Learning Theory & Learning Design

Question 1

Notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli.

Answer 1

Behavioural learning theory

Question 2

Behavioural learning theory is especially attractive for use in _______.

Answer 2

Training (learning outcomes are clearly measured and demonstrated behaviorally)

Question 3

Arose partially in response to a growing need to account for motivation, attitudes, and mental barriers that may only be partially associated or demonstrated through observable behaviours.

Answer 3

Cognitive pedagogy

Question 4

The locus of control in a CB model

Answer 4

teacher or instructional designer (one-to-many and one-to-one communication)

Question 5

(hint: ISD, LO)

Cognitive Presence in Cognitive-Behaviourist Models

Answer 5

Use of an instructional systems design model where the learning objectives are clearly identified and stated (structured processes)

Question 6

Means and context through which learners construct and confirm new knowledge

Answer 6

Cognitive presence

Question 7

Social Presence in Cognitive-Behaviourist Models

Answer 7

almost total absence (individual process)

Question 8

Teaching Presence in Cognitive-Behaviourist Models

Answer 8

reduced or at least radically reconstructed

Question 9

Acknowledges the social nature of knowledge and of its creation in the minds of individual learners.

Answer 9

Social-Constructivist Pedagogy

Question 10

(hint: Pl, C, Al, L, M, Lcle, Mp, Sdvarw)

8 Common themes in Social Constructivism Models

Answer 10

1. New knowledge built up the foundation of *Previous learning
2. *Context in shaping knowledge development
3. ***Active **learning
4. *Language and other social tools
5. *Metacognition and evaluation to develop learner’s capacity
6. ***Learner-centered **learning environment
7. *Multiple perspectives
8. *Social discussion, validation, application in real-world context

Question 11

Locus of control in a social-constructivist system

Answer 11

shifts somewhat away from the teacher (many-to-many)

Question 12

Social-constructivist theories are theories of

Answer 12

learning

Question 13

Cognitive Presence in Social-Constructivist Pedagogy (hint: CAR)

Answer 13

located in an authentic Context
assumes learners are Actively engaged
Exploits Role-modeling, imitation, dialogic inquiry

Question 14

Social Presence in Social-Constructivist Pedagogy

Answer 14

Social interaction is the defining feature

Question 15

(hint: GGE)

Teaching Presence in Social-Constructivist Pedagogy

Answer 15

1. the educator is a *Guide, helper, and partner
2. focuses on *Guiding and evaluating authentic tasks performed in realistic contexts
3. source of knowledge lies primarily in Experiences

Question 16

learning is the process of building networks of information, contacts, and resources that are applied to real problems

Answer 16

Connectivist Pedagogy

Question 17

Cognitive Presence in Connectivist Pedagogy (hint: E,Se)

Answer 17

involves Exposing students to networks and providing opportunities for them to gain a sense of Self-efficacy
enriched by peripheral and emergent interactions on networks

Question 18

Social Presence in Connectivist Pedagogy (hint: S,S)

Answer 18

1. the creation and *Sustenance of networks of current and past learners
2. *Stigmergic (e.g. mechanism of indirect coordination)

Question 19

Teaching Presence in Connectivist Pedagogy

Answer 19

created by the building of learning paths and by design and support of interactions

Question 20

(hint: NI,C,T,L,A)

task of good pedagogical design

Answer 20

ensuring that there are absolutely *No Inconsistencies between the Curriculum** we teach, the **Teaching methods we use, the Learning environment we choose, and the Assessment procedures we adopt.

Question 21

a set of quite compatible explanations for a large range of different phenomena.

Answer 21

theory

Question 22

learning as the gradual building of patterns of associations and skill component

Answer 22

associationist perspective

Question 23

Emphasized the assumptions of constructivism that understanding is gained through an active process of creating hypotheses and building new forms of understanding through activity

Answer 23

The cognitive perspective

Question 24

focuses on the way knowledge is distributed socially

Answer 24

The situative perspective (in the practices of communities)

Question 25

two different accounts of **situated learning** (hint: PR)

Answer 25

1. effort in making the learning activity authentic via embedding in ***Practice fields** 2. emphasis on the individual’s *Relationship with a group of people **(a community of practice)**

Question 26

# (hint: A,P,S) Use of perspectives to **analyze learning**

Answer 26

1. overt *Activities by **associationist analysis** 2. detail structures/*Processes underlying a performance by **cognitive analysis** 3. activity *Systems in communities by **situative analysis**

Question 27

**incomplete** as an account of learning

Answer 27

learning **perspectives**

Question 28

mapping broad pedagogies **onto types of technology **

Answer 28

1. ***Primary courseware**: presenting information (subject matter) 2. ***Secondary courseware**: supporting active learning tasks and feedback (lab work, writing, presentations) 3. ***Tertiary courseware:** supporting dialogue about the application of the new learning (compilation of discussions)

Question 29

problems that are usually fairly **easy to describe** the nature of the task **can be defined**, and the conditions under which it must be performed **can be specified**

Answer 29

**training** problems

Question 30

problems that may require a more **all-purpose prescription** it is **not possible to define or anticipate** all the task requirements or the conditions under which the tasks may need to be performed.

