Learning Theories Part 2 Mind Map

Learning Theories: Part 2

Major Characteristics

Sociocultural Theory

The Role of Memory

How Learning Occurs

Types of Learning

Major Characteristics

Connectivism

The Role of Memory

How Learning Occurs

Types of Learning

Adult Learning

Major Characteristics

The Role of Memory

How Learning Occurs

Types of Learning

Major Theorist: George Siemens 1970-

George Siemens created Connectivism to describe how learning happens in the digital age as a network-forming process (Dogan, 2014).

Learning and knowing are interchangable-they are the same concepts (Dogan, 2014). It is more important to identify and recognize patterns in order to gain knowledge, which can live outside of ourselves and can be beyond our own control (Dogan, 2014). The role of memory in this theory seems to be about the cognitive processes of pattern recognition and making connections. These memories lie within the patterns of connectivity in the learner's network (Learning Theories, n.d.). The theory states that learning is a network formation process of connecting specialized nodes or information sources (Dogan, 2014). Doing so will transfer the information, or content, from one's short-term memory to their long-term memory.

In this theory, it proposes that adult learners already come with a great amount of experiences, which they can use as their own resource when needed (Yarbrough, 2018). It can be inferred that these past experiences are organized into their schemata, where new information can be added on accordingly. Therefore, they must be able to retain information in order to gain new knowledge (Learning Theories, n.d.). This information must be meaningful and learners must be able to understand and apply it in order for them to remember it (Learning Theories, n.d.).

The Role of Technology in the Learning Process: Siemens states that learning is effected by new learning technologies (Dogan, 2014). This is a relatively new theory comparing learning in the digital age to a network-forming process (Dogan, 2014). According to this theory, knowledge is not a product that is created in people's minds, but a process, like a series of networks, that is a result of people's interactions with one another (Dogan, 2014).

• Collaborative learning (learning that takes place in groups)
• Open-ended questioning (asking questions that cannot be answered with a "yes" or "no" response)
• Teacher-student talk (dialogue)
• Whole class discussions (teacher and students share their views on a particular topic)
• Modeling use of language (teacher models more complex language and increases the amount of talking the students do)
• Justifying answers (explaining how you know your solution is correct)
• Make-believe play (loosely structured form of play; pretend play)
• Think-Pair-Share (discussing an answer first with a partner before sharing)
• Jigsaws (teacher divides a topic/skill into pieces and assigns each piece to a group of students)

The Role of Culture in the Learning Process: This theory is based on Vygotsky's work (Mercer & Howe, 2012). He claims that a person's behavior, or individual development, is unique to the histocial and cultural context of that person's lifetime (Ornstein & Hunkins, 2017). He also believed that children can begin command of a language before coming to a particular stage of development (Ornstein & Hunkins, 2017). Child development is a process created by the child's interactions, conversations with one another, and their play within the culture (Ornstein & Hunkins, 2017). Thus, Vygotsky believed that a person's cognitive development is mainly influenced by their surrounding culture.

• Problem-based learning (students learn through the experience of solving an open-ended problem)
• Real-world problem-solving (students use content knowledge to solve real world problems)
• Inquiry-discovery method (students learn by experiencing things themselves through discovery)
• Intuitive thinking (students go with their first instinct and reaching decisions quickly)
• Critical thinking (the process of thinking carefully about a subject or idea)
• Creative thinking (the ability to consider something in a new way; "think out of the box")
• Technology-based learning (learning via electronic technology)

Learning occurs in a self-directed way and is problem-centered (Learning Theories, n.d.). It is an independent process where the learner takes charge of their own learning (Learning Theories, n.d.). Learners use their life experiences, the surrounding environment, and tools of language, objects, and signs to help them create meaning and learn new content (Learning Theories, n.d.). Emotions can hinder or delay learning when people are anxious, fearful, or in discomfort (Yarbrough, 2018). On the other hand, emotions can motivate learning by creating purpose (Yarbrough, 2018). Emotions shape our thoughts, which then effects the learning process (Yarbrough, 2018). It plays a big role in constructing meaning and knowledge within the individual and it is hard to separate emotion from the learning environment (Yarbrough, 2018).

Major Theorist: Malcolm Knowles 1913-1997

Malcolm Knowles first introduced the term "Andragogy" in 1968 (Yarbrough, 2018). He states that adults look for ways of understanding experiences in real time, pursuing skills that will help them handle the challenges of their lives (Yarbrough, 2018).

The learning process can come before the developmental process, or rather before a particular stage of development (Ornstein & Hunkins, 2017). The learning process in children is dependent on social interactions because knowledge is the creation of members in a community, not just the individual (Mercer & Howe, 2012). Learning also occurs by modeling others through observation in a social environment (Learning Theories, n.d.). In addition, individuals use tools like symbols, language, and signs to help them learn (Learning Theories, n.d.).

• Online learning/discussions (individuals learn/ participate in discussions in a fully virtual environment)

• Collaborative learning (learning that takes place in groups)

• Self-directed learning (process in which the individual takes the initiative for their learning)
• Action Learning (process of working on real problems, taking action, and learning as individuals)
• Experiential Learning (learning by doing/through experiences)
• Project-based learning (learning by working on real-world and personally meaningful projects/active exploration of real-world challenges and problems)

Language was the main tool invented by humans that enabled them to have thoughts (Ornstein & Hunkins, 2017). Language is what brings forth thoughts in people. Memory is what is noticed from a person's environment (Learning Theories, n.d.). Retention happens through cognitive processes such as symbolic coding and organization (Learning Theories, n.d.).

Major Theorist: Lev Vygotsky 1896-1934

Lev Vgotsky developed a theory of sociocultural development (Ornstein & Hunkins, 2017). He states that learning involves both human and cultural development (Ornstein & Hunkins, 2017).

The Role of Emotions in the Learning Process:Adult learning has its own unique characteristics, which are different from children learners (Yarbrough, 2018). Adult learners direct their own learning; have a great amount of background knowledge and experiences; problem-solve through learning; and have internal motivation (Yarbrough, 2018). They want to learn about things that pertain to their lives (Yarbrough, 2018). Emotions play a big part in adult learning because they can either obstruct or motivate learning (Yarbrough, 2018).

This is the newest approach to explain how learning happens in the digital age (Dogan, 2014). The learning process has changed in recent times due to the rise in technology. The information people have previously obtained changes with the development of new technologies and with the great increase in the amount of information that is put out there for them to see (Dogan, 2014). Knowledge and learning are not things that are under an individual's complete control; the connections that help us to learn and the capacity to know more are more important than what we currently know (Dogan, 2014). Other important aspects in this theory are keeping and nurturing connections, as well as the ability to see them (Dogan, 2014). The theory states that learning is a network formation process of connecting specialized nodes or information sources (Dogan, 2014). Decision-making is learning because one needs to determine what is important and then have the ability to stay connected and informed with the most accurate, up-to-date knowledge since information constantly changes (Dogan, 2014). Therefore, this is more important than the content itself. Lastly, learning has social and cultural dimensions which are influenced by technology (Learning Theories, n.d.).