Learning theories that our thinking aligns with
(by Alex)
Lave - Situated Learning
Skinner - Operant Conditioning
Hull - Drive Reduction Theory
Mager - Criterion Referenced Instruction
Gagne - Conditions of learning
Bruner - Constructivist Theory
| Theory |
what's the relevant design choice in this project? |
what aspect of the theory, and how does it apply? |
|---|---|---|
| Lave: Situated Learning |
what aspects of tsunami should be presented in this course |
"Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge." (Kearsley 2010) while hoping this is not a normal context for anyone, we're emphasising how the possiblity of tsunami should be understood as it affects their communities. Should we also keep in mind the social aspects of situated learning and try to incorporate group activity (for example, in the creation of a survival kit). |
| Skinner: Operant Conditioning |
Probably mainly to do with games and quizzes in the course than with presentation of info. | Stimulus-response in preparedness & survival activities is meant to reinforce students' capability to deal with real disaster event. Games and quizzes provide positive reinforcement for correct action and possibly negative reinforcement for errors (i.e. in the UN game - all the villagers die) |
| Hull: Drive Reduction Theory |
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| Mager: Criterion Referenced Instruction |
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| Gagne: Conditions of learning |
Can give us a framework for structuring the course in terms of learning stages |
1. gain attention; 2. identify objective; 3. recall prior learning; 4. present stimulus; 5. guide learning; 6. elicit performance; 7. provide feedback; 8. assess performance; 9. enhance retention/transfer Possibly, these stages can be loosely repeated for each of the three sections of our course. |
| Bruner: Constructivist Theory |
overall guiding principle? |
"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). " (Kearsley again!) |
| Sternberg: Triarchic theory |
***** | Not sure if we need this one. What aspects of this theory can we use that are not covered by the other theories in the list? |
| Gibson: Information Pickup Theory |
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relevance of authentic visual clues to learning process |