Answer 30

**education** problems

Question 31

Theories to address **training problems**

Answer 31

**social cognitive** theories (e.g., Bandura, 1986), such as vicarious reinforcement and modeling

Question 32

# (hint: C,SC) Theories to address **education problems**

Answer 32

1. ***Constructivist** approaches, both cognitive and social (develop expertise and problem-solving skills) 2. ***Social Cognitive** theory (becoming self-regulated learners - able to define problems, identify solutions, implement solutions, predict consequences)

Question 33

Assessment of **training** problems (hint: P, M)

Answer 33

1. ***Performance** assessment or 2. ***Mastery-testing** strategies

Question 34

Assessment of **Education** Problems (hint: A)

Answer 34

***Alternative forms** of assessment (realistic, complex settings)

Question 35

knowledge which is **connected and organized** around important concepts; **conditionalized **to specify context applicable

Answer 35

**Experts’** knowledge

Question 36

people’s abilities to **predict their performances** on various tasks and to **monitor** their current levels of mastery and understanding

Answer 36

Metacognition

Question 37

Shows what the results of **successful learning look like**

Answer 37

Study of **expertise**

Question 38

Explained in terms of how they **“chunk” knowledge** in relation to a function or strategy

Answer 38

**superior recall** ability of experts

Question 39

how experts’ knowledge is **organized**

Answer 39

around core concepts or **“big ideas”**

Question 40

**poor way** to help students develop the competencies (hint: S)

Answer 40

***Superficial **coverage of many topics

Question 41

Knowledge that is **not conditionalized** is often _______

Answer 41

“**inert**” (not activated)

Question 42

**two very different types** of expertise (hint: R, F)

Answer 42

1. ***Routinized,** merely skilled, artisans 2. ***Flexible/adaptable**, highly competent, virtuosos

Question 43

the ability to extend what has been learned in one context **to new contexts**

Answer 43

**transfer** of learning

Question 44

transfer from **one school** task and a highly similar task

Answer 44

**near** transfer

Question 45

transfer from school subjects **to nonschool settings**

Answer 45

**far** transfer

Question 46

Experience with one set of events could **hurt performance on related tasks**

Answer 46

**Negative** transfer

Question 47

Elements that promote **initial transfer**

Answer 47

1. degree of ***Mastery** of the original subject 2. learn with ***Understanding** 3. amount of ***Time** it takes to learn 4. engaging in **deliberate *Practice** 5. ***Feedback **that signals the state of the student's understanding 6. the use of ***Contrasting** cases 7. ***Competence **motivation 8. ***Learning** oriented 9. ***Social opportunities**

Question 48

Appropriately arranged contrasts can help people notice **new features** that previously escaped their attention and learn which features are relevant or irrelevant to a particular concept

Answer 48

**contrasting** cases

Question 49

attempts to **seek and use feedback** about one’s progress

Answer 49

Monitoring

Question 50

**active monitoring** of one’s learning experiences

Answer 50

**deliberate** practice

Question 51

Humans are** motivated** to develop competence and to solve problems

Answer 51

**competence** motivation

Question 52

Students who like **new challenges**

Answer 52

**Learning** oriented

Question 53

Students who are more **worried about making errors** than about learning

Answer 53

**Performance** oriented

Question 54

# (hint: C, A, C, P, M) Factors that **influence transfer** of learning

Answer 54

1. ***Context** of original learning 2. representing problems at higher levels of ***Abstraction** 3. sharing of *Cognitive elements between tasks 4. ***Prompting** 5. ***Metacognition** (assessing readiness)

Question 55

a set of strategies for **explicating, elaborating, and monitoring** the understanding necessary for independent learning (hint: rT)

Answer 55

**Reciprocal** teaching

Question 56

# (hint: -A, Mu, cC) considerations in educational practice regarding **learning as transfer**

Answer 56

1. knowledge that is **not *Activated** 2. ***Misinterpretation** in understanding due to previous knowledge 3. teaching practices that **conflict with *Community practices**

Question 57

the kind of knowledge that learners acquire **because of their social roles**, such as those connected with race, class, gender, and their culture and ethnic affiliation

Answer 57

**Prior** knowledge

Question 58

Major contrasts between** school environments and everyday settings** which affect learning transfer (hint: CTC)

Answer 58

1. Emphasis on **individual work vs *Collaboration** 2. Emphasis on **mental work vs heavy use of *Tools** 3. Emphasis on **abstract reasoning vs *Contextualized reasoning**