Learning Theories

Learning Theories

Ryan Parker

Sociocultural

Adult Learning Theory

Connectivism

Memory

Major Theorist

Learning Process

• Social Interaction: Learning begins with interactions with more knowledgeable others, such as peers, mentors, or teachers.
• Cultural Mediation: Learners use cultural tools and symbols, like language, to process and understand information.
• Zone of Proximal Development (ZPD): Learning occurs within the ZPD, where guidance helps learners achieve beyond their independent capabilities.
• Internalization: Repeated social interactions and the use of cultural tools lead to the internalization of knowledge and skills.
• Application and Adaptation: Learners apply internalized knowledge in various contexts, adapting it based on new experiences and ongoing social interactions.

A major sociocultural learning theorist is Lev Vygotsky. He developed the concept of the Zone of Proximal Development (ZPD), which describes the gap between what a learner can do independently and what they can achieve with guidance and support from more knowledgeable others. Vygotsky emphasized the critical role of social interaction and cultural context in the process of learning and cognitive development. His work highlights how cultural tools and collaborative activities influence and enhance the learning experience.

In sociocultural learning, memory plays a significant role in how knowledge is constructed and retained within a cultural context. Memory is not just an individual cognitive process but is shaped by social interactions and cultural tools, such as language and symbols. Through collaborative activities and communication with others, individuals internalize shared knowledge and cultural practices, which are then stored in memory. This socially and culturally mediated memory helps learners recall and apply learned information in meaningful ways within their cultural context.

Learning Theories

Ryan Parker

Sociocultural

Adult Learning Theory

Cognitivism

Connectivism

Memory

Major Theorist

Learning Process

A major theorist for connectivism learning is George Siemens. He, along with Stephen Downes, developed the theory in response to the increasing prevalence of technology and digital networks in education. Siemens emphasized that traditional learning theories did not adequately address the way learning happens in the digital age, where information is constantly changing and readily accessible. His work highlights the importance of understanding how to navigate and utilize networks and technology for learning.

In connectivism, memory is viewed as the ability to recognize patterns and connect knowledge across various networks. Rather than relying solely on internal storage of information, memory involves knowing where to find information and how to access it when needed. This externalization of memory through digital networks and resources is key to learning in connectivism.

• Exposure to Networks: Engage with various digital and social networks to access diverse information sources.
• Connecting Information: Identify and establish connections between different pieces of information across networks.
• Navigating Knowledge: Develop the skills to find and retrieve relevant information efficiently.
• Collaboration and Sharing: Participate in knowledge sharing and collaborative activities within networks.
• Continuous Learning: Stay updated with new information and technologies, adapting to changes and expanding the network of knowledge.

Learning Theories

Ryan Parker

Sociocultural

Adult Learning Theory

Connectivism

additional info

languages

knowledge

Memory

tools

Major Theorist

Learning Process

• Self-assessment: Adults identify their learning needs and goals based on personal and professional aspirations.
• Engagement with Real-life Problems: Learning is driven by solving real-life challenges and applying acquired knowledge directly.
• Application of Experience: Adults draw on their previous experiences and knowledge to understand and integrate new information.
• Reflection and Integration: Reflection on learning experiences helps adults consolidate new knowledge and skills into their existing understanding.
• Lifelong Learning: Adults engage in continuous learning and development throughout their lives, adapting to changing circumstances and acquiring new competencies as needed.

Malcolm Knowles is a major theorist in adult learning theory, often referred to as andragogy. He emphasized that adults learn differently from children and proposed principles such as self-directed learning, the importance of experience, and readiness to learn. Knowles believed that effective adult education should be learner-centered, recognizing adults' autonomy and readiness to learn based on their life experiences and motivations.

Memory in adult learning theory involves the integration of new knowledge with existing experiences and expertise. Adults draw on their past learning and practical experiences to make sense of new information. Memory aids in applying acquired knowledge to real-world contexts, refining skills, and continuously improving in their professional and personal lives.

Language 1

We are visual beings.

A great title

A great title

We are able to understand images from millions of years ago, even from other cultures.

Contextualize your topic

A great title

A great title

Language 2

Contextualize your topic

Narrative beings.

Un gran título

We tell thousands and thousands of stories. 2/3 of our conversations are stories.

Contextualize your topic

A great title

Language 3

A great title

Contextualize your topic

Social beings.

A great title

Language 4

We need to interact with each other. We learn collaboratively.

