agendas, itineraries, and to-do lists, and you typically number and rank them before putting them into action. Social (interpersonal). If you have a strong social style, you communicate well with people, both verbally and non-verbally. People listen to you or come to you for advice, and you are sensitive to their motivations, feelings or moods. You listen well and understand others views. You may enjoy mentoring or counseling others. You typically prefer learning in groups or classes, or you like to spend much one-on-one time with a teacher or an instructor. You heighten your learning by bouncing your thoughts off other people and listening to how they respond. You prefer to work through issues, ideas and problems with a group. You thoroughly enjoy working with a clicking or synergistic group of people. Solitary (intrapersonal). If you have a solitary style, you are more private, introspective and independent. You can concentrate well, focusing your thoughts and feelings on your current topic. You are aware of your own thinking, and you may analyze the different ways you think and feel. You spend time on self-analysis, and often reflect on past events and the way you approached them. You take time to ponder and assess your own accomplishments or challenges. You may keep a journal, diary or personal log to record your personal thoughts and events.

Teaching and Learning Institute Pedagogy Workshops Series, Fall 2013 Learning about Learning Bain, K., & Zimmerman, J. (2009). Understanding Great Teaching. Peer Review. Spring. Association of American Colleges and Universities. Bain & Zimmerman identify three kinds of learner: Surface learners
fear failure simply try to survive academically/memorize details try to replicate what they encounter

Strategic learners
concerned with making good grades spend time trying to find out what the teacher will ask them isnt focused on understanding or application, only with making high marks not generally risk takers will often choose the easiest way out rather than the one that will help them grow intellectually

Deep learners:
think about arguments they encounter in text distinguish between evidence and conclusions in those arguments identify key concepts, mull over assumptions, and consider implications and applications theorize and make connections recognize and even relish the opportunity and necessity for breaking with traditional approaches and inventing new ones

The style of learner students take on has less to do with innate capacity and more to do with the kind of environment and opportunities teachers offer: the major reasons why anyone takes a deep, surface, or strategic approach can be summarized in a single word: schooling. In other words, it is what teachers do with students that makes the biggest difference. Some teachers produce lots of students with deep intentions while others rarely produce any. Thus, we could think of great teachers as those people with considerable success in fostering deep approaches and results among their students. (Bain & Zimmerman, 2009, p. 10) Human beings are most likely to learn deeply when they are trying to solve problems or answer questions that they have come to regard as important, intriguing, or beautiful. This is their description of what we call the Natural Critical Learning Environment (you can see more about that kind of environment at www.montclair.edu/academy/ncle.html and the links from that page). Moreover, students are most likely to question and perhaps shift their paradigms if, in the course of pursuing those questions or problems, they find themselves in a situation where their existing paradigms produce incorrect or unsatisfactory explanations. They face what some have called an expectation failuretheir mental model has predicted an outcome, but that expected result doesnt match with their current sensory input and how they interpret it. What happens next is critical to receive feedback, and try againbefore anyone makes a judgment of their efforts, they are more likely to learn deeply. (Bain & Zimmerman, 2009, p. 11) to reach the students educationally, the best teachersand this may be their most profound ability find ways to link their own disciplinary concerns and interests with those of the students. This special genius we saw in our best teachers was the ability to frame questions in ways that would both capture the students imagination and challenge some of their most cherished paradigms. (Bain & Zimmerman,

Teaching and Learning Institute Pedagogy Workshops Series, Fall 2013 Learning about Learning
2009, pp. 11-12)