Background
Driscoll (2000)
Learning as a lasting changed state (emotional, mental, physiological (i.e. skills))
brought about as a result of experiences and interactions with content or other people.
"a persisting change in human performance or performance potential… [which] must come about as a result of the learner's experience and interaction with the world"
Explores some of the complexities of defining learning.
Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present birth)? Do we acquire it through thinking and reasoning?
Content of knowledge - Is knowledge actually knowable? Is it directly knowable through human experience?
The final consideration focuses on three epistemological traditions in relation to learning:
Interpretivism
Objectivism
Pragmatism
(similar to behaviorism) states that reality is external and is objective, and knowledge is gainedthrough experiences.
(similar to constructivism) states that reality is internal, and knowledge is constructed.
(similar to cognitivism) states that reality is interpreted, and knowledge is negotiated throughexperience and thinking.
Background
Gredler (2001)
Observable behaviour is more important than understanding internal activities
expresses behaviorism as being comprised ofseveral theories that make three assumptions about learning:
Behaviour should be focused on simple elements: specific stimuli and responses
Learning is about behaviour change
Cindy Buell
details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representtations are committed to memory."
background
Nancy Pimentel
Created on March 10, 2024
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Transcript
Background
Driscoll (2000)
Learning as a lasting changed state (emotional, mental, physiological (i.e. skills))
brought about as a result of experiences and interactions with content or other people.
"a persisting change in human performance or performance potential… [which] must come about as a result of the learner's experience and interaction with the world"
Explores some of the complexities of defining learning.
Valid sources of knowledge - Do we gain knowledge through experiences? Is it innate (present birth)? Do we acquire it through thinking and reasoning?
Content of knowledge - Is knowledge actually knowable? Is it directly knowable through human experience?
The final consideration focuses on three epistemological traditions in relation to learning:
Interpretivism
Objectivism
Pragmatism
(similar to behaviorism) states that reality is external and is objective, and knowledge is gainedthrough experiences.
(similar to constructivism) states that reality is internal, and knowledge is constructed.
(similar to cognitivism) states that reality is interpreted, and knowledge is negotiated throughexperience and thinking.
Background
Gredler (2001)
Observable behaviour is more important than understanding internal activities
expresses behaviorism as being comprised ofseveral theories that make three assumptions about learning:
Behaviour should be focused on simple elements: specific stimuli and responses
Learning is about behaviour change
Cindy Buell
details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representtations are committed to memory."