What is Learning?

1. Learning is the relatively

permanent change in a person's
knowledge or behavior due to
experience.
• The duration of the change is long- term
rather than short-term;

• The focus of the change is the content and

structure of knowledge in memory of the
behavior of the learner;

• The cause of the change is the the learner's

experience in the environment rather than
fatigue, motivation, drugs, physical condition
or physiologic intervention (Encyclopedia of
Educational Research, Richard E. Mayer)
2. A change in human disposition
od capability that persists over a
period of time and is not simply
ascribable to processes of
growth.

(Robert Gagne)
3. Learning is a process that is
active- process of engaging and
manipulating objects, experiences,
and conversations in order to build
mental models of the world.

(Dewey, 1938;
Piaget, 1964; Vygotsky, 1986)
4. Learning is a process that builds
on prior knowledge and involves
enriching, building on, and
changing existing understanding,
where "one's knowledge base is a
scaffold that supports the
construction of all future learning“

(Alexander, 1996, p. 89)

5. Learning is a process that
occurs in a complex social
environment and thus should not
be limited to being examined or
perceived as something that
happens on an individual level.

( Bransford, et al.,)
( Scardamalia & Bereiter, 2006).
6. Learning is a process that is
situated in an authentic context-
provides learners with the
opportunity to engage with
specific ideas and concepts on a
need-to-know or want-to-know
basis

(Greeno,2006;Kolodner,2006).
7. Learning is a process that requires learners' motivation
and cognitive engagement to be sustained when learning
complex ideas, because considerable mental effort and
persistence are necessary.
Types of Learning

1. Motor Learning
Most of our activities in our day-to-days life refer to motor
activities.

2. Verbal Learning
This type of learning involves the language we speak, the
communication devices we use.
Types of Learning

3. Concept Learning
It is the form of learning which requires higher order mental
processes like thinking, reasoning, intelligence, etc. we learn
different concepts from childhood.

4. Discrimination Learning
Learning to differentiate between stimuli and showing an
appropriate response to these stimuli is called discrimination
learning.
Types of Learning

5. Learning of Principles
Individuals learn certain principles related to science,
mathematics, grammar, etc. in order to manage their work
effectively.

6. Problem Solving
This is a higher order learning process. This learning requires the
use of cognitive abilities-such as thinking, reasoning,
observation, imagination, generalization, etc.
Types of Learning

7. Attitude Learning
Attitude is a predisposition which determines and directs our
behavior.
Defining Learner-
Centered
Learner-centered focuses on tailoring the information, activities,
and interactions to the needs, interests, and abilities of the
learners.
The following are the learner-centered principles:

1. They pertain to the learner and learning process.

2. They focus on psychological factors primarily internal and

under the control of the learner.

3. They deal with external and contextual factors that interact with
the internal factors.
The following are the learner-centered principles:

4. They are seen an organized set of principles; no principle to be

viewed to isolation.

5. The principles are classified under cognitive, metacognitive,

motivational, affective, developmental, social, and individual
difference factors related to learning.
The following are the learner-centered principles:

6. These principles apply not only to all learners but to everyone

involved in the educational system, as for example, teachers,
administrators, parents, staff and guidance counselors.
Five Current Learning
Theories in Education
Behaviorism

A theory that focuses on how people learn to their interaction

with the environment. It is based on the idea that all behaviors
are acquired through conditioning which is a process of
reinforcement and punishment
Skinner’s
Operant Conditioning

Operant conditioning,
sometimes called instrumental
conditioning or Skinnerian
conditioning, is a method of
learning that uses rewards and
punishment to modify behavior.
Ivan Pavlov’s
Classical Theory

is a behavioral procedure in
which a biologically potent
physiological stimulus is paired
with a neutral stimulus.
John Watson

His theory emphasized the

study of observable behavior,
rejecting introspection and the
study of consciousness
Cognitivism Theory

The Learning Theory of Cognitivism concentrates on how a

person's mind receives, organizes, saves and retrieves
information.
Albert Bandura’s
Social Cognitive Theory

It is a observation and
modeling play a primary role
in how nd why people learn.
Constructivism

