Term
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Definition
Cross's CAL (Characteristics of Adults as Learners) Model:
Andragogy + Experiential Learning + Lifespan Psychology
(Not supported by evidence!)
Two Characteristic Variables:
•Personal (Aging/Life phases/Developmental Stages)
ºAdult learning programs should capitalize on experience and adapt to
the aging limitations of participants in addition to challenging them to
move to increasingly advanced personal development stages.
•Situational (PT vs FT/ Compulsory vs Voluntary)
°Adults should have as much choice as possible in the availability and
organization of learning programs.
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Term
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Definition
Malcolm Knowles
Adults learning programs must accommodate the fact that adults are responsible and self-directed. Instructors = Facilitator/Resource.
Learning design assumptions:
+ Adults need to know why they need to learn something
+ Adults need to learn experientially
Ex: case studies, role playing, simulations, self-evaluation
+ Adults approach learning as problem solving
+ Adults learn best when the topic is of immediate value.
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Term
Experiential Learning Theory |
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Definition
C. Rogers (Cognitive learning? Boooooo!)
Humanistic Education Movment XXX
Belief: The role of the teacher is to facilitate the natural human propensity
to learn.
• Experiential Learning: All desire. All the time.
◊ Addresses the needs and wants of the learner
◊ Primarily based upon direct confrontation with practical, social,
personal or research problems
• Pros:
◊ Personal involvement
° student participates completely in the learning process and has
control over its nature and direction
◊ Self-initiated
° learning to learn, openness to change
◊ Evaluated by learner
° principal method of assessing progress or success
◊ Pervasive effects on learner
• Setting the mood:
◊ Positive learning climate
◊ Learner purpose clarification
◊ Organized and available learning resources
◊ Intellectual and emotional learning component balance
◊ Sharing thoughts and feelings with learners in a non-dominating way
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Term
Information Processing Theory |
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Definition
George A. Miller (Cognitive Psych? Yaaaay!)
*General theory of human cognition*
Verified at all cognitive processing levels
Chunking:
+ The idea that short term memory can only hold 5-9 chunks (meaningful unit)
of information.
+ Predecessor to subsequent theories of memory
TOTE (Test-operate-test-exit)
+ If at first you don't succeed...(goal retesting until achieved or discarded)
+ Galander & Pilbram helped
+ Predecessor to subsequent problem solving theories
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Term
Multiple Intelligences
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Definition
H. Gardener
(Indirect biological, anthropological and creative arts support
Mostly focused on Child Development)
Principles:
1. Individuals should be encouraged to use their preferred intelligences in
learning.
2. Instructional activities should appeal to different forms of intelligence.
3. Assessment of learning should measure multiple forms of intelligence.
Primary Intelligence Forms:
◊ Linguistic, musical, logical-mathematical, spatial, body-kinesthetic,
intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social
skills)
◊ Varies in degrees in every person
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Term
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Definition
R. Schank
(Hobbies Include: Structure of Knowledge)
Contextual Dependency Theory
° Served as a springboard for the concept for scripts (generalized
episodes). plans and themes (story-level understanding)
ø specific memories are stored as pointers to scripts plus any unique
events for a particular episode.
ø scripts allow individuals to make inferences needed for understanding
by filling in missing information (i.e., schema).
° All conceptualizations can be represented in terms of a small number of
primative acts performed by an actor on an object
° All memory is episodic
Principles
1. Conceptualization is defined as an act or doing something to an object in a
direction.
2. All conceptualizations can be analyzed in terms of a small number of
primative acts.
3. All memory is episodic and organized in terms of scripts.
4. Scripts allow individuals to make inferences and hence understand
verbal/written discourse.
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Term
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Definition
J. Lave
(General theory of knowledge acquisition)
Principles:
1. Knowledge needs to be presented in an authentic context, i.e., settings and
applications that would normally involve that knowledge.
a) Function of the activity, context and culture in which it occurs
2. Learning requires social interaction and collaboration.
a) Learners become involved in a "community of practice," gravitating
closer and closer to the center until they assume the role of expert
or old-timer.
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Term
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Definition
A. Bandura
Emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others with continuous reciprocal interaction between cognitive, behavioral, and environmental influences. It encompasses attention, memory and motivation.
Principles
° The highest level of observational learning is achieved by first organizing
and rehearsing the modeled behavior symbolically and then enacting it
overtly. Coding modeled behavior into words, labels or images results
in better retention than simply observing.
° Individuals are more likely to adopt a modeled behavior if it results in
outcomes they value.
° Individuals are more likely to adopt a modeled behavior if the model is
similar to the observer and has admired status and the behavior has
functional value.
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Term
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Definition
B. Weiner
(I can be your motivation...go...go...go)
Attribution:
*Assumes that people try to determine why people do what they do
I Three Stages
A) Behavior is observed
B) Behavior is determined to be deliberate
C) Behavior is attributed to internal or external causes
II Achievement attributions
A) Effort
B) Ability
C) Level of task difficulty
D) Luck
III Causal Dimensions of Behavior
A) Locus of Control
1) Internal vs External
B) Stability
1) Determines whether causes can change over time
C) Controllability
1) Contrasts causes one can control from those one can't
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Term
Cognitive Dissonance
Theory |
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Definition
L. Festinger
*Dissonance theory applies to all situations involving attitude formation and change. It is especially relevant to decision-making and problem-solving.
Principles:
• Dissonance results when an individual must choose between attitudes and
behaviors that are contradictory. (Crappy sports car)
• Dissonance can be eliminated by reducing the importance of the conflicting
beliefs, acquiring new beliefs that changes the balance (hey it has some
good elements), or removing the conflicting attitude or behavior (fuck this
car!).
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Term
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Definition
Jerome Bruner
(*One particular perspective in a very broad conceptual framework in philosophy and science)
Principles:
1. Instruction must be concerned with the experiences and contexts that
make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the
student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill
in the gaps (going beyond the information given).
a) Cognitive structure (i.e., schema, mental models) provides meaning and
organization to experiences to allow this. |
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Term
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Definition
F. Martin & N. Entwistle
*This conceptual framework focuses on the student's perspective and is based upon a phenomenological approach to research.
Principles:
• Researchers should seek an understanding of the phenomenon of learning
by examining the students' experiences
°The most important element of this framework is that data be collected
directly from learners themselves through self-reports and
interviews.
• Research about learning needs to be conducted in a naturalistic setting
involving the actual content and settings people learn with.
°The content and setting should be those actually involved in
learning. |
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