LEARNING AN PROBLEM SOLVING

• Learning


  A process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning
• Memory


  How the mind stores and recalls information
• Learning and memory


  Incredibly close and intertwined
• It is almost impossible for an individual to truly learn something without also having the memory to retain what they have learned
• Learning and memory maintain a very interdependent relationship
• Learning

  • The change in the learner may happen at the level of knowledge, attitude or behavior
  • As a result of learning, learners come to see concepts, ideas, and/or the world differently
• Classical conditioning


  Learning takes place when an association is formed between a previously neutral stimulus and a naturally occurring stimulus
• Classical conditioning


  • Pavlov's experiments with dogs
• Operant conditioning


  Associations are made between a behavior and the consequences of that behavior
• When a behavior leads to a desirable consequence, it becomes more likely that the behavior will be repeated again in the future
• If the actions lead to a negative outcome, then the behavior then becomes less likely to occur
• Social learning theory


  Much of learning takes place through observation
• Social learning theory


  • Bandura's Bobo doll experiment
• Learning something does not necessarily result in a change in behavior
• Cognitive learning theory


  Mental processes are an important part in understanding how we learn
• Cognitive learning theory


  • Learners can be influenced by both internal and external elements
  • Plato and Descartes were early philosophers that focused on cognition
  • Jean Piaget's work focuses on environments and internal structures and how they impact learning
• Schema


  The basic unit of knowledge, and schemata build up over a lifetime
• Accommodation


  How we modify what we already know to take new information into account
• Assimilation


  How the new knowledge is arranged in our heads alongside what we already know
• Cognitive theory has developed over time, breaking off into sub-theories that focus on unique elements of learning and understanding
• At the most basic level, the cognitive theory suggests that internal thoughts and external forces are both an important part of the cognitive process
• Bloom's taxonomy


  Describes six different levels of cognitive learning in the form of a hierarchy
• Constructivist theory


  Learners are active participants in their learning journey; knowledge is constructed based on experiences
• Principles of constructivist theory


  • Knowledge is constructed
  • Learning is a social activity
  • Learning is an active process
  • Learning is contextual
  • People learn to learn, as they learn
  • Learning exists in the mind
  • Knowledge is personal
  • Motivation is key to learning
• Humanism


  Directly focuses on the idea of self-actualization
• Connectivism


  People learn and grow when they form connections
• Transformative learning theory


  Learners can adjust their thinking based on new information
• Transformative learning theory works well for adult students, as children don't have the same kind of transformation with their learning experiences
• The theory states that our worldview is changed the more we learn, which helps us grasp new concepts and ideas
• Experiential learning theory


  Focuses on learning by doing
• Experiential learning theory


  • The first two stages, concrete learning and reflective observation, focus on grasping an experience
  • The latter two, abstract conceptualization and active experimentation are about transforming an experience
  • Effective learning is seen as the learner goes through the cycle of experiential learning theory
• Participation


  Learning should permit and encourage active participation of the learner
• Repetition


  Provide the learner with the opportunity for practice and repetition
• Transference


  Whether learning will transfer to the actual situation
• Transfer of training situations

  • Positive transfer
  • Negative transfer
  • No observable effect
• Feedback


  Gives learners information on their progress
• Overlearned behaviors


  • Ensure smooth performance
  • Minimum of forgetting at a later date
• Proficiency in learning and retaining new skills


  Improved when individuals visualize themselves performing the new behavior
• Transference


  When learning occurs in a special environment, an important question is whether learning will transfer to the actual situation
• Transfer of training


  Trainees can apply the knowledge and skills learned in training course to their jobs