How We Learn Flashcards
(67 cards)
1
Q
What is learning?
A
A process that is often not under our control and is wrapped up with the environments we inhabit and the relationships we make.
2
Q
What do people think learning is?
A
- A quantitive increase in knowledge
- Memorising
- Acquiring facts, skills and methods
- Making sense or abstracting meaning
- Interpreting and understanding reality in a different way
3
Q
What are some factors that contribute to learning?
A
- Situated
- Emergent
- Embodied
- Experiential
- Recursive
- Educative
4
Q
How can focusing on theories of learning help us?
A
- Reflect on our assumptions about how people learn
- Understand how to develop our practices
5
Q
How can deepening our understanding of hoe people learn help us?
A
- Make decisions about what strategies to adopt to facilitate learning
- Solve a problem
6
Q
What are the types of learning in behaviourism?
A
- Classical conditioning
- Operant conditioning
- Observational learning
7
Q
What is classical conditioning?
A
- Learning through association
- Stimuli and responses
8
Q
What is operant conditioning?
A
- Learning through consequence
- Rewards and punishments
9
Q
What is observational learning?
A
- Learning through observations
- imitation, models
10
Q
What is Watson’s classical conditioning?
A
- He was interested in the prediction and control of behaviour
- Associate places and sounds with things you like and dislike - that’s conditioning, you’ve picked that up from somewhere
11
Q
What is contiguity?
A
Means pairing the stimulus with the response closely enough and often enough that it becomes like a reflex
12
Q
What is Skinner’s operant conditioning?
A
- Reinforces have to be valued by the learner (or punishments considered undesirable) for operant conditioning to change behaviour
13
Q
How do behaviourists view learning?
A
- Learning is an enduring change in observable behaviour that occurs as a result of experience
- The environment shapes behaviour
- Emphasis is placed on an association between stimulus and response as the basis of learning
- Learning often occurs by trial and error
- Learning occurs in response to consequences (punishments and rewards)
14
Q
What are the limitations of behavourism?
A
- Manipulating behaviour is potentially unethical
- Does not acknowledge that human learning might be more complex than animal learning
- Privileges rote learning and measurable outcomes
- May not be effective for fostering genuine understanding
- Cannot explain high-level learning or creativity
15
Q
What is constructivist learning theory?
A
Explains that we learn by constructing knowledge in our minds through interaction with our environments. Argues that the learners have an active role in thinking things through and coming to logical conclusions
16
Q
What are the key concepts of constructivism?
A
- Learning is a cognitive process
- We learn through experiences
- We learn through social interactions
- We use prior knowledge to make sense of new information
- Learning occurs in linear stages
- Students should learn actively rather than passively
17
Q
How do constructivists think about learning?
A
- Assumes learners are active seekers and processors of information
- Views learning as a relational process
18
Q
What are the 3 common themes of constructivism?
A
- Learning is a complex, on-going process of adaption
- Cognition is a social process
- Learning involves interpretation and drawing upon experiences
19
Q
What is active knowledge construction?
A
Individuals are actively involved in creating their own meaning and understanding. Learners build upon their existing knowledge and experiences to make sense of new information
20
Q
What is Albert Bandura’s social cognitive learning theory?
A
Assumes that cognition is activated when observing because learners have to pay attention, construct and remember mental representations, retrieve these from memory later and use them to guide behaviour.
21
Q
What are the 3 assumptions of bandura’s social cognitive theory?
A
- Learning occurs by observing the behaviour of other people
- Cognitive, behavioural and affective changes can occur as a result of observing models
- Learning occurs either enactively through actual doing or vicariously by observing models perform
22
Q
What can bandura’s social cognitive learning theory teach us?
A
- Highlights the value of the social aspects of the learning process
- Highlights that presenting a model is not enough in and of itself. For models to be effective the processes associated with modelling have to be recognised
23
Q
What are the limitations of bandura’s theory?
A
- Too much emphasis on external factors and not much detail about internal processes and individual differences
- Limited cultural considerations
- Struggles to explain complex behaviours
- No accounting for biological, genetic or hormonal factors
- Where is free will?
- Doesn’t account for what happens as we age
24
Q
What is Piaget’s theory of cognitive development?
A
Underlying a learner’s intellectual development are their internal cognitive structures. Cognitive structures can be modified through experience
25
What is the 3-step process of Piaget's theory of cognitive development?
1. Gather raw information
2. Transform perceptual stimuli into more abstract representations of the environment
3. Respond with an action
26
What is equilibrium?
- A state of cognitive balance between individual's understanding of the world and their experiences
- Assimilation and accommodation in balance
27
What is disequilibrium?
When we encounter new information that doesn't fit your existing mental framework, you enter a state of disequilibrium and then assimilation is the process you go through to incorporate that new information into your way of thinking
28
What are two other processes that underpin the internal cognitive structures?
- Organisation
- Adaption
29
What is organisation?
All our cognitive structures are interdependent, not independent facts, and therefore we continually order and integrate new actions and ideas into some forms of systems or mental patterns called schemes
30
What is adaption?
Trying to understand things in relation to what we already know
31
What are the 2 processes of adaption?
1. Assimilation: interpreting new experiences in terms of our existing structures
2. Accomodation: the process of modifying existing structures to better fit new experiences
32
What criticisms have there been of Piaget's perspective?
