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ANDRAGOGY
CONSTRUCTIVISM
CONNECTIVISM
BEHAVIOURISM
COGNITIVISM
references
Learning experiences should be designed to meet the following adult needs: independence and ability to self-direct and apply learning to personal and professional contexts; being involved in the why and how of the learning experience;  evaluate the usefulness of the learning and share expectations with learners; ability to use pre-existing knowledge and experience and expand on that.

EXAMPLES: informal learning, project-based learning, learning communities.

STRENGTHS: learner-focused, flexible and tailored learning, it respects individual needs and personalities.

WEAKNESSES: range of application very broad, it requires a highly-experience facilitator, past negative experiences might demotivate adults, conflict with other life priorities.

LEARNERS MOTIVATION: Intrinsic

KEY EXPONENT:  M. Knowles




It analyses learning within the context of our rapidly evolving world towards digital, where knowledge is seen as a network. Learning is the process of creating links or nodes by connecting different information sources, ideas, concepts or fields. It is fundamental to be able to discern between important and non-important information, and to go beyond what is already known. 

EXAMPLES:  social media, gamification, simulations, collaborative research and learning communities. 

STRENGTHS:  relevant for today's quick evolvement of information, helps develop lifelong and transferable skills

WEAKNESSES: accessibility, fast-paced, possibility of innacuracy

LEARNER'S MOTIVATION: Intrinsic

KEY EXPONENT: G. Siemens, S. Downes


Learning is the result of our unique interpretation of the world, which is influenced by personal experience and social processes.  It is therefore a process of constructing mental models that we use to interpret our reality. The focus is therefore on the student's learning experience, rather than on the teaching. 

EXAMPLES: experiential learning, project-based learning, cooperative learning. 

STRENGTHS: student-centered, focus on higher-order skills, collaborative.

WEAKNESSES: dependence on the facilitator, assessment is more subjective, planning can be time consuming.
LEARNER'S MOTIVATION: Intrinsic

KEY EXPONENTS: L. Vygotsky, J. Piaget., J. S. Bruner
The focus is on the cognitive processes of the learning experience, how the information is analysed, memorised, used and retrieved. Learning takes also place interpersonally, through observation, imitation and modeling. Focus is on skills like attention, reasoning, memory and problem solving. 

EXAMPLES: problem-based learning, mind maps
STRENGTHS: helpful to understand how learning occurs (and when it doesn't) cognitively and can lead to better designed instructions and experiences. It helps develop lifelong skills.

WEAKNESSES: planning and design could be time consuming.

LEARNER'S MOTIVATION: Intrinsic

KEY EXPONENTS: A. Bandura, J. Sweller, J. Piaget


There is learning when a connection is established between a stimulus, a behaviour (response), and a consequence (reinforcement).
Learning takes place when there is a changed behaviour following the provision of a positive or negative reinforcement.

EXAMPLES: gamification, drilling, tests (e.g., multiple choice)

STRENGTHS: entertaining, observable results, suitable for children and competitive personalities.

WEAKNESSES: it ignores learning that cannot be observed, personal needs and interests.

LEARNER'S MOTIVATION: Extrinsic

KEY EXPONENTS: I. Pavlov ;  B. F. Skinner.
Learning Theories
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Transcript

Learning Theories

There is learning when a connection is established between a stimulus, a behaviour (response), and a consequence (reinforcement).Learning takes place when there is a changed behaviour following the provision of a positive or negative reinforcement.EXAMPLES: gamification, drilling, tests (e.g., multiple choice)​STRENGTHS: entertaining, observable results, suitable for children and competitive personalities.WEAKNESSES: it ignores learning that cannot be observed, personal needs and interests.LEARNER'S MOTIVATION: ExtrinsicKEY EXPONENTS: I. Pavlov ; B. F. Skinner.

The focus is on the cognitive processes of the learning experience, how the information is analysed, memorised, used and retrieved. Learning takes also place interpersonally, through observation, imitation and modeling. Focus is on skills like attention, reasoning, memory and problem solving. EXAMPLES: problem-based learning, mind maps​STRENGTHS: helpful to understand how learning occurs (and when it doesn't) cognitively and can lead to better designed instructions and experiences. It helps develop lifelong skills.WEAKNESSES: planning and design could be time consuming.LEARNER'S MOTIVATION: IntrinsicKEY EXPONENTS: A. Bandura, J. Sweller, J. Piaget

Learning is the result of our unique interpretation of the world, which is influenced by personal experience and social processes. It is therefore a process of constructing mental models that we use to interpret our reality. The focus is therefore on the student's learning experience, rather than on the teaching. EXAMPLES: experiential learning, project-based learning, cooperative learning. STRENGTHS: student-centered, focus on higher-order skills, collaborative.WEAKNESSES: dependence on the facilitator, assessment is more subjective, planning can be time consuming.​LEARNER'S MOTIVATION: IntrinsicKEY EXPONENTS: L. Vygotsky, J. Piaget., J. S. Bruner

It analyses learning within the context of our rapidly evolving world towards digital, where knowledge is seen as a network. Learning is the process of creating links or nodes by connecting different information sources, ideas, concepts or fields. It is fundamental to be able to discern between important and non-important information, and to go beyond what is already known. EXAMPLES: social media, gamification, simulations, collaborative research and learning communities. STRENGTHS: relevant for today's quick evolvement of information, helps develop lifelong and transferable skillsWEAKNESSES: accessibility, fast-paced, possibility of innacuracyLEARNER'S MOTIVATION: IntrinsicKEY EXPONENT: G. Siemens, S. Downes

​Learning experiences should be designed to meet the following adult needs: independence and ability to self-direct and apply learning to personal and professional contexts; being involved in the why and how of the learning experience; evaluate the usefulness of the learning and share expectations with learners; ability to use pre-existing knowledge and experience and expand on that.EXAMPLES: informal learning, project-based learning, learning communities.STRENGTHS: learner-focused, flexible and tailored learning, it respects individual needs and personalities.WEAKNESSES: range of application very broad, it requires a highly-experience facilitator, past negative experiences might demotivate adults, conflict with other life priorities.LEARNERS MOTIVATION: IntrinsicKEY EXPONENT: M. Knowles

references

REFERENCES

  • McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development. Simply Psychology. www.simplypsychology.org/piaget.html
  • McLeod, S. A., (2023, March 01). Lev Vygotsky. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
  • Pappas, C. (2013). The Adult Learning Theory – Andragogy – of Malcolm Knowles. eLearning Industry. https://www.elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2, 3-10. Retrieved from: https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf
  • Soloman, H. (n.d.). Cognitive Load Theory (John Sweller). InstructionalDesign.org. https://www.instructionaldesign.org/theories/cognitive-load
  • Stangor, C., Walinga, J. (2018). 10.1 Learning by Association: Classical Conditioning. In Introduction to Psychology: 1st Canadian Edition. B. C. Open Textbook Project. https://opentextbc.ca/introductiontopsychology/chapter/7-1-learning-by-association-classical-conditioning/
  • Zemke, R & S. (2007, February 9). 30 things we know for sure about Adult Learning. Innovation Abstracts, Volume XXIX (4). http://www.muskegoncc.edu/Include/CTL%20DOCS/XXIX_No4.pdf

COGNITIVISM

BEHAVIOURISM

CONNECTIVISM

CONSTRUCTIVISM

ANDRAGOGY

REFERENCES

  • Pavlov, I. (1960) Conditioned reflexes; an investigation of the physiological activity of the cerebral cortex. New York. Dover Publications.
  • Skinner, B. F. (1953). Science and human behavior. Macmillan.

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