Académique Documents
Professionnel Documents
Culture Documents
Concepts of learning
Learning is the process of acquiring knowledge and skills. It is a process in which an individuals behaviour is changed through experience. For our purposes, that experience is training and development. Learning occurs, when one experiences a new way of acting, thinking, or feeling, finds the new pattern gratifying or useful, and incorporates it into the repertoire of behaviours. When a behaviour has been learned, it can be thought of as a skill.
Learning
Learning is the process of acquiring knowledge or skill through study, experience or teaching. It is a process that depends on experience and leads to long term changes in behavior potential. Learning occurs, when one experiences a new way of acting, thinking, or feeling, finds the new pattern of gratifying or useful, and incorporates it into the behaviors When a behavior has been learned, it can be thought of as a skill.
Learning
Learning is relatively permanent change in human capabilities that is not a result of growth processes. These capabilities are related to specific learning outcomes.
Description of Capability
State, tell or describe previously stored information.
Intellectual Skills
Apply generalizable concepts and rules to solve problems and generate novel products.
Execute a physical action with precision and timing. Choose a personal course of action. Manage ones own thinking and learning processes.
Training
Training refers to a planned effort by a company to facilitate employees learning of job related competencies. These competencies include knowledge, skills, or behaviors that are critical for successful job performance. The goal training is for employees to master the knowledge, skill and behaviors emphasized in training programs and to apply them to their day-to-day activities. Training is opportunity for learning. What is learned depends on many factors such as :
Opportunities for and encouragement of selflearning. Opportunities and support for experimentation. Emphasis on learning through discovery. Indirect and liberating influence of the trainer through minimum guidance. Trainers human values and faith in humanity. Trainers high expectations from learners and openness to examine his own needs. Trainers competence
Stages Of Learning
According To ACT (Adaptive Character of Thought) Theory, learning takes place into three stages that are known as: Declarative knowledge (knowledge, facts, information
etc.)- cognitive resources/attention.
Learning Styles
According to David Kolb, there are four learning modes:
Learning Theories
Classical Conditioning Theory Reinforcement Theory Social Learning Theory Information processing Theory Adult Learning Theory
Behaviour
A response or set of response
Consequence
Positive reinforcement Negative reinforcement No consequence Punishment
Ratio Schedules : fixed ratio ,continuous, variable- ratio Interval Schedules: Fixed interval /variable interval
Reinforcement Theory
This theory was developed by the behaviourist school of psychology by B.F. Skinner. Reinforcement theory emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.
In behavioral terms "positive" means something is added to the situation, "negative" means something is taken away. "Reinforcement" means that the behavior is more likely to be repeated after it is applied, "punishment" means the behavior is less likely to be repeated afterwards.
Positive reinforcement, or 'rewards' can include verbal reinforcement such as 'That's great' or 'You're certainly on the right track' through to more tangible rewards such as a certificate at the end of the course or promotion to a higher level in an organisation.
Reinforcement Theory
Fixed-ratio schedule: Reinforcement whenever target behavior has taken place a given no. of times. Continuous reinforcement: Reinforcement after each occurrence of target behavior. Variable-ratio schedule: Reinforcement after several occurrences of target behavior; no. of occurrences before reinforcement may differ each time. Fixed-interval schedule: reinforcement at a given time interval after performance of target behavior. Variable-interval schedule: Reinforcement occurring periodically after performance of target behavior; time intervals may differ each time.
Match Modeled
Performance
Students learn how to act in school through interaction with the teacher and other students. They learn to work quietly and raise their hands to get the teachers attention. There are expectations of behavior and negative consequences for not acting appropriately.
Sensory Register
Shortterm Memory
Longterm Memory
Effectors
Model based on several assumptions:1.Adults have the need to know why they are learning something. 2.Adults have a need to be self-directed. 3.Adults bring more work- related experiences into the learning situation. 4.Adults enter into a learning experience with a problem-centered approach to learning. 5.Adults are motivated to learn by both extrinsic and intrinsic motivators.
Mutual planning and collaboration in instruction Use learner experience as basis for examples and applications
Time Perspective
Factor Personality Motivation Roles Openness to change attitudes Barriers to change Concept
Adults Independent Intrinsic parent ,volunteer ,spouse Ingrained habits and Negative SelfLimited opportunities Time Inappropriate Teaching Methods
Experience
Limited
Vast
Orientation to learning
subjected centered
problem-centered
Assumptions
Pedagogy
Self Concept
Design Elements
Pedagogy
Climate
Andragogy
Self Directing
Andragogy
Mutual respect Collaborative Informal Mutual Mutual SelfDiagnosis Mutual Negotiations
Sequenced in terms of readiness Problem Units
Dependency
Authority Oriented
Experience
of little worth
Planning
Diagnosis of needs Formulation of Object. Design
By teacher By teacher
Readiness
Biological Developmental development task of social social pressure roles Postponed application Subject Centered
By Teacher
Time Perspective
Immediacy of application
Problem Centered
Orientation to learning
Activities
Experimental techniques
Implications: (1) A climate of adultness is a necessity in all adult program. (2) Engage the adult in diagnosing his own needs for learning. (3) Involve the adults in the planning of their own learning. (4) Allow the adults to carry out their own learning. (5) Evaluation should be a re self-diagnosis.
Principles of learning
Association : Contiguity ,law of effect and active practice. Spaced versus massed practice Whole versus part practice Sequence of Practice Feedback & coaching More Practice/over-learning
Types of Transfer
Positive transfer
A situation in which prior learning aids subsequent learning.
Negative transfer
A situation in which prior learning interferes with subsequent learning.
Zero transfer
A situation in which prior learning has no effect on new learning.
General transfer
Situation in which prior learning aids subsequent learning due to the use of similar cognitive strategies.
Types of Transfer
Near transfer
Knowledge domains are highly similar, the settings in which the original learning and transfer tasks occur are basically the same, and the elapsed time between the two tasks is relatively short.
Far transfer
Knowledge domains and settings are judged to be dissimilar and the time between the original learning and transfer tasks is relatively long.
Types of Transfer
Low-road transfer
Situation in which a previously learned skill or idea is almost automatically retrieved from memory and applied to a highly similar current task.
High-road transfer
Situation involving the conscious, controlled, somewhat effortful formulation of an abstraction that allows a connection to be made between two tasks.