- Overestimation of adolescent abilities
- Underestimation of infant capacities
- Neglect of social and cultural factors
- Neglect of emotion
- His research was mostly conducted on children from well-educated, high socioeconomic backgrounds
- The development stages are too rigid
33
What is social constructivism?
- Suggests knowledge is constructed within a social context
- Involves the interaction between the individuals and their societal processes
- Share ideas
34
What is situated learning?
- Context changes everything
- If situations aren't changed, learning doesn't happen
- Suggests that learning takes place through the relationships between people and connecting prior knowledge with authentic, informal and often unintended contextual learning
35
What is traditional learning?
Occurs from abstract, out of context experiences such as lectures and books
36
What are the assumptions of Lave and Wenger's situated learning theory?
That learning is a social enterprise and is influenced by our participation in daily life
37
What are the key concepts of Lave and Wenger's situated learning theory?
- Communities of practice
- Legitimate peripheral participation
38
What are communities of practice?
A group of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis
39
What do all communities of practice have?
- A domain of knowledge
- A community of people
- Shared practices
40
Are all groups communities of practice?
- Learning in groups occurs everywhere but not all groups are CoP's
- The process of learning in a CoP requires the participants to be: mutually engaged in a joint enterprise in which they have a shared repertoire
- We are all involved in more than one CoP: sometimes as a core member, sometimes on the periphery
41
What is legitimate peripheral participation (LPP)?
- LPP is a way of understanding the learning process
- LPP explains how newcomers become part of a CoP
- As the 'newcomers' become more competent, they move more to the 'centre' with some becoming 'older-timers'
- Learning occurs via LPP even if there is no explicit intention that learning will occur
42
How can situated learning help us to understand coaching practice?
- Coaching practice is complex so we need theories that can cope with the complexity
- Situated learning theory acknowledges the complexity of learning and how it is connected with particular people, places, times and things
- This enhanced understanding could improve our approaches to coach learning and development
43
What is the purpose of learning in a CoP?
Requires the participants to be mutually engaged in a joint enterprise in which they have a shared repertoire
44
Why did the CoDE become a CoP?
Because the group was:
- Bound by the value of learning together
- Gained satisfaction through shared understanding
- Developed common knowledge about practices
- Developed a sense of identity
45
What is the benefit of situated learning?
Emphasises social interaction and active engagement, allowing learners to develop practical skills and knowledge in authentic contexts.
46
What is the sociocultural theory?
Emphasises the influence of social interactions and cultural factors on an individual's development. Sees learning as belonging, becoming, doing and experience
47
What is an example of sociocultural theory?
How children learn language through social interactions with their caregivers and the cultural context in which they are raised
48
What are the benefits of a sociocultural theory of learning?
- You can leverage multiple expert's knowledge
- It can be inclusive of multiple cultural perspectives
- Differentiation is embedded into the theory
49
What is social constructivism?
Develops our understanding of learning as a social practice - something that happens between people
50
What is learning transfer?
The idea that learning is something seperate to us and that it can be acquired.
51
What is learning as becoming?
- Learning is seen as a social, embodied and never ending process in which the learner is constantly reconstructed
- People become through learning and learn through becoming, whether they wish to or not
- The learning changes us and others
52
What is a cultural theory of learning?
A framework for explaining how and why people learn
53
What is a theory of learning cultures?
A framework that views learning as:
- Individual as well as situational
- Influenced by the histories of an individuals
- Influenced by social, economic and political factors
54
What is the cultural theory of learning an attempt to combine?
- An anthropological view of culture (ways of life - human activity)
- A Deweyian view of education (life-long, transmits cultural practices)
- A Bourdieuian view of socialisation (developing a 'feel for the game')
55
How did the learning happen in the 'becoming an elite coach' study?
- Experiences of formal coach education programmes
- Becoming a carded coach
- Networking
- Mentoring
- Working together as a community of practice
- They identified themselves as elite coaches even if some people didn't see them as such
56
What insights did the coaches in the 'becoming an elite coach' program share about learning?
- Have a goal of having a learning experience each year
- Grab all opportunities to network and learn
- Interact with young and old, in NZ and internationally
- Adapt ideas to fit your context
- Recognise the value in big picture learning
- Be prepared to share ideas
- Find a mentor you can trust
57
Do all athletes respond the same to the same context?
Different athletes respond to the same context differently. Not all athletes learn the same way or require the same level of belonging.
58
What does the ToLC and the ToCL address?
Addresses weaknesses in exisiting learning literature, such as dualistic thinking about mind and body, the individual and the social, and structure and agency.
59
What do the opportunities to learn depend on?
The nature of the learning culture, the individual's positions, habitius and capitals, and their horizons for learning
60
What is practice theory?
Refers to a cluster of social science approaches that focus on what people do rather than on mental processes that go on in their heads. Its the bringing together of material stuff, bodily actions and meaning/affect within a social context
61
What does a practice view say learning is?
- Learning is an initiation into practices
- It depends on what others do
- Learning is happening in response to changing circumstances
62
What is the purpose of education?
To help people live well in a world worth living in
63
What are the 3 aspects of education?
- Praxis
- Practices
- Practice architecture
64
What is praxis?
The action that is morally committed and informed
65
What is practices?
History-making action that has moral, social and political consequences, good or bad.
66
What is practice architecture?
Saying, doing, relating
67
How does practice theory relate to sport?
- We act amongst circumstances already in place - they set us up for acting in certain ways
- ie. Luck of the draw, facilities, equipment, rules etc.
- The physical stuff we work with shapes our practice