Is a students centered that is based on cumulatively building

understanding from students prior knowledge and
experience
Piaget’s
Constructivism Theory

His theories indicate that

humans create knowledge
through the interaction between
their experiences and ideas.
Humanism
Humanism approaches learning and education with a
growth mindset. Similar to constructivism, humanism is a
school of educational thought that is inherently student-
centered.
Carl Rogers
Self Concept Theory of
Personality

He believed that our

personality is driven by our
desire for self-actualization.
Connectivism
Connectivism is inherently a future-focused learning
theory. It is a relatively recent pedagogical view that takes into
account the changing nature of knowledge acquisition in our
digital age.
Stephen Downes
Connectivism Theory

States that knowledge is

distributed across a network of
connections, and therefore that
learning consists of the ability
to construct.
What is Pedagogy and
Andragogy?
Pedagogy
Refers to the theories and methods used in teaching.
However, in the past, pedagogy referred specifically to the
methods used to educate children. It literally means ‘leading
children’.

Andragogy
It was coined by Malcolm Knowles focuses on the
practices used to teach adults
Characteristics of Young Learners

1. They can learn through talking about themselves, families and

their lives.

2. They are curious to learn and discover new concepts on their

own.

3. They like to use their imagination and to discover things.

Characteristics of Young Learners

4. They naturally need to touch, see, hear and interact to learn.

5. Because their attention span is limited, they need engaging and

entertaining activities in order to not lose interest.

6. They like to cooperate and work in groups.

Characteristics of Young Learners

7. They need support and encouragement while learning.

8. Teachers need to work their students individually because they

need to be guided.
Characteristics of Adolescent Learners

1. They are in search for personal identity.

2. They are in need of activities that meet their needs and learning
expectations.

3. They become disruptive when they lose interest in the lesson or

feel bored..
Characteristics of Adolescent Learners

4. They need help and support from the teacher and to be provided
with constructive feedback.

5. They can draw upon a variety of resources in the learning

environment, including personal experience, the local community,
and the Internet.
Knowles’ Assumptions about Adult Learners

1. Self-concept: Adults move from being dependent on others to

self-direction as they mature.

2. Experience: Adults gain experience as they grow that, in turn,

becomes a valuable tool in learning.

3. Readiness to learn: The priorities of adults shift as they begin

to increasingly value and are therefore more ready to learn about
his or her role in society.
Knowles’ Assumptions about Adult Learners

4. Orientation to learning: Adults change their perspectives on

learning as they grow, moving from procrastination to immediate
application and from subject interest to problem-solving.

5. Motivation to learn: Adults move from extrinsic towards

intrinsic motivation as they grow and mature.
Types of Knowledge
1. A Posteriori Knowledge
This knowledge comes directly from our own personal
experiences or a knowledge that comes after we have had some
experiences.

2. A Priori Knowledge
It is knowledge and facts that exist without the need to
experience it.
3. Dispersed or Distributed Knowledge
Dispersed knowledge is knowledge that no single
person has the capacity to see in its entirety. The knowledge is
dispersed or spread out among many different people.

4. Domain or Expert Knowledge

Domain knowledge is deep knowledge about a
particular domain or discipline. We might also call it expert
knowledge.
5. Empirical Knowledge
Empirical knowledge is knowledge obtained through
the senses.

6. Encoded Knowledge
Encoded knowledge is knowledge that has been
recorded in symbolic codes.

7. Tacit Knowledge
Tacit knowledge is knowledge that you have but
cannot express.
8. Explicit Knowledge
It is knowledge that can be easily explained to outsiders.
It is knowledge that we could quickly codify into words and
express to others.

9. Imperative or Procedural Knowledge

Imperative knowledge is ‘knowing how’. It is
knowledge about how to carry out tasks effectively.
10. Descriptive Knowledge
Also known as propositional knowledge, descriptive
knowledge is ‘knowing that’ something is true.

11. Situated Knowledge

A knowledge that emerges out of a specific context,
community or culture. It is knowledge that is specific to that
situation and is hard to understand from outside of that
perspective.