Term
Adult Learning Theory
(P. Cross 1981) |
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Definition
| A learning theory that adapts and accommodates to people about adolescent that considers categories to Situational characteristics(environment of learning) and Personal Characteristics which break down into the aging (physical and intellectual demands), life phases, and developmental stages ( which relate to the transitional periods in a persons life and the events in them.) |
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Term
Andragogy
(Malcolm Knowles 1975) |
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Definition
The instruction for adults needs to focus more on the process and less on the content being taught. Case studies, role-playing, simulations, and self-evaluation are most useful.
1. Adults need to be involved in the planning and evaluation of their instruction.
2. Experience (including mistakes) provides the basis for learning activities.
3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented. |
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Term
Experiential Learning Theory
(Carl Rogers) |
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Definition
Learning takes place when someone is invested in what they are learning and has meaning to it. Teaching is related to an experience of with hands-on task or activity
1. Significant learning takes place when the subject matter is relevant to the personal interests of the student
2. Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum
3. Learning proceeds faster when the danger to the self is low
4. Self-initiated learning is the most lasting and pervasive |
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Term
Information Processing Theory
(George A. Miller) |
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Definition
Learning is related to chunking of letting people access their working memories with about 5-9 pieces of information. TOTE (Test operate test exit). TOTE unit, a goal is tested to see if it has been achieved and if not, an operation is performed to achieve the goal.
1. Short term memory (or attention span) is limited to seven chunks of information.
2. Planning (in the form of TOTE units) is a fundamental cognitive process.
3. Behavior is hierarchically organized (e.g., chunks, TOTE units). |
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Term
Multiple Intelligences
(Howard Gardner) |
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Definition
Gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).
1. Individuals should be encouraged to use their preferred intelligence in learning.
2. Instructional activities should appeal to different forms of intelligence.
3. Assessment of learning should measure multiple types of intelligence. |
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Term
Script Theory
(Roger Schank 1975) |
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Definition
Learning is based on episodic or episodes within the action of what a person is doing. This is breaking each moment down to a lived experience to learn the meaning of what the subject matter is.
Conceptualization is defined as an act or doing something to an object in a direction.
All conceptualizations can be analyzed in terms of a small number of primitive acts.
All memory is episodic and organized in terms of scripts.
Scripts allow individuals to make inferences and hence understand verbal/written discourse.
Goals and plans create a higher level of expectations. |
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Term
Situated Learning
(J. Lave) |
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Definition
Learning is taking the knowledge and information a person knows and applies it with the collaboration of others or the situation.
1. Knowledge needs to be presented in an authentic context, i.e., settings and applications that would typically involve that knowledge.
2. Learning requires social interaction and collaboration. |
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Term
Social Learning
(Albert Bandura) |
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Definition
Learning is through observation and examining another person behavior. A person can model behavior for another person to learn it.
1. 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 merely observing.
2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3. 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
Attribution theory
(B. Weiner) |
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Definition
Learning of success or failure based on comparing one's self with someone else and there the meaning of motivation and concept of onces self.
Attribution is a three-stage process: (1) behavior is observed, (2) behavior is determined to be deliberate, and (3) behavior is attributed to internal or external causes.
Achievement can be attributed to (1) effort, (2) ability, (3) level of task difficulty, or (4) luck.
Causal dimensions of behavior are (1) locus of control, (2) stability, and (3) controllability. |
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Term
Cognitive Dissonance Theory
(Leon Festinger) |
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Definition
The learning will have material that goes against their opinion or belief which creates dissonance to bridge this issue they use justification to learn what could be the reason of their dissonance.
1. Dissonance results when an individual must choose between attitudes and behaviors that are contradictory.
2. Dissonance can be eliminated by reducing the importance of conflicting beliefs, acquiring new beliefs that change the balance, or removing the conflicting attitude or behavior. |
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Term
Constructivist Theory
(Jerome Bruner) |
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Definition
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. Using active dialogue to help build off information the students already know.
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). |
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Term
Transformational Theory
(Jack Mezirow) |
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Definition
Adult exhibit two kinds of learning: instrumental (e.g., cause/effect) and communicative (e.g., feelings)
Learning involves a change in meaning structures (perspectives and schemes).
Change to meaning structures occurs through reflection about content, process or premises.
Learning can involve: refining/elaborating meaning schemes, learning new schemes, transforming schemes, or transforming perspectives. |
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