A great title

Contextualize your topic

Learning Theories

Ryan Parker

Sociocultural

Adult Learning Theory

Connectivism

additional info

languages

knowledge

Memory

tools

Major Theorist

Learning Process

• Activation of Prior Knowledge: Learners start by recalling and using their existing knowledge and experiences related to the topic.
• Exploration and Discovery: Engaging in activities that encourage exploration and discovery of new information, often through hands-on experiences, research, or problem-solving tasks.
• Reflection and Discussion: Reflecting on experiences and discussing findings with peers and mentors to share perspectives, negotiate meaning, and build consensus.
• Conceptualization and Application: Integrating new information with existing knowledge to form conceptual understanding and applying it in practical contexts.
• Revision and Elaboration: Continuously revising and expanding understanding based on feedback, further exploration, and reflection on learning experiences.

A main theorist for constructivism learning is Lev Vygotsky. He proposed the theory of social constructivism, which emphasizes the role of social interaction and cultural context in learning. Vygotsky argued that learning is a collaborative process where individuals acquire knowledge and cognitive skills through interaction with others, particularly more knowledgeable peers or adults. His work highlights the importance of language and social interactions in shaping cognitive development and learning.

In constructivism learning, memory is essential for integrating new information with existing knowledge and experiences, enabling learners to form personalized meanings and interpretations. It supports the recall of past concepts and experiences, which learners reflect upon to reconstruct and refine their understanding. Memory also facilitates collaborative interactions, where learners negotiate meaning and construct knowledge together. Overall, memory in constructivism aids in the continuous evolution of learners' understanding through active engagement with new ideas and perspectives.

Language 1

We are visual beings.

A great title

A great title

We are able to understand images from millions of years ago, even from other cultures.

Contextualize your topic

A great title

A great title

Language 2

Contextualize your topic

Narrative beings.

Un gran título

We tell thousands and thousands of stories. 2/3 of our conversations are stories.

Contextualize your topic

A great title

Language 3

A great title

Contextualize your topic

Social beings.

A great title

Language 4

We need to interact with each other. We learn collaboratively.

A great title

Contextualize your topic

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

Connectivism

Main Characteristics

Networked Learning: Knowledge is distributed across a network of connections, and learning consists of the ability to navigate, create, and share within these networks.Learning as a Process of Connecting: Learning occurs through connecting specialized information sets and understanding how and where to find knowledge when needed. Emphasis on Digital and Social Media: Utilizes digital tools and social media platforms for knowledge acquisition, sharing, and collaboration.

Sociocultural

Characteristics

Sociocultural learning emphasizes the importance of social interactions and cultural context in cognitive development and knowledge acquisition. It posits that learning occurs through collaborative activities, where individuals engage with more knowledgeable others within their cultural environment, particularly within the Zone of Proximal Development (ZPD). Social Interaction: Learning occurs through interactions with others, such as peers, mentors, and experts. Social engagement and collaboration are essential for cognitive development and knowledge acquisition. Cultural Context: Learning is deeply influenced by the cultural context in which it occurs. Cultural tools, language, and practices shape how individuals understand and engage with the world. Zone of Proximal Development (ZPD): Introduced by Lev Vygotsky, the ZPD represents the gap between what a learner can do independently and what they can achieve with guidance and support. Learning is optimized when it occurs within this zone, with the help of more knowledgeable others.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

Adult Learning Theory

Main Characteristics

• Self-directed Learning: Adults take responsibility for their own learning process, setting goals and actively seeking out resources and experiences.
• Relevance to Life Experience: Learning is connected to adults' real-life situations and experiences, making it practical and immediately applicable.
• Orientation to Problem-solving: Adults are motivated to learn when faced with specific problems or challenges, focusing on acquiring skills and knowledge that help solve these issues..

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.

Constructivism

Main Characteristics

• Active Construction of Knowledge: Learners actively build their understanding and knowledge through experiences, interactions, and reflection rather than passively receiving information.
• Social Interaction and Collaboration: Learning is enhanced through social interaction with others, including peers, mentors, and experts. Collaborative activities and discussions help learners negotiate meaning and construct knowledge together.
• Personalized Learning and Meaning-making: Learners create personalized meaning by integrating new information with their existing knowledge and beliefs. They develop their own unique understanding of concepts based on their experiences and interpretations.

A la hora de llevar a cabo una presentación hay que perseguir dos objetivos: transmitir información y evitar bostezos. Para ello puede ser una buena praxis hacer un esquema y utilizar palabras que se graben a fuego en el cerebro de tu audiencia.